Grammar 101:

A Space Odyssey

In space no
one can
spellcheck.

Cassandra Castillo- Tapia

Francisco Bravo Medical magnet H.S

Covering the Space Race,

to the wonders of today

 Grammatical Space Survivor Guide 101. Copyright 2015 by Cassandra Castillo

Tapia. All rights reserved. Printed in the United States of America. No part of this
book may be used or reproduced in any manner whatsoever without written
permission except in the case of brief quotations embodied in critical articles and
reviews. For information address Francisco Bravo Medical Magnet English
Department., 1200 N. Cornwell Street, LA 90033.
First Edition
Designed by Cassandra Castillo Tapia
Castillo Tapia, Cassandra.
Grammatical Space Survivor Guide 101/Cassandra Castillo. P.cm.

This book is for

All of the Brave souls who have participated in the creation of their very own
grammar book and to those who seek to improve their grammar skills. I would also
like to dedicate this book to Jay Barbee one of the many space writers who
dedicated their life to corresponding the space news about the NASA program to
NBC, Live from Cape Canaveral.

Acknowledgements
Mr. Rodriguez
Mrs. Ericksen
Emmanuel Icaza
Kelly Arciniega
Vicky Garcia
Rachell Apolinar
Maria Tapia
The friends of the City Terrace Library
Science Advisors at NASA
The Jet Propulsion Laboratory
Jay Barbee and his mentions in the book live from Cape Canaveral

Contents
About the Author
xi

One

Parts of Speech
1

Two

Phrases

21

Three

Clauses

24

Four

Sentence Paterns

31

Five

Paragraphs

38

Six

Essays
43

Seven

Capitalizations

48

Eight

Punctuation

51

Nine

Commonly Confused Words

54

Ten

Quizzes

58

Index
68

The Adventure Begins

Cassandra Castillo enjoys the wonders of astronomy and
the possibilities that lay beyond what we know. As a lover of
science she decided to begin diving into the world of Science and
what it has to offer. Studying the lives of various Astronauts and
NASA contributors she has learned how to view the beauty of
what lies beyond. By creating this book, she hopes to inspire
those who like her have struggled with the rules that grammar
possesses. Even though many have struggled she hopes to aid

those in need of assistance in English and see an increase in the

understanding of English.

Xi

One
Parts of Speech

To some this may look like a sunset. But its a new dawn.
Chris Hadfield
I.

Nouns
A. Types of Nouns
1. Common Nouns
a. Black hole
b. Observatory
c. Lab
d. Star
e. Moon
2. Proper Nouns
a. Jet Propulsion Laboratory
b. NASA
c. Shuttle Challenger
3. Compound Nouns
a. Earthbound
b. Supernova
c. Moonbeam
4. Concrete Nouns
a. Computer
b. Flask
c. Constellation Chart
5. Abstract Nouns
a. Intelligence
b.
B. Noun Identifiers
1. Noun Endings
a. ness
i. Emptiness
b. tude
i. Latitude
c. ster
i. Sinister
d. tion
i. Constellation
e. ment
i. Displacement
f. ory
i. Observatory
g. ism
i. Parallelism
h. ance
i. eer
j. ist
k. ence
i. Prominence

l. Hood
m. ture:
i. Quadrature
n. ity:
i. Gravity
2. Following a noun maker (NM)
PN
N
v
a. These planets are nice.
ADJ
N
b. The helium filled planets; Jupiter, Saturn, and Uranus,
are
ADJ
V PREP.
interesting to learn about.
3. Plural Form
a. Systems
b. Planets
c. Experiments
d. Scientist
4. Possessive Form
N
ADJ
V
a. The planets gravitational force
N
ADJ
V
b. The scientist research methods.
N
c. The systems black matter.
N
V
d. The experiments results.
5. Following a Preposition
N
V
PREP.
N
PN
V
a. The space shuttle was alongside the airport rail, which
caused
V
N
its launching failure.
N

ADV
b. The satellite outside the Earths atmosphere was not
V
N
LV
PREP.
withstanding the space junk that had been left behind.

C. Functions
1. Subject (comes before the verb)
N
V
a. Neil Armstrong was an astronaut.
N
V
ADJ
N
b. Neil Armstrong was one of the few astronauts to
V
ADV
N
PREP.
N.
travel aboard a space shuttle 3 times to space.
2. Direct Object (comes after the verb and answers what or
whom)
N
V
N
PN
V
N
a. Arnold built the space shuttle that was flown by Neil.
N
ADV
V
N
PN
V
b. Arnold cautiously built the space shuttle that was
flown
ADV
N
nervously by Neil.
3. Indirect Object (answers to who or whom)
N
V
N
PREP.
a. The scientist offered a position to the USC graduate.
N
ADV
V
N
b. The scientist cautiously offered a position to the USC
graduate
V
V
N
that had received high honors in his astronomy class.
4. Adverbial Object (comes after the verb and answers
when)
N
V
N
a. The scientists fly satellites nighty.
N
V
V
V
b. The scientist fly satellites nightly to not inform the
N
PN
N
ADJ
Press if any mistakes are made.

5. Object of the Preposition

N
V
PREP
N
a. The space shuttle went to the center.
N
V
PREP
N
PREP
b. The space shuttle went to the command center to
V
N
refuel on gas.
6. Subject Compliment
N
V
N
PREP
N
a. John Wilkins is the leader at the board of directors.
N
V
N
PREP
N
PREP
b. John Wilkins is the leader of the board of directors at
ADV
V
N
the highly acclaimed Jet Propulsion Laboratory.
7. Objet Compliment
ADJ PREP
N
N
V
N
a. Due to her scores, the directors named Diana beta.
ADJ PREP
N
N
b. Due to her scores and GPA, the board of directors
ADJ
N
V
decided to name Diana second in command.
8. Appositives
N
V
N
a. Angela, the hurricane, was formed by moon tides.
N
V
PREP
N
b. Angela, the hurricane, was formed by moon tides
PN
PREP
ADJ
N
which at times could be disturbed by stars
ADJ
gravitational pull.
9. Adjectival

N
V
V
N
a. Diana had high hopes to enter the room.
N
V
N
V
PN
b. Diana had high hopes to initiate her career by
V
N
entering the meeting room.
10. Noun in Direct Address
N
ADV V
PN
ADV
V
a. Jonathan, where did you leave the recently found
N
N
Information on Dark Matter?
N
ADV
PN
ADV
V
b. Jonathan, where did you leave the recently found
N
ADJ N
N
information on the vital research of Dark Matter?
11.Object of gerund(noun that follows a gerund)
N
N
ADJ
PN
a. Planning the liftof made everyone at the
N
ADV
ADJ
launchpad extremely nervous.
N
ADV
ADJ
N
ADJ
b. Planning the extremely difficult liftof made
PN
N
ADV
ADJ
everyone at the Launchpad extremely nervous
PN
ADJ
ADJ
because if something failed we would loose all our
ADJ
hard work.
12. Object of the Participle(noun that follows a participle)
PREP
N
N
PN
a. After the shuttle liftof, the students that were

ADJ
N
ADJ
privileged enough to witness it, were relieved and
V
N
filled with pride.
13.Object of the Infinitive (noun that follows an infinitive)
N
V
V
a. The United States citizens wanted to win the space
N
PREP
race against Russia.

