Gruber's Essential Guide to Test Taking: Grades 6-9 - Gruber Gary R. 2019
Writing ability
Verbal strategies
There are essentially five ways writing ability can be measured. They are by testing:
1spelling
2punctuation and capitalization
3grammar and usage
4diction, style, and sentence structure
5logic and organization
In the exercises below, we will look at the types of questions asked in each of the above categories. Llowcvcr, instead of you or your child having to wade through a set of rules for each category, you are only going to see some sentences that are incorrect, which you will then learn how to correct. You are only going to work with the most important and typical sentences and corrections, so that your child, with the least amount of effort, should be able to answer many questions involving writing rules and techniques.
After you have gone over each of the exercises in this chapter, show the questions to your child and describe to him or her how the correct answers are obtained (as demonstrated in this book).
Spelling
In the following exercise, each question consists of five words. Select the word that is spelled incorrectly. If all five words are spelled correctly, mark the answer F.
1 (A) strenuous
(B) deceive
(C) salaried
(E) mislaid
2 (A) imaginary
(B) ammount
(C) homespun
(D) sluggish
(E) attic
3 (A) tedious
(B) rellinquish
(C) peddle
(D) pasteurize
(E) dissuade
4 (A) parashute
(B) hiccup
(C) argument
(D) physics
(E) opponent
5 (A) anesthetic
(B) virtuoso
(C) consecrate
(D) afirmation
(E) alcohol
6 (A) sophistacated
(B) predisposed
(B) taboo
(D) carreer
(D) regimentation
(E) professor
7 (A) explosive
(B) galery
(C) idol
(D) keynote
(E) confident
8 (A) eloquence
(B) specimen
(C) beggar
(D) dazling
(E) mysterious
9 (A) plaintiff
(B) degree
(C) hostility
(D) cauterize
(E) anchered
10 (A) quarantine
(B) proverbial
(C) adaptation
(D) disernment
(E) stupidity
After you have looked at these questions, have your child try them, and go over the answers with him or her, making the necessary corrections.
ANSWERS
1(D) career
2(B) amount
3(B) relinquish
4(A) parachute
5(D) affirmation
6(A) sophisticated
7(B) gallery
8(D) dazzling
9(E) anchored
10(D) discernment
Now have your child answer the following questions. Check his or her answers with those given below to see whether he or she has approached them correctly.
Directions: Each question consists of five words. Select the word that is spelled incorrectly. If all five words are spelled correctly, mark the answer F.
QUESTIONS
1 (A) renewel
(B) charitable
(C) abrupt
(D) possession
(E) strengthen
2 (A) khaki
(B) survival
(C) laboratory
(D) intensefied
(E) stature
3 (A) diesel
(B) cocoa
(C) alphabettical
(D) visible
(E) overlaid
4 (A) neutral
(B) ballot
(C) parallysis
(D) enterprise
(E) abnormal
5 (A) ironic
(B) mountainous
(C) permissible
(D) carburetor
(E) blizard
6 (A) penalty
(B) affidavit
(C) document
(D) notery
(E) valid
7 (A) provocative
(B) apparition
(C) forfiet
(D) procedure
(E) requisite
8 (A) terrifying
(B) museum
(C) minimum
(D) competitors
(E) efficency
9 (A) hangar
(B) spokesman
(C) mustache
(D) cathederal
(E) pumpkin
10 (A) guidance
(B) until
(C) usage
(D) loyalist
(E) prarie
11 (A) travel
(B) conductor
(C) equiping
(D) proposal
(E) twofold
12 (A) philosopher
(B) minority
(C) managment
(D) emergency
(E) bibliography
13 (A) constructive
(B) employee
(C) stalwart
(D) masterpeice
(E) theoretical
14 (A) dissappoint
(B) volcanic
(C) illiterate
(D) myth
(E) superficial
15 (A) totally
(B) penninsula
(C) sandwich
(D) ripening
(E) salvation
16 (A) pastel
(B) aisle
(C) primarly
(D) journalistic
(E) diminished
17 (A) warrier
(B) unification
(C) enamel
(D) defendant
(E) sustained
18 (A) incidental
(B) lubricent
(C) conversion
(D) jurisdiction
(E) interpretation
19 (A) auxilary
(B) boundaries
(C) session (meeting)
(D) fabric
(E) ceiling
20 (A) imperious
(B) depreciate
(C) rebutal
(D) wharf
(E) giddy
ANSWERS
1 (A)renewal
2 (D)intensified
3 (C)alphabetical
4 (C)paralysis
5 (E)blizzard
6 (D)notary
7 (C)forfeit
8 (E)efficiency
9 (D)cathedral
10 (E)prairie
11 (C)equipping
12 (C)management
13 (D)masterpiece
14 (A)disappoint
15 (B)peninsula
16 (C)primarily
17 (A)warrior
18 (B)lubricant
19 (A)auxiliary
20 (C)rebuttal
THE ONE THOUSAND MOST COMMONLY MISSPELLED WORDS
Here’s a table of one thousand commonly misspelled words. If your child is weak in spelling, you may want to go over these words (twenty at a time). You may also want to dictate the words (twenty at a time) to see whether he or she knows the correct spelling.