II.

Pronouns
A. Personal

1. Nominative(subjects)
PN
V
N
N
PREP
a. She realized that the Earths distance from the
N
ADV
N
Sun was approximately 2 light years.
2. Objective(objects)
PN
V
N
a. He did not know that the universe had
ADV
N
approximately trillions of billions of stars.

B. Relative
1. Objective
PN V
PREP N
a. To who was the Morse code from space sent to.
2. Possessive
N
ADJ
PREP PN
N
a. Sheryl informed about her grandfather whose
N
V
V
spacecraft had crash-landed on the small island
N

of Hawaii.

C. Interrogative
PN
V
N
a. Whoever initiated the Space Shuttle Program has
ADJ
N
N
V
left the mark in the intelligence now acquired by
N
human kind.

D. Reflexive

a. When the action verb is directed toward the subject

of the construction:

PN
V
PN
N
PREP
She bought herself a video camera before
N
V
N
the flight to capture footage of the
N
N
movement of the planets.

b. To intensify a point:
.

N
PN
ADJ
The flight attendant himself informed
PN
N
N
everyone that their flight to Mars would
V
PN
N
take 4 more light-years.

E. Demonstrative
N

ADJ

a. Humans did not know that those extra terrestrials

N
were calling Mars home.
N
V
N
ADJ
b. I did not know that these Hydrogen bonds found
V
N
in every star could cause a black hole to form if

PN
ADJ
enough energy is applied.

F. Indefinite
N

ADV

a. Nobody assumed that the only escape was by

V
N
using a wormhole.
PN
V
ADV
N
b. Anything that moves beyond our atmosphere
V
ADV
would eventually freeze.

III.

Verbs
A. How are verbs identified
1. Verb ending
a. s
i. Holes, shifts, poles, comets
b. ed
i. Read
c. ing
i. Discovering, exploring, finding
2. Tense
a. Simple Past
i. Researched
b. Past
i. Researched
c. Past Perfect
i. Had researched
d. Past progressive
i. Was researching
e. Simple Present
i. Research
f. Present
i. Researching
g. Present Perfect
i. Will be researching
h. Present progressive
i. Researching
i. Present Perfect progressive
i. Shall be researching
j. Future
i. Research

k. Future Perfect
i. Should be researching
3. Forms
a. Forms of to be
i. Am faculae
ii. Are faculae
iii. Is faculae
iv. Was faculae
v. Were faculae
vi. To be faculae
vii. Been faculae
viii.
Being faculae
b. Forms to do
i. Do granulation
ii. Does granulation
iii. Did granulation
iv. Done granulation
v. Doing granulation
c. Forms to have
i. Have dark matter
ii. Had dark matter
iii. Has dark matter
iv. Having dark matter
4. Types
a. Auxiliary Verbs
i. Be, do, have
b. Linking Verbs
i. Is, are, was, were, been, and
c. Lexical verbs
i. All verbs except lexical verbs
d. Dynamic Verbs
i. Describe actions we take, or things that
happen
e. Stative Verbs
i. Express a state relating to emotions,
relationships
f. Finititve verbs
i. Subject that can serve as a root
g. Nonfinitive verbs
i. Does not show distinction in tense
h. Regular Verbs
i. Refers to actions that occur in at a fixed time
i. Irregular Verbs
i. Formation of the simple past and past
participle

5. Voice
a. Active
i.
The thing doing the action is subject of the
sentence and the thing receiving the action
is the object.
ii.

Subject
The professor

V
object
teaches the astronauts.

b. Passive
i.
The thing receiving the action is the subject
of the sentence and the thing doing the
action is near the end of the sentence.
ii.

Subject
V
The students are taught

Action
by the professor.

6. Verbals
a. Gerund: word ending in ing used as a noun
i. Exploring
b. Participle- word ending in ing or ed used as an
adjective
i. Discovering
ii. Finding
c. Infinitive- verb preceded by the word to used as
nouns, adjectives, or adverbs
i. To inform
ii. To explore
iii. To find

IV.

Adjectives
A. Adjectives modify, describe, limit, and identify nouns and
pronouns
1. Kinds
a. Demonstrative Adjectives
i.
This, That, These, Those
b. Interrogative
i.
Where, What, Which, Whose
c. Distributive Numeral Adjectives
i.
Either, Neither, Each, Another, Other
d. Indefinite Adjectives
i.
Some, Many, Few, Any, Several, All
e. Adjectives of Quantity
i.
All, Half, Many, few, Little, No, Enough, Great
f. Adjectives of Quality
i.
Honest, Kind, Large, Bulky, Beautiful, ugly

2. Endings
a.
b.
c.
d.
e.
f.
g.

able/-ible
i.
Achievable, Capable, Illegible, Remarkable
al
i.
Biographical, Functional, Integral, Logical
ful
i.
Beautiful, Careful, Grateful, Harmful
ic
i.
Cubic, Manic, Rustic, Terrific
ive
i.
Attractive, Dismissive, Inventive, Persuasive
less
i.
Breathless, Careless, Groundless, Restless
ous
i.
Courageous, Dangerous, Disastrous,
Fabulous

3. Conversions
a. Most Words terminating in ics are singular nouns
convertible to adjectives when an S is dropped
i.
Basics-Basic
ii.
Civics- civic
iii.
Electronics-electronic
iv.
Gymnastics- Gymnastic
v.
Specifics- Specific
4. Articles
a. These adjectives are used in front of most nouns.
i.
A, An, The
5. Comparatives/ Superlatives
a. Comparative and superlative adjectives are used to
compare between people, places, or things

V.