abbreviate
absence
absorption
absurd
abundance
academic
academically
academy
accept
acceptable
acceptance
accepting
access
accessible
accidental
accidentally
acclaim
accommodate
accompanied
accompaniment
accompanying
accomplish
accumulate
accuracy
accurately
accuser
accusing
accustom
achievement
acknowledge
acquaintance
acquire
acquitted
across
actuality
actually
address
adequately
adjectival
admission
admittance
adolescence
adolescent
advantageous
advertisement
advertiser
advertising
advice
advise
adviser
affect
afraid
against
aggravate
aggressive
alleviate
alley(s)
allotment
allotted
allowed
all right
ally(ies)
already
altar
alter
all together
altogether
alumna(ae)
alumnus(i)
always
amateur
among
amount
analysis
analyze
anecdote
anger
angel
angle
annual
annually
another
answer
anticipated
anxiety
apartment
apologetically
apologized
apology
apparatus
apparent
appearance
applies
applying
appreciation
approaches
appropriate
approximate
arctic
arguing
argument
arise
arising
arithmetic
arouse
arousing
arrangement
arranging
arrival
article
artillery
ascend
ascent
ask
asked
assassin
assent
association
atheist
athlete
athletic(s)
attempt(s)
attendance
attended
attitude
attractive
audience
author
authoritative
authorities
automobile
auxiliary
available
awful
awkward
balance
balloon
barbarous
bargain
baring
barrel
barring
basically
battalion
bearing
beauteous
beautiful
beauty
because
become
becoming
before
began
beggar
beginner
beginning
behavior
belief
believe
beneficial
benefited
besiege
biscuit
borne
boundaries
breath
breathe
brilliance
Britain
Briton
buoyant
bureau
burial
buried
bury
business
busy
calendar
Calvary
campaign
candidate
can’t
capital
capitalism
capitol
captain
career
careful
carried
carrier
carrying
catarrh
catastrophe
category
cavalry
cemetery
certainly
challenge
changeable
changing
characteristic
characterized
chauffeur
cheese
chief
children
chimney
chocolate
choice
choose
chose
Christian
Christianity
cigarette
cite
cliff
clothes
coarse
colloquial
colonel
column
coming
commerce
commercial
commission
committed
committee
committee
communist
companies
comparatively
comparison
compatible
compel
compelled
competent
competition
competitive
competitor
complement
completely
compliment
compulsory
concede
conceivable
conceive
concentrate
concern
condemn
confusion
connoisseur
connotation
conqueror
conscience
conscientious
conscious
continuously
control
controlled
controversial
controversy
convenience
convenient
coolly
corollary
corps
corpse
correlate
council
counsel
counselor
counterfeit
countries
course
courteous
courtesy
crises
criticism
criticize
cruelly
cruelty
curiosity
curious
curriculum
curvaceous
custom
cylinder
dairy
dealt
debater
deceit
deceive
decent
decided
decision
defendant
deferred
deficient
define
definitely
definition
dependent
descendant
descent
describe
description
desert
desirability
desirable
desire
despair
desperate
dessert
destruction
detriment
devastating
develop
device
devise
diary
dictionary
difference
difficult
dilemma
diligence
dining
dinning
disappear
disappoint
disastrous
disciple
discipline
discrimination
discussion
dairy
disease
dealt
disgusted
debater
disillusioned
deceit
dissatisfied
dissipate
distribute
divided
divine
doctor
doesn’t
dominant
dormitories
drier
dropped
drunkenness
during
dyeing
dying
eager
earnest
easily
economics
ecstasy
effect
efficiency
efficient
eighth
eligible
eliminate
embarrass
eminent
emperor
emphasize
employee
encouraging
endeavor
enemy
engineer
enterprise
entertain
entertainment
enthusiastic
entirely
entrance
environment
equally
equip
equipment
equipped
equivalent
erroneous
escapade
escape
especially
etc.
everything
evidently
exaggerated
exceed
excel
excellence
except
exceptional
excitable
exercise
exhaust
exhilarate
existence
expected
expense
experience
explanation
extensive
extraordinary
extremely
extremity
fallacy
familiar
families
fantasies
fanatic
fascinate
fashions
favorite
February
fictitious
fiery
finally
financially
financier
foreign
foremost
foresee
forest
forfeit
formally
formerly
forth
forty
forward
fourth
frantically
fraternities
freshman
friendliness
frightened
fulfill
fundamentally
furniture
further
gaiety
gauge
genealogy
generally
genius
government
governor
grammar
grammatically
grandeur
greasing
grievous
guaranteed
guard
guest
guidance
guttural
handkerchief
handled
happened
happiness
harass
haven’t
having
hear
height
here
heroes
heroic
heroine
hesitancy
hindrance
holy
hoping
horde
hospitalization
huge
humorist
humorous
hundred
hungrily
hurries
hygiene
hypocrisy
hypocrite
ideally
ignorance
illiterate
illusion
imaginary
imagination
imagine
imitative
immaculate
immediately
immense
importance
impromptu
inadvertent
incidentally
increase
incredible
indefinitely
independence
indispensable
individually
industries
inevitable
influence
influential
ingenious
ingenuous
ingredient
inimitable
initiative
innocent
instance
intellectual
intelligence
intentionally
intercede
interested
interfere
interference
interpretation
interrupt
involve
irrelevant
irresistible
irritable
isn’t
its
it’s
jealousy
knowledge
laboratory
laborer
laboriously
laid
later
latter
lavender
lead
led
legitimate
leisurely
lengthening
liable
library
license
lightning
likelihood
likely
listener
literary
literature
liveliest
livelihood
loneliness
loose
lose
luxury
magazine
magnificence
maintain
maintenance
management
maneuver
manual
manufacturers
marriage
material
mathematics
mattress
meant
mechanics
medical
medicine
medieval
melancholy
methods
militarism
millennium
millionaire
mineralogy
miniature
minute
miscellaneous
mischief
mischievous
Mississippi
misspelled
modifier
momentous
moral
morale
morally
mosquitoes
motor
murmur
muscle
mutilate
mysterious
naive
narrative
naturally
necessary
necessity
Negroes
neither
nervous
nevertheless
nickel
niece
nineteenth
ninetieth
ninety
ninth
noble
noticeable
noticing
nowadays
nuisance
numerous
numskull
obedience
oblige
obstacle
occasion
occasionally
occur
occurred
occurrence
officer
official
omission
omit
omitted
oneself
onion
operate
opinion
opponent
opportunity
oppose
opposite
optimism
optimistic
ordered
organization
original
outrageous
overrun
pageant
paid
pamphlets
paraffin
parallel
paralyzed
parenthesis
parliament
participial
participle
particularly
partner
passed
past
pastime
peace
peaceable
peculiar
perceive
perform
performance
perhaps
permanent
permissible
permit
perseverance
persistent
personal
personnel
perspiration
persuade
pertain
phase
phenomenon
Philippines
philosophy
phrase
physical
physically
picnic
picnicking
picture
piece
pigeon
planned
plausible
playwright
pleasant
plebeian
poison
politician
political
politics
possession
possible
potatoes
practically
practice
prairie
precede
precedence
precedents
precious
predictable
predominant
prefer
preference
preferred
prejudice
preparation
presence
prestige
prevalent
primitive
principal
principle
prisoners
privilege
probably
procedure
proceed
profession
professor
prominent
propaganda
propagate
propeller
prophecy
prophesy
protuberant
psychoanalysis
psychology
psychopathic
psychosomatic
pursue
putting
quantity
quarter
questionnaire
quiet
quite
quizzes
raised
realize
really
rebel
recede