Adverbs
A. Adverbs modify verbs, adjectives, and other adverbs
1. Endings
a. ly
i. Invisibly, infrequently, optimistically
b. Wards
i. Afterwards
c. Wise
i. Clockwise
2. Conversions

a. In order to form an adverb from a verb or adjective,

you may add the ending -ly, or as with good,
change it to the word well.
i. Astronomy---Astronomically
ii. Accretion---Accretionally
iii. Chasma ---Chasmily
3. Types
a. Manner
i.

N
V
The Space Agency answered the question
ADJ
Astronomically. (How did they answer?)

b. Time
i.

N
V
The Space Agency will respond to the New
York
ADJ
V
Times reporter early in order to provide
them with
N
a preview. (When did they respond?)

c. Place
i.

N
ADJ
The Space Agency was sadly there in order
V
PREP
N
respond to a question regarding the death of
2
N
astronauts. (Where were they?)

d. Degree
i.

N
ADV
V
The Space Agency exceptionally responded
to
N
ADJ
N
the complaint made by New York Times and
the

N
families of the astronauts.
e. Frequency
i.

N
ADV
V
The Space Agency frequently receives
N
N
complaints and lawsuits from the families
who
ADJ
N
suppose there family members are dead.
(how
often do they receive complaints?)

4. Intensifiers
a. Examples: Strongly, intensely, finally
i.

N
ADV
V
The Space Agency strongly suggested that
N
N
V
before filing any lawsuits, people should
contact
N
there agency representative to talk in further
depth.

N
ADV
V
N
ii. The Space Agency intensely modified their
rules
V
and regulations to make sure that all family
N
ADJ
N
members agreed and filed no further
complaints.
5. Comparatives/ Superlatives
a. What are these?
i. Comparative adverbs end in er and are used to
modify verbs.

ii. Superlative adverbs end in est and are used to

modify verbs.
b. How are these used?
i. Comparative verbs are used to show
comparison between two things.

N
V
ADJ
N
Sputnik was fast but Challenger was
faster.

N
V ADJ
N
The rover left early but the satellite
left earlier.

ii. Superlative adverbs are used to show

comparison between three of more things to
show something to the highest degree.
N
V
ADJ
N
V
Sputnik and challenger were fast but
Endeavor was
the fastest.

N
V
N
The rover and satellite left early but the
spaceship left
the earliest.

VI.

Conjunctions
A. Coordinating: Coordinating conjunctions combine two sentences,
which have similar meanings. Examples of these include: for,
and, nor, but, or, yet, so
N
ADJ
V
V
a. We were supposed to launch but it rained.
N

ADJ
V
N
N
b. We were programed to launch the shuttle but while
we
V
N
V
prepared it began to rain so we delayed the launch.
B. Correlative: either/or; neither/nor; not only/but also; both/and;
whether/or; as/also

N
V
V
a. Either we launched the shuttle tomorrow or we waited
6
more moths.
N
V
N
V
b. Because the launch was delayed, either we launched
the
V
shuttle tomorrow or we waited another 6 more
months.
C. Subordinate: after, though as, as if, as long as, as thought,
because, in order that, whereas
N
V
V
a. The engineers would not leave home as long as the
fight
did not take of.
N
N
V
b. The engineers, as long as the launch was delayed,
would
V
N
PREP
not leave the central offices until they figured out how
to
fix this mistake.
D. Relative Pronouns: who, which, that
N
PN
V
N
a. The flight, which was delayed, took 7 hours.
N

PN

b. The launch of the shuttle, which had been delayed for

7
N
hours, finally took of.

VII.

Prepositions
A. Prepositions link nouns, pronouns, and phrases to other parts of
the sentence

N
V
a. With in 20 years, when the space race began,
mankind
PN
ADJ
N
began working along with various brilliant scientists
ADV
V
because of the desire to successfully launch across
space
PN
N
a spacecraft, which would set up communication with
N
any outside beings.
N
b. In behalf of the president of the NASA near Cape
ADV
V
Canaveral, there was a mission set off in order to
capture
N
the first images of the spacecraft Sputnik prior to
their
V
launch in spite of the great troubles that the
cameramen
ADJ
would face upon crossing over to private property.
V
N
c. Despite troubles faced by the International Space
Station,
V
N
Satellites being set up underneath Neptunes
obituary
V
ADV
system have allowed with means of extreme pressure
to
ADJ
create an exemplary creation.

VII. Interjections
Aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh, as if,
aw ay, aye, bah, blast, boo hoo, bother, boy, brr, by golly, bye, cheerio,
cheers, chin up, come on, crikey, curses, dear me, doggone, drat, duh,

easy does it, eek, egads, er, exactly, fair enough, fiddle-dee-dee,
fiddlesticks, fie, foo, fooey, gadzooks, gah, gangway, g'day, gee, gee whiz,
geez, gesundheit, get lost, get outta here, go on, good, good golly, good
job, gosh, gracious, great, grr, gulp, ha, ha-ha, hah, hallelujah, harrumph,
haw, hee, here, hey, hmm, ho hum, hoo, hooray, hot dog, how, huh, hum,
humbug, hurray, huzza, I say, ick, is it, ixnay, jeez, just kidding, just a sec,
just wondering, kapish, la, la-di-dah, lo, look, look here, long time, lordy,
man, meh, mmm, most certainly, my, my my, my word, nah, naw, never,
no, no can do, nooo, not, no thanks, no way, nuts, oh, oho, oh-oh, oh no,
okay, okey-dokey, om, oof, ooh, oopsey, over, oy, oyez, peace, pff, pew,
phew, pish posh, psst, ptui, quite, rah, rats, ready, right, right on, roger,
roger that, rumble, say, see ya, shame, shh, shoo, shucks, sigh, sleep
tight, snap, sorry, sssh, sup, ta, ta-da, ta ta, take that, tally ho, tch, thanks,
there, there there, time out, toodles, touch, tsk, tsk-tsk, tut, tut-tut, ugh,
uh, uh-oh, um, ur, urgh, very nice, very well, voila, vroom, wah, well, well
done, well, well, what, whatever, whee, when, whoa, whoo, whoopee,
whoops, whoopsey, whew, why, word, wow, wuzzup, ya, yea, yeah, yech,
yikes, yippee, yo, yoo-hoo, you bet, you don't say, you know, yow, yum,
yummy, zap, zounds, zowie, zzz.

N
ADJ
N
V
Everyone said wee when the shuttle passed the speed of

1.

V
sound, which made them feel um a bit cheer.
N
ADJ
V
The astronauts agreed that it was very nice to clean the
trash

2.

that was well a bit you know whoo!

VIII.

Antecedents
B. A substantive word, phrase, or clause whose denotation is reffered to
by a pronoun
N
V
1. Claudia saw Manny and called to him.
N
V
2. Claudia saw Manny and called to him in despair because
only he
ADJ
knew the formula to complete the lab.

IX.

Complements
A. Something that completes or goes well with something as in a
noun and a verb (includes a matching adjective).
N
1. The Earth is 150 million kilometers from the Sun.

X.

Objects

A. The object can be anything as in a word or phrase but it should

directly follow the verb.
N
V
1. You gave them no Warning.
N
V
PN
N
2. You gave them no warning that the surface temperature
would
ADJ
V
change gradually as they traveled to the center of the
hurricane.

XI.

Modifiers
A. Can be removed without affecting the grammar of the sentence,
functions as an adjective or an adverb to describe a word.
N
V
N
1. This a synthetic energy quantum ball which will power
the station in
V
order to conserve more energy.

XII.

Transitions
A. Transitions can connect paragraphs and unify writing by linking
ideas
B. The following is a list of commonly used transitions

N
v
1. Overall, the Management System has increased the
amount of
V
N
copper and aluminum parts that will be used in future
missions by
V
sectors, this will lead to significant research
advancements.
XIII.

XIV.

Expletives
A. A word or phrase that is considered to be offensive
1. Damn it!
2. Ill show you!
Agreements
A. Subject- Verb agreement: the subject and verb must agree in
number, both need to be singular or both need to be plural.
V
V
1. I dont understand the purpose of testing the results on
fake plastic
humans, why not use them already?

Two

Phrases

The first day or so we all pointed out our countries. The third
or fourth day we were pointing our continents. By the fifth day
we were aware of only one Earth.
-Sultan Bin Salman

I.

Phrases- are groups of words that function as a part of speech

A. Prepositional: A group of words that begins with a preposition and
ends with a noun, and is used as an adjective or adverb.
N
N
ADV V
1. Dr. Richey of the space agency was kindly greeted aboard the
new mars
N
rover.
N
ADJ
N
ADV
2. Dr. Richey the most brilliant doctor at Yale was kindly greeted
aboard the
new Mars Rover.
B. Appositive: A group of words that include all the words or phrases
that modify an appositive.
N
V
N
1. Simon Real, a new internee, played on a computer although he
was
V
N
indicated to work on the safety guidelines.
2. Simon Real, a new internee at the agency, doodled around on
the
computer although he was indicated to work on the safety
guidelines for
the rover.
C. Verbal: A group of words that begin with a verbal and ends with a
noun.
1. Gerund: word ending in ing or ed used as a noun.
N

a) Fighting while in a mission causes a malfunction in the

spaceships engine.
2. Participle: word ending in ing or ed used as an adjective.
ADJ
V
PN
N
a. The young internee was condensing the new lab material,
which
would be used during the flight.
ADJ
N
V
PN
b. The young internee was condensing the new concealer for
the
spaceship, which would be used during the flight of the rover.
3. Infinitive: verb preceding by the word to(to go, to jump) used
as a noun, adjective, or adverbs.
4.
ADJ
N
ADV
V
a. The young annoying internee was thoroughly contemplating
to ask the
professor for advice.
ADJ
N
ADV
b. The young bothersome internee was thoroughly
contemplating to ask

Dr. Richey, the professor for advice.

Three

Clauses

For those who have seen the Earth from space, and for the
hundreds and perhaps thousands more who will, the
experience most certainly changes your perspective. The

things that we share in our world are far more valuable than
those which divide us
- Donald E. Williams

I.

Clauses- are groups of words with a subject and a verb.

A. Independent CAN stand alone as a complete sentence, known as a
simple sentence pattern.
N
V
N
ADJ
a. The NASA requires internees to pursue a bright future.
b. The NASA demands that internees pursue a bright future, so they
work really hard.
B. Subordinate (Dependent)- CANNOT stand alone as a complete
sentence and MUST begin with a SUBORDINATE CONJUNCTION.
1. Noun Clause: used as the noun in a sentence and may function as
a subject, a predicate noun, a direct object, an object of a
preposition, an indirect object, or an appositive.
ADV
V
a. Where it landed gravely impacted the way in which the
spacecraft was

damaged. [Subject]
ADV
V
ADJ
b. Generously inform whoever passes that I will be out due to an
N
emergency. [Indirect Object]
ADJ
ADV
V
c. That the internee was frustrated was extremely noticeable.
[Subject]
ADV
V
d. The mechanical engineer carefully grabbed what was left of the
V
N
damaged left wing of the spacecraft. [Direct Object]
ADV

e. Patiently restoring the spacecraft is what the mechanical

engineer
V
despites the most. [Predicate noun]
f.

V
ADV
CONJ
Replace the left wing quickly whenever you find a matching
piece.

N
V
N
g. Your willingness that you will pass the space mission test has
not been
V
increasing.
2. Adjective Clause: used to modify a noun n an independent clause.
a. Some adjective clauses begin with an introductory word.

i.

N
N
ADV
V
That is the space shuttle where the astronauts will calmly
travel for
four months.

ADV
V
ii.
That is the newly improved space shuttle where the
graduating
N
V
N
astronauts will calmly travel for four months.
b. Some adjective clauses begin with relative pronouns:

3. Adverb Clause: Used to modify verbs, adjectives, and adverbs

in an independent clause, introduced by a subordinating
conjunction and used to indicate time, place, cause purpose,
result, condition, and/or concession.
a. Modifying Verbs:
i.
Place:
ADV

V
ADV
ADJ
They sadly removed the plaster where everyone
was able
to get some.
ADJ

ADV

They unfortunately removed the already made

plaster
ADV
PN
where everyone was able to get some.
ii.

Time:

N
ADJ
PN
V
When the shuttle departed, everyone began taking
N
pictures.

ADJ
V
N
When the freshly painted shuttle departed,
everyone

PN

N
began talking selfies with the shuttle.
iii.

Purpose:

ADV
N
We sadly left the departure sight because we were
being loud.

ADV
V
N
We unfortunately had to leave the landing location
ADJ
because we were being extremely noisy.
iv.