receipt
receive
receiving
recognize
recommend
reconnoiter
refer
reference
referred
referring
regard
reign
relative
relieve
religion
religious
remember
remembrance
reminisce
rendezvous
repetition
replies
represent
representative
resistance
resources
response
restaurant
revealed
rheumatism
rhythm
ridicule
ridiculous
roommate
sacrifice
sacrilege
sacrilegious
safety
sandwich
satire
satisfied
satisfy
sauerkraut
scarcely
scene
scent
schedule
science
scintillate
secede
secretary
seized
sense
sentence
sentinel
separate
separation
sergeant
service
several
severely
shepherd
shining
shipyard
shone
shown
shriek
siege
sieve
significance
similar
simile
simply
simultaneous
since
sincerely
skillful
sleight
slight
slippery
society
sociology
soliloquy
sometimes
sophomore
source
souvenir
speaking
specimen
speech
sponsor
stabilization
statement
stationary
stationery
statistics
statue
stature
statute
stepped
stopping
stops
stories
straight
strategy
strength
strengthen
strenuous
stretch
strict
struggle
stubborn
studying
stupefy
subordinate
substantial
subtle
succeed
successful
succession
sufficient
suffrage
summary
summed
sunrise
superintendent
supersede
suppose
suppress
sure
surprise
surrounding
susceptible
suspense
suspicious
swimming
syllable
symbol
symmetrical
symmetry
synonym
synonymous
tariff
tasting
technique
temperament
temperature
temporary
tenant
tendency
tenet
than
their
themselves
theories
theory
there
thereabouts
therefor
therefore
they’re
thorough
those
thought
threshold
threw
through
throughout
tired
to, too, two
together
tomorrow
tournament
toward
track
tract
tragedy
transferred
translate
tremendous
tried
truly
Tuesday
typical
tyrannical
tyranny
tyrant
unanimous
unconscious
undoubtedly
unique
unnecessary
until
unusually
useful
using
usually
vacuum
valuable
varies
various
vegetable
vegetation
vengeance
vicious
victorious
view
village
villain
visitor
violoncello
volunteer
warrant
warring
weak
weather
Wednesday
week
weird
welfare
wherever
whether
which
whither
whole
wholly
who’s, whose
woman (women)
wonderful
won’t
woolly
write
writing
written
yacht
yield
your, you’re
SPELLING RULES
Although the fifteen spelling rules that follow are generalized—and do have exceptions—they will prove very helpful to your child in learning to spell words correctly.
Rule 1
The plural of most nouns is formed by adding s to the singular; e.g., cat, cats.
Rule 2
When the noun ends in s, x, sh, and ch, the plural is generally formed by adding es; e.g., buses; foxes, bushes, benches.
Rule 3
The plural of a noun ending in y preceded by a consonant is formed by changing the y to i and adding es; e.g., body, bodies Words ending in y following a vowel do not change y to i; e.g., boy, boys.
Rule 4
The plural of a few nouns is made by changing its form; e.g., woman, women; mouse, mice; scarf, scarves.
Rule 5
An apostrophe is used to show the omission of a letter or letters in a contraction; e.g., aren’t, we’ll.
Rule 6
An abbreviation is always followed by a period; e.g., Mon., Feb., St.
Rule 7
The possessive of a singular noun is formed by adding an apostrophe and s; e.g., father, father’s.
The possessive of a plural noun ending in 5 is formed by adding an apostrophe; e.g., girls, girls’.
Rule 8
A word that ends in a silent e usually keeps the e when a suffix beginning with a consonant is added; e.g., nine, ninety; care, careful, careless.
Rule 9
A word that ends in a silent e usually drops the e when a suffix beginning with a vowel is added; e.g., breeze, breezes; live, living; move, movable; chose, chosen.
Rule 10
A one-syllable word that ends in one consonant following a short vowel usually doubles the consonant before a suffix that begins with a vowel; e.g., fat; fatter, fattest; big, bigger, biggest.
Rule 11
A word of more than one syllable that ends in one consonant following one short vowel usually doubles the final consonant before a suffix beginning with a vowel provided the accent is on the last syllable; e.g., commit, committed, committing; forget, forgetting
Rule 12
A word ending in y and following a consonant usually changes the y to i before a suffix unless the suffix begins with i; e.g., cry, cries, crying A word that ends in a y preceded by a vowel usually keeps the y when a suffix is added; e.g., buy, buys, buying
Rule 13
The letter q in a word is always followed by u.
Rule 14
The letter i is usually used before e except after c, or when sounded like a as in neighbor and weigh. Examples of exceptions to this rule are: neither, either, foreigner, weird, forfeit.
Rule 15
Proper nouns and adjectives formed from proper nouns should always begin with capital letters; e.g., America, American.
Punctuation and Capitalization
Have your child answer the following questions. Go over his or her answers and compare them with the answers given after the questions. Then show your child how to correct his or her mistakes. You may want to explain to your child the directions to the questions.
Directions: In the exercise below, four parts of each sentence are underlined. Choose the letter beneath that underlining where a punctuation or capitalization error occurs. If there are no punctuation or capitalization errors among the underlinings, mark the answer E.
EXAMPLES
1I want to study law for three 
(1) I like the 
(2) my 
is a lawyer; and 
my town needs more lawyers. 
Choice A is correct. You use a colon (:) when you are relating something to various items.
2This is 
recipe for good 
drink milk, eat 
quantities of 
and exercise every day. 
. Choice C is correct. You use a hyphen when two words are linked together: good-sized.
3George Bernard 
play, 
contains this memorable 
: “Lack of money is the root of all 
Choice A is correct. You are really saying the “play of Shaw,” so Shaws gets an apostrophe(’) after the w: Shaw’s.
4Last year a typical 
taxpayer paid the 
government $1,791 in income taxes, $1,103 in 
taxes, and $1,920 in indirect taxes such as excise taxes on liquor, gasoline, 
and air travel. 
Choice E is correct. There is no punctuation or capitalization error.
5Although Labor 
comes in 
my 
insists that every day is labor day for him. 
Choice A is correct. Labor Day is the name of the holiday, so day is also capitalized.
Now have your child answer the questions below. Check your child’s answers with those given in the book to see whether he or she has approached them correctly.
Directions: In these questions, four parts of each sentence are underlined. Choose the number of that underlining where a punctuation error or capitalization error occurs. If there are no punctuation or capitalization errors among the underlinings, fill in answer space E.
EXAMPLE
Joe went outside to play. 
Here you would choose C because the underlined part lettered C is incorrect. There is no comma after the word "and."
EXAMPLE
you understand how to do 
Mr. Martin. 
Here you would choose D because there is no error.
QUESTIONS
1We thought he would arrive at 
on Tuesday, but he 
come until 
at about three 
2
come home 
time for 
dinner. 
3According to the missing person’s 
girl was about five 
of medium 
and wearing a blue and white top with tight blue jeans. 
4I asked Bill, Jim, and 
to come with 
but they all 
thanks.” 
5Visiting 
is not too 
it’s only about a ninety-minute drive from New York 
6
often work hard studying 
ics, science, history, and foreign languages. 
7
I tell you 
wait for you on the east side of 
she yelled angrily. 
8The 
handsome 
on the stage is my brother; 
the star of the show and 
most popular performer. 
9If I’m not there on time 
be because 
have changed my mind about going to the Caribbean. 
10“Bang on the 
advised the 
he will wake up 
ANSWER
1 (A)midnight
2 (B)now; or now. It’s
3 (A)report, the
4 (D)“No
5 (B)Mountain
6 (B)freshmen
7 (A)Didn’t
8 (C)he’s
9 (E)No error
10 (D)(I hope).’
Grammar and Correct Usage
Have your child answer the following questions. Go over his or her answers and compare them with the answers given after the questions. Then show your child how to correct his or her mistakes. You may want to explain to your child the directions to the questions.
Directions: In each of the questions below, you will find a sentence with four words (or phrases) underlined. In some sentences one of the underlined words (or phrases) is incorrect according to the rules of standard written English for grammar and correct usage. No sentence has more than one error. You are to assume that the rest of the sentence (whatever is not underlined) is correct. If you find an error, choose the letter of the underlined word (or phrase) that is incorrect. If you find no error, mark the answer E.
EXAMPLE
1Since oxygen is 
for human life, scientists 
the possibility 
oxygen for future inhabitants of 
stations. 
Choice E is correct. There is no grammar or usage error.
2
my opinion that 
the correct pronunciation of a word 
any attempt 
the correct spelling. 
Choice A is correct. This should read, “It’s my opinion ...”
A contraction is needed here. (It’s means It is.)
3If I 
more 
the person 
I was writing to, I would have written a 
answer. 
Choice A is correct. This should read, “If I had known . . .”
The “if clause” of the past contrary-to-fact conditional statement requires the had known form—not the would have known form.
4If you 
Bill and Joe 
scholarship goes, you will have to conclude that Bill is, 
any question, the 
. 
Choice D is correct. This should read, “. . . Bill is, without any question, the brighter.”
When comparing two individuals, we use the comparative form (brighter)—not the superlative form (brightest).
5
of how very 
Ellen 
in the art competition, she was 
from discouraged. 
Choice B is correct. This should read, “In spite of how poorly . . .” The adverb (poorly)—not the adjective (poor)—must be used to modify the verb (had done).
Now have your child answer the questions below. Check your child’s answers with those given in the book to see whether he or she has approached them correctly.
Directions: In each of the following questions, you will find a sentence with four words (or phrases) underlined. In some sentences one of the underlined words (or phrases) is incorrect according to the rules of standard written English for grammar and correct usage. No sentence has more than one error. You are to assume that the rest of the sentence (whatever is not underlined) is correct. If you find an error, choose the letter of the underlined word (or phrase) that is incorrect. If you find no error, mark the answer E.
EXAMPLE
They 
to the party 
Here you would choose A, because the underlined part lettered A is incorrect.
EXAMPLE
John and I 
very happy when we 
out 
scores 
the test. 
Here you would choose E, because there is no error.
QUESTIONS
1The man 
temper is 
control at 
more 
to think clearly and to achieve success in his business and social relations. 
2Whether nineteenth-century classics 
in school 
has become a 
of controversy for students and teachers 
3Neither George Foreman 
millions 
believed that Muhammad Ali 
the heavyweight title by an 
knockout. 
4Bob wanted to finish his homework 
before 
mother 
home from her 
house. 
5Inflation together with the high interest rates and 
prices 
some 
economy very 
6The Pirates 
the game against the Dodgers because Smith 
a home run with the bases 
and played 
in the outfield. 
7The Watergate scandal 
a thing 
but the Republicans will feel 
for a long time to come. 
8If we 
our vacation a day 
, we 
so much trouble 
a plane reservation. 
9We’re 
that Chris Evert Lloyd and Tracy Austin are 
great tennis players, but 
to judge which one is the 
of the two? 
10 All of the class 
but Jerry, Alice, and 
were 
ing to select the delegates for next 
convention. 
ANSWERS
1(A)“The man whose temper is under control. . .”
The contraction (who’s meaning who is) is obviously incorrect here. We need the possessive pronoun-adjective whose to modify the noun (temper).
2(E)All underlined parts are correct.
3(A)“Neither George Foreman nor millions of others . . .” Neither must be paired with nor (not with or).
4(C)“. . . before his mother came home . . .”
The past perfect tense (had come) is used for a past action that occurs before another past action. The mother’s coming home did not occur before Bob wanted to finish his homework. Therefore, the past tense (came) should be used—not the past perfect tense (had come).
5(B)“Inflation together with the high interest rates and soaring prices is hurting . .
The subject of the sentence is inflation. This is a singular subject, so the verb must be singular—is hurting (not are hurting). The words rates and prices are not parts of the subject.
6(D). . played beautifully in the outfield.”
The adverb (beautifully)—not the adjective (beautiful)—must be used to modify the verb (played).
7(C)“. . . the Republicans will feel its effects . . .”
The possessive pronoun-adjective its does not have an apostrophe. There is another word it’s, which means it is.
8(A)“If we had begun our vacation . . .”
The past perfect tense of to begin is had begun—not had began.
9(D). . which one is the better of the two?”
In comparing two persons or things, we use the comparative degree (better)—not the superlative degree (best).
10 (B) “All of the class presidents but Jerry, Alice, and me . . .”
The preposition (but) must take an object form (me)— not a subject form (I).
Choosing tile Right Word
The difference between the right word and the almost-right word is the difference between lightning and the lightning bug (firefly).
—Mark Twain
Here is a list of words that are commonly misused. You may want to look through the list yourself and then explain some of the misuses to your child. It should be kept as a reference so that you can check from time to time to see whether your child is misusing a word.
A, AN. The indefinite article a is used before a consonant sound; the indefinite article an is used before a vowel sound. Say a plan, an idea.
ACCEPT, EXCEPT. Accept means to receive; except when used as a verb means to leave out. (We accepted the gift. Pedro’s name was excepted from the honor roll.) The word except is used most often as a preposition. Everyone went except me.
AFFECT, EFFECT. Affect is a verb that means to influence (Winning the sweepstakes will affect his attitude.) Effect, as a noun, means an influence. (Smoking has an effect on one’s health.) Effect, as a verb, means to bring about. (The teacher’s praise effected a change in the student.)