Condition:
N
V
The United States secretary announced as if she
were the
PN
most important person in the room.
ADJ
N
V
The busy United States secretary announced
about the
N
ADJ
shuttle as if she were even more important than a
junk of
metal.

b. Modifying Adjectives:
a) How Much:
N
PN
The space mission took four times more as long it
had to
be.
ADJ
N
ADJ
The complicated space mission took four times
longer than
V
it was programed to be
b) To what extent:
N

ADJ

N
The space mission was as boring as the lab we had two
weeks
ago.
V
ADJ
The un-programmed space mission was as boring as
the lab we
V
had two weeks ago.
c. Modifying adverbs:
i.

Condition:
N
ADJ
The internee began working lazier than the other
internees
typically did.
N
ADJ
The arrogant internee began working lazier than
the other
internees typically did.

4. Relative Clauses: Dependent clause that begins with a relative

pronoun.
N

a. The internee who started last will be kicked out of the space
program.
N
V
N
b. The new internee who started last will be kicked out of the
space
V
program, which would have allowed for him to prosper.
5. Elliptical Clauses: Adverb clauses in which part of the clause is
omitted.
N
V
a. When walking, the internee was confronted.
N
V
N
b. When walking, his chemistry class colleagues confronted the
internee.
6. Essential Clauses: Clauses necessary to the meaning of the
sentence.
N
V
a. The student that most caused problems to the professor is
obviously the
new internee.
ADJ
N
V
b. The mechanics student that was mostly causing problems to
the
N
ADV
ADJ N
professor was obviously the new internee.
7. Nonessential Clauses: clauses that are NOT necessary to the
meaning of the sentence.
N
V
ADJ
a. The space residency program, which is ending in 2 months, is
finally
N
beginning to work.
ADJ

b. The newly created residency program, which is ending in 2

months, is
N
finally beginning to work.

Four

Sentence Patterns

There are billions of places there that we know nothing

bout. The fact that we know nothing about them excites me,
and I want to go out and find about them. And thats what
science is
-Brian Cox

I. Sentence Patterns
A. Simple Sentences
1. A sentence that is just one independent clause
a. The rockets red glare.
b. The voyagers rockets luminous red glare.
B. Compound Sentences
1. A sentence with multiple independent clauses, but no dependent
clauses.
N
V
ADJ
a. Eratosthenes, was thought to be the second-best however, he
was not.
N
V
ADJ
ADJ
b. Eratosthenes was said to have been second best in everything,
although
ADV
N
he did accurately predict the circumference of the planet and
that the
earth was truly not flat.
C. Complex Sentences
1. A sentence with one independent clause and at least one dependent
clause
N
V
N
a. The left wing burned but not the right wing.
N
ADJ
ADV
N
b. Even though the left wing burned completely, the right
wing did
not.
D. Complex-compound Sentence
1. A sentence with multiple independent clauses and at least one
dependent clause.
N
V
N
a. The astronauts nervousness and the commanders
excitement
V
triggered a strong feeling.

ADV

N
V
b. The astronauts tremendous nervousness and the
commanders

V
N
excitement triggered a strong feeling of hope and also
despair
amongst the crowd.
E. Loose sentence
1. A sentence that contains an independent clause plus a subordinate
construction (either a clause or phrase).
N
V
a. After the launch, his palms were sweating, his heart was
racing, his
eyes full of fear.
N
N
V
b. After the launch of the rocket, his palms were sweating,
his heart
was racing, and his eyes were full of fear that displaced
the
confidence that he thought was within.
F. Periodic Sentence
1. A sentence in which the independent clause is given at the end of the
sentence in order to create interest or generate suspense.
N
V
a. His palms were sweating, his heart was racing, his eyes
full of fear,
all after the launch.
N
V
b. His palms were sweating, his heart was racing, his eyes
full of fear,
but also desperation, all after the launch of the rocket.
G. Balanced Sentence:
1. A sentence where phrases or clauses parallel; each other by virtue of
heir likeness of structure, meaning, or length.
N

a. While large black holes have a strong pull, and small

black holes
N
have small pull, therefore a medium black hole must
have a
medium pull.
ADJ
N
B
b. While large black holes have a strong gravitational pull,
and a
small black hole have a weak gravitational pull, therefore
a
N
medium black hole must have a medium gravitational
pull.
H. Parallel Structure:
1. A sentence using the same pattern or words to show that two or more
words or ideas are of equal importance and to help the reader
comprehend what is being written.
N
a. Jay Barbee likes to hike, attend soccer games, and take
his dog for a walk.
N
v
N
V
b. Jay Barbee likes to hike mount Sierra, attend galaxy
soccer
V
ADJ
games, and take his dog fluffy for a nice evening walk.
I.

Chiasmus:
1. A sentence that includes a repetition of ideas (words, phrases, or
clauses) in inverted (reversed) order.
N
ADJ
N
a. The rockets red glare was illuminating like the red glare
N
of a rocket.
N
PN
V
N
b. The rockets red glare was illuminating the morning of
N
PN
N
cape Canaveral like the red glare of a rocket in Fourth
N
of July.

J.

Asyndeton

1. A sentence that leaves out conjunctions between words, phrases, or

clauses for a rhetorical purpose.
N
V
N
a. Without looking, without making a sound, or without
N
talking, you could feel the atmosphere.
N
V
N
b. Without looking, without making a sound, or without
V
ADJ
talking, you could feel the tense atmosphere as the
shuttle passes the atmospheric pressure.
K. Polysyndeton:
1. A sentence that uses multiple conjunctions in close proximity to each
other between words, phrases, or clauses for s rhetorical purpose.
a. Everyone liked the rocket and the rover and the
astronaut
b. Everyone found inside the NASA department liked the
rocket and the rover and the astronaut.
L. Anaphora:
1. A sentence that features the purposeful repetition of a word, words, or
a phrase at the beginning of several successive clauses in order to
place emphasis or draw attention.
a. The Astronaut was tired of space, tired of not being
home, tired of not seeing his kids, and tired of eating
potatoes.
b. The newly inscribed astronaut was tired of space, tired
of not being home, tired or not seeing his kids, and tired
of eating.
M. Epistrophe:
1. A sentence featuring several phrases or causes ending with the same
word or words.
a. If the universe was made for us, then what isnt made for
us?
b. If the entire universe was made for us, then what would
be considered not made for us?

II. Sentence Errors

1. Run-On/Rambling
a. Sentences that are incorrectly joined.
i.

The astronaut took his exams today hes leaving to

NASA tomorrow.

ii.

The new astronaut took his final exams toady; hes

leaving to NASA tomorrow.

2. Fused
A. When the shuttle exploded he swore to fix the wing before
exploding to change the world.
B. He swore to change the world when he said he was going to fix
the wing just before it exploded.
3. Fragment
A. Because he left his phone.
B. No communication was available for 5 hours because he left his
phone in the command center.
4. Misplaced Modifier
A. On her way home, the astronaut fount cold cereal watch.
B. On her way home from eating cold cereal, the astronaut found her
lost i-watch.
5. Double Negative
A. The tour of the NASA command center was not uninteresting.
B. The tour of the NASA command center was extremely interesting
even after seeing radioactive material.
6. Comma Splice
A.

I, almost am, done with, engineering project past five, at the

center.

B.

I almost am done with my engineering project even though it is

past five and I am in the center.

Five

Paragraphs

 All civilizations become either spacefaring or

extinct
-Carl Sagan

I.

Introductory Paragraphs (introductions)

A. Hook (lead)
a. Anecdotal-brief story to set the mood and introduce the Topic
i. When Carl Sagan was a young boy. He always wondered
what the glittering lights of the night sky were. One day he
decided to ask as was responded to by his father who said
that they were stars. From that day on, he had been
fascinated with the wonders of the universe and came to the

conclusion that we are made up of star stuff. A simple

question began his quest on the mysteries of the universe.
b. Query Based- Question that brings the reader to the topic
i. Does the universe truly decide what will become of our
lives in the future or does it give us a guide on how to improve our
daily lives?
B. Thesis Statement- the purpose of a piece of writing-usually
one sentence in length-and something that is arguable
a. Assertion: claim
i.

The cosmos is a vast location in which carbon

plays a central role.

b. Fact: empirically verifiable

i.

All living things on our planet and the universe are

made up
of organic molecules- complex architecture to
which

carbon makes up the central role.

c. Opinion: personal position on a topic
i.

Extra-terrestrial life does exist because we are all

made up of carbon based molecules.
d. Belief: social, religious, or political in nature-an opinion held
by many to be a fact, though it is not necessarily
i.
The Government knows that there is a possibility of
extra-terrestrial life.
e. Generalization: uses absolute or statistical pronouns: all,
always, every, never, none, most, half
i.
Everybody knows that the carbon molecule is
central to our life and everything around us.
f. Document Based: cites a specific source and its position on a
topic
i.

In Cosmos, Carl Sagan states that life on earth has

a
common organic chemistry and that we have a
common
evolutionary heritage tying back to the claim that
we are
composed of organic carbon molecules.

g. Theory: a statement that can be tested and potentially

proven
i.
II.

Organisms biological structure can change as the

reproductive system evolves and mutations occur.

Body Paragraphs
A. Topic Sentences: indicate the topic of the paragraph and
focuses on a certain subject and area of evidence or support.
a. In addition to Carbon being central to our life, the
Cambrian explosion also led to the biodiversity, which
we have to this day.
B. Evidence From Quotations: should never be used as
individual sentences-quotes should be embedded within
sentences
a) Scientist at NASA agrees that Before the Cambrian
explosion species seem to have succeeded one
another rather slowly (Sagan 23).
b) Before the Cambrian explosion species seem to have
succeeded one another rather slowly as agreed by
many NASA Scientist (Sagan 23).

c) Thankfully, Before the Cambrian explosion species

seem to have succeeded one another rather slowly,
as agreed by many NASA Scientist (Sagan 23).

d) Thankfully, Before the Cambrian [massive] explosion

species seem to have succeeded one another rather
slowly, as agreed by many NASA Scientist (Sagan 23).

e) Thankfully, Before [,] species seemed to have

succeed [ed] on another slow [ly], as agreed by many
NASA Scientist (Sagan 23).

C. Paraphrase: rewording a quote into other words of the same

length without quotation marks, but still citing the source.
i.

The Cambrian explosion changed the way species

evolved and adapted (Sagan 23).

D. Summary: condensing larger quotes or sections

i.

The Cambrian explosion changed species (Sagan

23).

E. Abstract Examples: hypothetical, What if examples

i.

We would have never existed if the Cambrian

explosion had happened (Sagan 23)
F. Concrete Example: actual reference-able examples
i.

As the university of Florida discovered, after the

Cambrian e-explosion mammals began to appear
and so did the richness of biodiversity on planet
Earth.

G. Closing Sentences: must end the discussion of the topic

within the Paragraph
i.

III.

Clearly the Cambrian explosion was a decisive

moment in the development of the species that we
can find today throughout the world.

Closing Paragraphs- should not be the mere summaries of the

previous paragraphs of your essay.
A. Statements of Extension: extending the thesis statement
using the consequences of disregarding the implications of
the thesis- could be one or more sentences.
a) Inevitably, without the Cambrian explosion, the human
race would have not evolved with its curiosity and
richness it has today.
B. Final sentence: connects to the hook.
a) Due to the biodiversity and topography changes made
to the earth after the Cambrian period, we can
conclude that this event aided the development of
resources and environments that we have today, some
which make this planet quite unique.

Six

Essays

The Columbia is lost; there are no survivors

-George W. Bush

I.

Types
A. Persuasive
a.
The Persuasive essay or argumentative essay, utilizes logic
and reason to show that an idea is valid more than another.
This essay tries to persuade a reader to accept an ideal and
to take a certain point of view.
i.

In order for this argument to me made clear and

convincing, facts, reasons, and examples should be
given in order to male an argument clear.

ii.

To make an effective argument some tips would be

knowing your information well, understand the opposite
viewpoint, and supporting your evidence.
B. Expository
a. The purpose of the expository essay is to inform and
explain a topic in a logic and straightforward manner.
i.
Definition or Description

ii.

The definition essay explains what a

certain topic or ideal means. This is often
used in the English language to interpret
the meaning of a symbol such as an ibis
in the book titled The Scarlet Ibis. This
also allows for the writer to further
describe a viewpoint or characteristic that
were vaguely addressed thought a topic.
Process/How-to

iii.

The process essay explains further in

depth the steps needed in order to
accomplish a certain state. These essays
help the reader view the beginning and
finished product.
Compare and Contrast

iv.