Affected, as an adjective, has the meaning of false. (She had an affected way of speaking.)
AGGRAVATE, IRRITATE. Aggravate means to make worse. (Drinking ice water will aggravate your cold.) Irritate means to annoy or exasperate. (Mary’s continuous chattering irritated me.)
AIN’T. Do not use this expression.
ALREADY, ALL READY. Already means before or by a certain time. (Mike said that he had already done the job.) All ready means completely ready. (When the buzzer sounded, the horses were all ready to start running.)
ALL RIGHT, ALRIGHT. The only correct spelling is all right.
ALTOGETHER, ALL TOGETHER. Altogether means entirely, wholly. (Jane is altogether too conceited to get along with people.) All together means as a group. (After the explosion, the boss was relieved to find his workers all together in front of the building.)
AMONG, BETWEEN. Among is used with more than two persons or things. (The manager distributed the gifts among all of the employees.) Between is used only with two persons or things. (The steak was divided between the two children.)
AMOUNT, NUMBER. Amount is used to refer to things in bulk. (The war costs a great amount of money.) Number is used to refer to things that can be counted. (A large number of pupils attend this school.)
AND ETC. This is incorrect. The abbreviation etc. stands for the Latin et cetera The et means and; the cetera means other things. It is wrong to say and etc. because the idea of and is already included in the etc
ANYWAYS, ANYWHERES, EVERYWHERES, SOMEWHERES. These expressions are not correct. Omit the final s after each.
AS, LIKE. As, used as a conjunction, is followed by a verb. (Please do it as I told you to.) Like may not be used as a conjunction. If it is used as a preposition, it is not followed by a verb. (This ice cream looks like custard.)
AWFUL. See TERRIFIC, TERRIBLE.
BEING THAT. Being that is incorrect when used to mean since or because. (Since you are tired, you ought to rest.)
BESIDE, BESIDES. Beside means alongside of; besides means in addition to. (Nixon sat beside Autry at the baseball game.) There is nobody besides her husband who understands Ann.)
BETWEEN. See AMONG.
BRING, TAKE. Consider the speaker as a starting point. Bring is used for something carried in the direction of the speaker. (When you return from lunch, please bring me a ham sandwich.) Take rs used for something carried away from the speaker. (If you are going downtown, please take this letter to the post office.)
BUNCH. Bunch means cluster. Do no use bunch for group or crowd. (This is a large bunch of grapes.) (A crowd of people were at the scene of the accident.)
BUT THAT, BUT WHAT. Do not use these expressions in place of that in structures like the following: I do not question that (not but that) you are richer than I am.
CAN’T HARDLY. Don’t use this double negative. Say can hardly.
CONTINUAL, CONTINUOUS. Continual means happening at intervals. (Salesmen are continually walking into this office.) Continuous means going on without interruption. (Without a moment of dry weather, it rained continuously for forty days and forty nights.)
COULD OF. Do not use for could have.
DATA. Although data is the plural of datum, idiom permits the use of this word as a singular. Some authorities still insist on Data are gathered rather than Data is gathered or these data rather than this data Most persons in computer programming now say Data is gathered or this data
DEAL. Do not use this term for arrangement or transaction. (He has an excellent arrangement (not deal) with the manager.)
DIFFERENT FROM, DIFFERENT THAN. Different from is correct. Different than is incorrect. (His method of doing this is different from mine.)
DISCOVER, INVENT. Discover means to see or learn something that has not been previously known. (They say the Vikings, not Columbus, discovered America.) Invent means to create for the first time. (William S. Burroughs invented the adding machine.)
DISINTERESTED, UNINTERESTED. Disinterested means without bias. (An umpire must be disinterested to judge fairly in a baseball game.) Uninterested means not caring about a situation. (I am totally uninterested in your plan.)
DOESN’T, DON’T. Doesn’t means does not; don’t means do not. Do not say He don’t (do not) when you mean He doesn’t (does not).
DUE TO. At the beginning of a sentence, due to is always incorrect. Use, instead, on account of because of or a similar expression. (On account of bad weather, the contest was postponed.) As a predicate adjective construction, due to is correct. His weakness was due to his hunger.
EACH OTHER, ONE ANOTHER. Each other is used for two persons. (The executive and his secretary antagonize each other.) One another is used for more than two persons. The members of the large family love one another.)
EFFECT. See AFFECT.
ENTHUSE. Do not use this word. Say enthusiastic. (The art critic was enthusiastic about the painting.)
EQUALLY AS GOOD. This expression is incorrect. Say, instead, just as good (This car is just as good as that.)
FARTHER, FURTHER. Farther is used for a distance that is measurable. (The farmer’s house is about 100 yards farther down the road.) Further is used to express the extension of an idea. (A further explanation may be necessary.)
FEWER, LESS. Fewer applies to what may be counted. (Greenwich Village has fewer conservatives than liberals.) Less refers to degree or amount. (Less rain fell this month than the month before.)
FLOUT, FLAUNT. Flout means to mock or insult. (The king flouted the wise man when the latter offered advice.) Flaunt means to make a pretentious display of. (The upstart flaunted his diamond ring.)
FURTHER. See FARTHER.
GET. Get means to obtain or receive. Get should not be used in the sense of to excite, to interest, or to understand Say: His guitar playing fascinates (not gets) me. Say: When you talk about lifestyles, I just don’t understand (not get) you.
GOOD, WELL. Do not use the adjective good in place of the adverb well in structures like the following: John works well (not good) in the kitchen. Jim Palmer pitched well (not good) in last night’s game.
GRADUATE. One graduates from, or is graduated from, a school. One does not graduate a school. (The student graduated [or was graduated] from high school.)
HAD OF. Avoid using this to mean had Say: My father always said that he wished he had (not had of) gone to college.
HANGED, HUNG. When a person is executed, he is hanged When anything is suspended in space, it is hung
HARDLY. See CAN’T HARDLY.
HEALTHFUL, HEALTHY. Healthful applies to conditions that promote health. Healthy applies to a state of health. Say: Stevenson found the climate of Saranac Lakes very healthful. Say: Mary is a very healthy girl.
IF, WHETHER. Use whether—not if—in structures that follow verbs like ask, doubt, know, learn, say. Say: Hank Aaron didn’t know whether (not if) he was going to break Babe Ruth’s homerun record.
IMPLY, INFER. The speaker implies when he suggests or hints at. (The owner of the store implied that the patron stole a box of toothpicks.) The listener infers when he draws a conclusion from facts or evidence. (From what you say, I infer that I am about to be discharged.)