The comparison essay allows for the

exposure of different opinions and ideas.
This essay allows for the showing of the
most important similarities and
differences that could evolve form the
question being asked. This essay can be
more freely answered because you can
easier choose the similarities or
differences between a certain topics.
Cause and effect

The purpose of the Cause and Effect

essay is to show the consequences of
something and the reasoning behind why

this happened. This essay is concerned on

why things happen and what happened
as a result, this is the most common
method of discussing ideas.
C. Analytical/Critical
a. The purpose of a Analytical/Critical essay is to evaluate an
idea based on a particular text given. This essay allows the
author to give their own understanding and knowledge of a
particular subject in order to display their own ideas.
i.
Evaluative- The evaluative essay helps present an
opinion using evidence in order to demonstrate the
quality of an item. These essays are often used for
products, business, place, service, or programs. Although
the evaluative essay does come across some opinions,
the essay should not have a bias therefore it should
include more criteria and evidence rather than judgment.
ii.
Interpretive-The interpretive essay asks you to read and
write your certain understanding of a text. This essay
uses evidence of a passage or text in order to answer the
question provided.
D. Narrative
a. The Narrative essay tells a story and is often told from a
defined point of view, which is often the authors view. Narrative
essays rely upon personal experiences, often in the form of story
using a technique to include all the elements of storytelling. This
means that the essay will include details in order to support the
story and further explain. This is often seen in personal or
anecdotal essays, which are explained in a story telling basis in
order to illustrate the facts and occasions going on in that
occasion.
E. Research
a. The research essay is a product of research, critical thinking,
source evaluation, organization, and composition. This essay
requires dedication and investigation of a source to draw on
what others have to say about a topic
i.

MLA Format- The MLA format is used to build

credibility and to prevent plagiarism of papers. The
MLA format should be double spaced, 12pt legible font,
and spacing after periods or punctuation marks and
should have 1-inch margins. The MLA format should
also include a header that numbers all pages on the
upper righty

ii.

APA Format- The APA research paper should include a

running head, a short tittle, which should be no longer
than 50 characters, double spaced, 12pt Times New

Roman font, and an abstract paper which would be a

summary of the most important points of the paper.
F. Timed
a. Document Based Question (DBQ)
h. The document-based question was formatted to evaluate
your ability to practice what you have learned and how to
use documents in order to answer a question. The DBQ has
no wrong or right answer it is only the interpretation you hold
about the documents.
b. Prompt Based
i. Prompt based essays are formatted in order to test your
writing, reasoning, and analytical skills. These essays can be
commonly seen in English and literature classes and
entrance exams such as the SAT and ACT.
II.

Strategies/ Planning Tips/Steps

A. Pre-written/Prompt Analysis/Outlining
a. Persuasive
i.
In order to write a persuasive essay you should
try to convince a reader about ideas that may
be stated by an opposing view. You should try to
be aware of biases that should be held by the
reader. To write your essay, five main things
would be choosing a position, understand the
audience, research, and identify the evidence
that would help convince.
b. Expository
i.
With this type of essay you should address the
main purpose and be as descriptive as possible.
With the how-to essay the steps should include
very descriptive steps and types of materials in
order for the correct product to be achieved.
c. Analytical/Critical
i.
This type of essay may at times be centered
around opinions however the essay should not
have a bias therefore it should include more
criteria and evidence rather than judgment.
d. Narrative
i.
When writing a narrative essay try including as
much as many as possible examples and details
which can allure your audience with the
descriptions made about the story being told.
You should also be aware of the audience to
which this is being written.
e. Research

i.

In order to write a research paper you should

first of all choose a topic and make a list in order
to see the points that should be made.

f. Timed
i.

III.

In order to complete a timed writing in the most

efficient manner, it is recommended to organize
thoughts using the basic organization of an
essay. You should also try to understand what
the prompt is asking in order to make it easier
to answer a question
B. Research/Evaluation of sources
Works Cited Page
A. MLA Format
i.

The MLA format is the most commonly used in

order to help readers to find easily find the
sources used to create the information in an
essay. The works cited page would be the
location in which this information is placed. In
order to create a citation you must first write the
authors name, secondly the page number if a
book or where this is referenced from lastly the
location of where this is found.

i.

In order to reference a document in an APA

essay, you should first of all include the authors
name in the order they appear in the page
which you found it in, next you should include
the tittle and finally the day accessed.

B. APA Format

Seven

Capitalizations

The deeper the journey into space. The

further the possibilities in outer space.
-Curtis Tyronne Jones

I.

Capitalization is used to indicate that a Word is being used for a

specific purpose.

A. Capitalizing the first Word of a sentence and the pronoun I in any

location.
1. The dark matter found surrounding a black hole might
have caused the planet Jupiter to have a big red spot,
which now causes huge dust storms.
B. Capitalizing the first Word in a quotation
1. As Carl Sagan once said, We are all made of star stuff,
this really impacted the way we viewed our lives in the
years in which he lived.
C. Capitalizing the first Word all titles and nouns in the salutation of
a letter and first Word in the complementary close.
1. Dear John,
I am writing to you to inform that in the past year
the crew and I have not been able to find any new
information about the atmosphere of Neptune. This
may also have to wait because we are running low
on food supplies that could cause us to return to
Earth. The crew and I are sorry to inform this.
Sincerely
Elizabeth
D. Capitalize the names of the week and nouns in the salutation of
a letter and the first Word in the complimentary close.
1. On Monday the new shuttle will be launched in order to
promote more funding for the company.
E. Capitalize the first, last, and all other important words in the
tittles of written works and their contents, Works of art and
music, and movies.
1. The TV series Cosmos caused great revolution among
conservatist who did not believe in external beings.
F. Capitalizing nouns and abbreviations referring to parts of a
written work only when the reference is followed by a number
G. Capitalizing words referring to the deity of a specific religion
1. The Buddha was worshiped by one of the recent
internees that joined the program designing a rover.
H. Capitalizing the names of people and words associated with the
name

1. Carl Sagan impressed the world with his books that

questioned what was known about the world.
I. Capitalize tittles
1. The new show Cosmos: A Space Time Odyssey impressed
many who did not believe it was possible to remake this.
J. Capitalizing the specific names of regions, organizations,
buildings, Works of engineering, and state abbreviations
1. The Jet Propulsion Laboratory at times conducts
various researches in order to promote health in science
to schools because this career does not have many
interested in this career.
K. Capitalizing words based on nationalities or historical
background
1. The Ancient Egyptians passion for exploring influenced
the early explorations that led to science we have today.