IN, INTO. In is used to express a location, without the involvement of motion. (The sugar is in the cupboard.) Into is used to express motion from one place to another. (The housekeeper put the sugar into the cupboard.)
IN REGARDS TO. This is incorrect. Say in regard to or with regard to.
INVENT. See DISCOVER.
IRREGARDLESS. Do not use irregardless. It is incorrect for regardless. (You will not be able to go out tonight regardless of the fact that you have done all of your homework.)
ITS, IT’S. Its is the possessive of it; it’s is the contraction for it is.
KIND OF, SORT OF. Do not use these expressions as adverbs. Say: Ali was quite (not kind of or sort of) witty in his post-fight interview.
KIND OF A, SORT OF A. Omit the a. Say: What kind of (not kind of a or sort of a) game is lacrosse?
LEARN, TEACH. Learn means gaining knowledge. Teach means imparting knowledge. Say: He taught (not learned) his brother how to swim.
LEAVE, LET. The word leave means to depart. (I leave today for San Francisco.) The word let means to allow. (Let me take your place.)
LESS, FEWER. See FEWER, LESS.
LIABLE, LIKELY. Liable means exposed to something unpleasant. (If you speed, you are liable to get a summons.) Likely means probable, with reference to either a pleasant or unpleasant happening. (It is likely to snow tomorrow.)
LOCATE. Do not use locate to mean settle or move to. Say: We will move to (not locate in) Florida next year.
MIGHT OF, MUST OF. Omit the of. We might have or must have.
MYSELF, HIMSELF, YOURSELF. These pronouns are to be used as intensives. (The chairman himself will open the meeting.) Do not use these pronouns when me, him, or you will serve. Say: We shall be happy if Joe and you (not yourself) join us for lunch at the Plaza.
NICE. See TERRIFIC, TERRIBLE.
NUMBER, AMOUNT. See AMOUNT, NUMBER.
OF, HAVE. Do not use of for have in structures like could have.
OFF OF. Omit the of Say: The book fell off (not off of) the shelf.
POUR, SPILL. When one pours, he does it deliberately. (He carefully poured the wine into her glass.) When one spills, he does it accidentally. (I carelessly spilled some wine on her dress.)
PRACTICAL, PRACTICABLE. Practical means fitted for actual work Practicable means feasible or possible. Say: My business partner is a practical man. Say: The boss did not consider the plan practicable for this coming year.
PRINCIPAL, PRINCIPLE. Principal applies to a chief or the chief part of something. Principle applies to a basic law. Say: Mr. Jones is the principal of the school. Professor White was the principal speaker. Honesty is a good principle to follow.
REASON IS BECAUSE. Do not use the expression reason is because—it is always incorrect. Say the reason is that. (The reason Jack failed the course is that he didn’t study.)
REGARDLESS. See IRREGARDLESS.
RESPECTFULLY, RESPECTIVELY. Respectfully means with respect as in the complimentary close of a letter, respectfully yours. Respectively means that each item will be considered in the order given. Say: This paper is respectfully submitted. Say: The hero, the heroine, and the villain will be played by Albert, Joan, and Harry respectively.
SAID. Avoid such legalistic uses of said as said letter, said plan, said program except in legal writing.
SHOULD OF. Do not use to mean should have.
SOME. Do not use some when you mean somewhat. Say: I’m somewhat confused (not some).
SPILL, POUR. See POUR, SPILL.
SUSPICION. Do not use suspicion as a verb when you mean suspect.
TAKE, BRING. See BRING, TAKE.
TEACH, LEARN. See LEARN, TEACH.
TERRIFIC, TERRIBLE. Avoid “lazy words.” Many people don’t want to take the trouble to use the exact word. They will use words like terrific, swell, great, beautiful, etc. to describe anything and everything that is favorable. And they will use words like terrible, awful, lousy, miserable, etc. for whatever is unfavorable. Use the exact word. Say: We had a delicious (not terrific) meal. Say: We had a boring (not terrible) weekend.
THIS KIND, THESE KIND. This kind is correct—as is that kind, these kinds, and those kinds (My little brother likes this kind of pears.) These kind and those kind are incorrect.
TRY AND. Do not say try and Say try to. (Try to visit me while I am in Florida.)
UNINTERESTED. See DISINTERESTED.
WAIT FOR, WAIT ON. Wait for means to await; wait on means to serve. Say: I am waiting for (not on) Carter to call me on the telephone.
WAY, WAYS. Do not use ways for way. Say: It is a long way (not ways) to Japan.
WHERE. Do not use where in place of that in expressions like the following: I see in the newspaper that (not where) a nuclear reactor may be built a mile away from our house.
WOULD OF. Do not use to mean would have.
Diction Stile, and Sentence Structure
Have your child answer the following questions. Go over his or her answers and compare them with the answers given after the questions. Then show your child how to correct his or her mistakes. You may want to explain to your child the directions to the questions.
Directions: In the exercise below, each sentence is partly or wholly underlined. In some cases, what is underlined is correct; in other cases, it is incorrect. The five choices that follow each sentence represent various ways of writing the underlined part. Choice A is the same as the original underlining, but Choices B, C, D, and E are different. If, in your judgment, the original sentence is better than any of the changed sentences, select Choice A. If another choice produces the only correct sentence, select that choice.
In making your selections, you should observe the rules of standard written English. Your choice must fulfill the requirements of correct grammar, diction (word choice), sentence structure, and style.
If a choice changes the meaning of the original sentence, do not make that choice.
EXAMPLES
1He likes to sit in the plaza at the base of the monument, listen to the variety of languages being spoken, and eavesdrop on conversation tidbits.
(A)He likes to sit in the plaza at the base of the monument, listen to the variety of languages being spoken, and eavesdrop on conversation tidbits.
(B)He likes to sit in the plaza at the base of the monument, listening to the variety of languages being spoken, and eavesdrop on conversation tidbits.
(C)Sitting in the plaza at the base of the monument, listening to the variety of languages being spoken, and eavesdropping on conversation tidbits are his favorites.
(D)He likes to sit in the plaza at the base of the monument, listen to the variety of languages being spoken, while eavesdropping on conversation tidbits.
(E)As he eavesdrops on conversation tidbits and listens to the kinds of languages being spoken, he likes to sit in the plaza at the base of the monument.
Choice A is correct. Choices B and D are incorrect because they alter the parallel structure of the sentence. Choice C is incorrect because the word favorites is too vague. Choice E is incorrect because the focus of the sentence and the order of activities are changed by the use of the subordinating conjunction as
2The approximate number of 6 percent of all those executives who work in major corporations lose their jobs each year.
(A)The approximate number of 6 percent of all those executives who work in major corporations lose their jobs each year.
(B)The number of executives working who lose their jobs each year in major corporations approaches 6 percent.
(C)About 6 percent of all executives in major corporations lose their jobs each year.
(D)Major corporations executives who lose their jobs each year total approximately 6 percent of all of them.
(E)About 6 percent of executives lose their jobs each year if they work in major corporations.
Choice A is incorrect because it is wordy. Choice B is incorrect because it contains a misplaced modifier, in major corporations, and is thus unclear. Choice C is correct. Choice D is incorrect because it is wordy and indirect. Choice E is incorrect because it changes the original meaning of the sentence.
3Some people call the 1970s an era preoccupied with the past because of the revival of interest in the tunes and themes of former years.
(A)preoccupied with the past
(B)of past preoccupation
(C)devoted to unearthing a history of past eras
(D)of spending time on the past
(E)absorbed in the past
Choice A is correct. Choice B is incorrect because it is vague. Choice C is incorrect because it is too wordy. Choice D is incorrect because it is awkward. Choice E is incorrect because absorbed is an inappropriate word choice. The rest of the sentence does not bear out the claim of absorption.
4Block associations in the nation’s cities have multiplied recently, activities range from volunteer crime patrols to street festivals.
(A)activities range
(B)although activities range
(C)activities which range
(D)with activities ranging
(E)they sponsor activities ranging
Choices A and E are incorrect because they create run-on sentences. Choice B is incorrect because it contains an inappropriate subordinating conjunction, although, which makes the activities seem to be a drawback rather than a positive achievement. Choice C is incorrect because in the clause after the comma, the word activities is left hanging. Choice D is correct.
5For many people the present is uninviting although the future is uncertain.
(A)although
(B)and they also believe that
(C)which makes it likely that
(D)therefore
(E)and
Choice A contains an incorrect use of the subordinating conjunction although because the second clause does not have a conditional relationship to the first clause. It is independent of the first clause. Choice B is incorrect because it is wordy. Choice C is incorrect because it states a conclusion in the second clause that has no basis. Choice D is incorrect because it creates a run-on sentence. Choice E is correct.
Now have your child answer the questions below. Check your child’s answers with those given in the book to see whether he or she has approached them correctly.
Directions: Each sentence is partly or wholly underlined. In some cases, what is underlined is correct; in other cases, it is incorrect. The five choices that follow each sentence represent various ways of writing the underlined part. Choice A is the same as the original underlining, but Choices B, C, D, and E are different. If, in your judgment, the original sentence is better than any of the changed sentences, select Choice A. If another choice produces the only correct sentence, select that choice.
In making your selections, you should observe the rules of standard written English. Your choices must fulfill the requirements of correct grammar, diction (word choice), sentence structure, and style.
If a choice changes the meaning of the original sentence, do not make that choice.
QUESTIONS
1The police chief refused to say about what he would speak at next week’s news conference.
(A)about what he would speak
(B)the topic of his talk
(C)what he would discuss
(D)his topic of conversation
(E)the subject of his speech
2Because of a lack of space, speech teachers must work with students sitting in the hallways.
(A)work with students sitting in the hallways
(B)work with students as they sit in the hallways
(C)work with students while sitting in the hallways
(D)work in the hallways while sitting with students
(E)sit in the hallways while working with students
3The chairman postponed the meeting for another week, hoping that emotions would have time to settle in the interim.
(A)would have time to settle in the interim
(B)would in the interim have time to settle
(C)having time would settle in the interim
(D)in the interim would have time to settle
(E)would settle in the interim having time
4The day of dependence on robots to take over household chores is still far in the future.
(A)of dependence on robots
(B)of robot dependence
(C)when it may be possible for reliance on robots
(D)which is likely for depending on robots
(E)when you can depend on robots
5More than performing routine tasks herself, Marion also supervised other workers.
(A)More than
(B)Besides
(C)As an addition to
(D)Although
(E)Since
ANSWERS
1(C)Choices A, B, D, and E are incorrect because they are inappropriate and awkward phrases following the infinitive to say. Choice C is correct.
2(E)Choices A, B, and C are incorrect because it is not clear whether students or teachers are sitting in the hallways. Choice D is incorrect because its structure makes the meaning of the sentence unclear. Choice E is correct because the role of teachers is made clear by the proper arrangement of clauses.
3(A)Choice A is correct. Choices B and D are incorrect because the phrase in the interim is misplaced. It should follow the infinitive to settle. Choices C and E are incorrect because of the awkward use of the participle having.
4(E)Choice A is incorrect because it is too indefinite. Choice B is incorrect because it changes the meaning of the original sentence by using the noun robot as an adjective modifying dependence. Choices C and D are incorrect because they are wordy and indefinite. Choice E is correct.
5(B)Choices A and C are incorrect because they are inappropri ate phrases. Choice B is correct. Choices D and E are incorrect because they change the meaning of the introductory gerund phrase, and thus make the main clause seem illogical.
Logic and Organization
Have your child answer the following questions. Go over his or her answers and compare them with the answers given after the questions. Then show your child how to correct his or her mistakes. You may want to explain to your child the directions to the questions.
Directions: A paragraph, with superscript numerals to indicate the order of each sentence in the paragraph is presented below. You are to answer the questions that follow the paragraph. There are several such paragraphs and question sets in this part of the test.
11 know plenty of pet owners who suffer frustration every spring from fleas. 2 It is infuriating to be beaten by enemies so tiny, but in this eternal war the humans are often the losers. 3 Even our most powerful weapons can either prove ineffective or backfire, hurting the animals we try to protect. 4 Many people do not realize how harmful they can be. 5 They can kill baby kittens or even puppies by causing anemia, they can strip an animal of its hair, and they make life unbearable for infested animals, particularly thost allergic to their bites. 6 Kittens and puppies under two months can get sick or die if treated with a flea dust or spray, or by nursing from a mother exposed to any kind of flea repellent, including collars. 7 Longhaired cats can’t wear flea collars, because they usually develop severe irritations around their necks. 8 A surprising number of animals are allergic to flea deterrents. 9 One of the big problems with flea control is that the control can be more dangerous than the fleas.
EXAMPLE
1In sentence 2, but should be
(A)left as it is
(B)changed to so
(C)omitted
(D)changed to and
(E)changed to but often
Choice A is correct. The conjunction but is correctly used to introduce a fact that is the opposite of what one would want. Choice B is incorrect because so would mean that a conclusion follows, which is not the case in this sentence. Choice C is incorrect because leaving out but would result in a run-on sentence, clearly lacking a joining word like but. Choice D is incorrect because the sentence would lack the ironic force of showing that a human being can be outclassed by a flea. Choice E is incorrect because of the unnecessary repetition of the adverb often.
2Sentence 9 should be
(A)left as it is
(B)placed after sentence 5
(C)omitted
(D)placed after sentence 7
(E)joined to sentence 8 with and
Choice A is incorrect because sentence 9 contains a general idea that should clearly precede sentences 6, 7, and 8. Choice B is the correct placement for sentence 9, which is a broad statement and should appear before the examples listed in sentences 6, 7, and 8. Choice C is incorrect because the idea in sentence 9 is necessary as a bridge between sentences 4 and 5, which talk about the dangerous nature of fleas, and sentences 6, 7, and 8, which deal with the effects of flea control on dogs and cats. Choice D is incorrect because placing sentence 9 here would destroy the logical nature of the selection since the idea, expressed in sentence 9 has already been elaborated on in sentences 6 and 7. Choice E is incorrect because sentence 9 clearly introduces the ideas in sentences 6, 7, and 8. It could not serve as the second half of a concluding sentence. 4 as close as possible to the word it describes, which is develop. Otherwise, the meaning is not clear. Choice E is incorrect because there is no comparison in the sentence and therefore no need to use the form most usually.
3In sentence 7, usually should be
(A)left as it is
(B)changed to infrequently
(C)changed to every once in a while
(D)placed at the end of the sentence, after the word necks
(E)changed to most usually
Choice A is correct. Choice B is incorrect because infrequently means seldom, which is not the meaning of the sentence. Choice C is incorrect because it, too, is opposite in meaning to the idea of the sentence. It is also an awkward phrase as used in this sentence. Choice D is incorrect because the adverb usually should be placed as close as possible to the word it describes, which is develop. Otherwise, the meaning is not clear. Choice E is incorrect because there is no comparison in the sentence and therefore no need to use the form most usually.
4In sentence 4, they should be
(A)left as it is
(B)changed to people
(C)changed to weapons
(D)changed to fleas
(E)changed to animals
Choice A is incorrect because the pronoun they is unclear regarding the word it represents. It could refer to people, weapons, animals, or fleas. Choices B, C, and E are incorrect because the intention of the passage is to show that fleas are harmful, not people, weapons, or animals. Choice D is correct and avoids ambiguity (an unclear meaning).
5Sentence 5 should be
(A)made into two sentences by placing a period after hair
(B)changed by placing the conjunction and before the second clause, which would then begin “and they can strip an animal....”
(C)shortened by eliminating the last section beginning with particularly
(D)changed by adding the words which are after the pronoun those in the last part
(E)left as it is
Choice E is correct. Choice A is incorrect because placing a period after hair would transform the first two clauses into a run-on sentence. Choice B is incorrect because adding and ruins the rhythm of the original sentence. Whenever a series of words, phrases, or clauses is used, the conjunction is usually placed only before the last item or section of the series, not before each part of the series. Choice C is incorrect because leaving out the last phrase would omit a piece of information that is important in understanding the damaging effect that fleas can have on animals that are allergic to their bite. Choice D is incorrect because adding the words which are after the word those is unnecessary.
Now have your child answer the questions below. Check your child’s answers with those given in the book to see whether he or she has approached them correctly.
Directions: A paragraph, with superscript numerals to indicate the order of each sentence in the paragraph, is presented below. You are to answer the questions that follow the paragraph. There are several such paragraphs and question sets in this part of the test.
1 Most doctors across the country are probably not yet questioning patients about what kind of light they live under every day, some doctors are coming to believe that this query may be an entirely relevant one. 2 Unfortunately, the artificial light most of us live under is vastly inferior to the natural variety, so the theory goes, and we may be as starved for certain constituents of full-spectrum light as we are for the nutrients and vitamins taken out of refined foods. 3 Light, they contend, is a nutrient just as much as water or food, and is absorbed by our bodies and used in a variety of metabolic processes. 4 Studies done in schools around the country showed that children who spent a year in classrooms that had full-spectrum rather than cool-white fluorescent light were less hyperactive, had better grades, and grew faster. 5 In another study it was found that children who spent their days under cool-white light developed significantly more cavities than those working under light that had low levels of ultraviolet added to it. 6 Zoos have been finding that pit vipers, which have long preferred to starve rather than eat in captivity, were accepting food within a few number of days after sunlight-simulating lamps containing ultraviolet were installed.
QUESTIONS
1Sentence 1 would be correct if it were to begin with
(A)Because
(B)In general
(C)Considering
(D)Though
(E)It is safe to say that
2Sentence 3 is best placed
(A)at the beginning of the passage
(B)after sentence 1
(C)where it is now
(D)after sentence 4
(E)after sentence 5
3Were the passage to be divided into three paragraphs, the second paragraph should begin with
(A)sentence 2
(B)sentence 3
(C)sentence 4
(D)sentence 5
(E)sentence 6
4In sentence 6 the phrase within a few number of days should
(A)remain the same
(B)have within changed to after
(C)be reduced to a few days
(D)be replaced by shortly
(E)be replaced by not long
ANSWERS
1(D)Choices A and C are incorrect because they imply a cause/effect relationship not indicated by the remainder of the sentence. Choices B and E create run-on sentences. Choice D is correct because it establishes the correct relationship in both structure and meaning.
2(B)Choice A leaves the meaning of the sentence unclear be cause there is no preceding noun to which they can refer. Choice B is correct because they clearly refers to the doctors who think sunlight is important for health, and because the sentence provides a transition to sentence 2. Choice C is incorrect because the referent of they is unclear. Choice D is incorrect because the logical flow from sentence 4 to sentence 5 is interrupted. Choice E is incorrect because grammatically they would refer to children in sentence 5; the meaning of the sentences, however, makes this reference impossible.
3(C)Choices A and B are incorrect because sentences 2 and 3 are part of the general introduction. Choice C is correct because sentence 4 is the beginning of a separate topic giving specific information about how some artificial light is harmful. Choice D is incorrect because sentence 5 gives information similar to that of sentence 5 and therefore belongs in the same paragraph. Choice E is incorrect because sentence 6 is the second break in the passage; consequently, it could be the beginning of the third paragraph.
4(C)Choice A is incorrect because a few number of days is needlessly wordy. Choice B is incorrect because the phrase still remains unwieldy. Choice C is correct because the meaning is conveyed clearly and concisely. Choices D and E are incorrect because they are too vague: They could refer to several minutes, several hours, or several days.