Eight

Punctuation

 One of NASAs oldest dreams was to build a

permanent space station. It would, in some minds, be
the beginning of an orbiting space city, a
gravitational free outpost where earthlings could
multiply, raise families, live longer, and produce the
stud and foods needed for self sufficiency in orbit.
- Jay Barbree
I.

Periods

A. Place a period at the end of a statement and also use a period at

the end of an imperative sentence that does not express strong
emotion.

II.

i.

We went to the launching at Cape Canaveral to witness

history of NASA in the making.

ii.

Please be quiet the presentation is about to begin.

Commas
A. A comma should be used to separate words and phrases in a
series
i.

III.

Semicolon
A. A semicolon is used when a conjunction is omitted. This
punctuation indicates a greater degree of separation than a
comma would.
ii.

IV.

There are three types of matter: dark matter, solar

matter, and

particle matter.
Quotation marks
A. Quotation marks are used around a direct quotation.
i.

VI.

The trail followed by the rover was steep and rocky; the
wind was a savage.

Colon
A. A colon is used to start a list or to formally introduce a
statement.
i.

V.

The Mars rover has solar energy panels, dirt analyzers,

and wind panels to control what energy can be used.

In the book Cosmos, Carl Sagan said, Carbon is the basic

yet most

complex particle.
Apostrophe
A. An apostrophe is used to form contractions or to show
possessions.
i.

Its too late for Alexanders Project to be displayed in the

top lists of
the TIME magazine therefore we have lost hope and we
cannot
win the JPL prize.

VII.

EM Dash

A. An em dash is used to set off intensifying or explanatory parts of

a sentence.
i.

The most famous space shuttles-Voyager, Challenger, and

Endeavor- history may be seen in the California Science
Centers

exhibit before entering to view the actual shuttle

Endeavor.
VIII.

IX.

Question Mark
A. A question mark is used after all interrogative sentence
i.

Wait, since when have the researchers been working on

the satellite programed to be launched on December
2020?

ii.

Have any of you seen the nuclear reactor, I think it may

be heating up and this could cause ?

Exclamation Point
A. An exclamation point is used after an exclamatory sentence or
one, which expresses deep surprise and feelings.
i.

The Shuttle looks great!

ii.

Wow, this new shuttle looks amazing, how did you guys
do it!

Nine

Commonly Confused Words

Since, in the long run, every planetary society will be

endangered by impacts from space. Every surviving
civilization is obliged to become spacefaring not
because of exploratory or romantic zeal, but for the
most practical reason imaginable: staying alive.
- Carl Sagan

I.

Who/Whom
A. Who- (subject pronoun) what or which persona or persons
1. Who did you invite to the launching on May 18, 19998?
B. Whom- (object pronoun) what or which

II.

1. To whom did you address the letter concerning the

launching at Cape Canaveral?
Their/There/Theyre
A. Their- of, belonging to, made by, or done by them
1. They were proud of their work
B. There- that place or point
1. Just place that piece of copper over there

III.

C. Theyre-contraction of they +are

1. Theyre going out to dinner tonight
Lie/Lay
A. Lie- to recline
1. I had to lie down in order to think about the problems
being faced at the research center.
B. Lay- to put down

IV.

1. They lay down the worker who had suffered a heart attack
while in such stressful conditions.
Laid/Lain
A. Laid-past tense of lie
1. I had laid down in order to think about the problems being
faced at the research center.
B. Lain- past tense of lay
1. They had lain down the worker who had suffered a heart
attack while in such stressful conditions.

V.

Afect/Efect
A. Affect- to have an effect on; influence; produce a change in
1. The death of the 7 astronauts affected the NASA crew.
B. Effect- anything brought about by a cause or agent; result

VI.

1. The new speed limit law had little effect o how fast the
new internee arrived
C/W/Should have vs. C/W/Should of

A. Should have- past perfect tense of the verb should

1. I should have gone to the laboratory instead of
headquarters.
B. Should of-incorrect use of the phrase should have
1. I should of gone to the laboratory instead of headquarters.
VII.

Loath/Loathe
A. Loath- unwillingly
1. I am loath to spend time with my boss who demands
everything be his way.
B. Loathe- to dislike greatly

VIII.

1. I loathed him and the way he reacted when i said that the
research would take 2 days more.
Infer/ imply
A. Infer- to deduce
1. In the middle of the day I inferred that we would not have
a lunch break.
B. Imply- to hint, express something indirectly

IX.

1. He implied that tomorrow would be the day in which we

had to include the copper heads to the rover.
Weary/Wary
A. Weary- physically or mentally fatigued
1. The citizens of Pasadena were weary of any harm that
could be done to the JPL.
B. Wary- to be on guard against something, or to be watchful

X.

1. The nighttime guards were wary of any movement

because the shuttle could be messed with which would
cause a malfunction.
Proceed/Precede
A. Proceed-to go on forward
1. In order to not remain trapped in the dense atmosphere of
Mars we had to proceed to find the flag marking where
the gasoline was.
B. Precede- to go before

XI.

1. The carbon atmosphere of Mars preceded the atmosphere

that is found today.
Discrete/Discreet
A. Discrete-distinct from one another

1. The 45-INR and the 46-DNR were so discrete that no one

could imagine that they were made at the same time.
B. Discreet- cautious, reserved
1. We had to combine discrete characteristics in order to
assure that no harm would be caused when the rover
landed on Mars.
XII.

Conscience/Conscious
A. Conscience-awareness of morality in regard to ones behavior
1. My conscience told me not to ask for more money that the
actual used to create the copper heads.
B. Conscious- to be aware
1. I made a conscious decision not to attend the event that
introduced the rover to the outside world.

XIII.

Can/May
A. Can- physical or mental ability
1. Can I attend the ceremony even though I caused harm to
the company?
B. May- permission or authorization
1. May I attend the ceremony even though I caused harm to
the company?

Ten

Quizzes
Just a few, Not all sections

Quiz Section 1
1. What are the types of nouns
a. ______
b. ______
c. ______
d. ______
e. ______
2. True/False: The Subject comes before the Subject
________
3. What is the function of an Appositive?
A. Describe the noun following it
B. Answer to who or to whom
C. Comes after the verb and answers when
D. Renames nouns, separated by commas
4. Is the following sentence an interrogative sentence?
Whoever initiated the Space Shuttle Program has left the mark in the
intelligence now acquired by human kind.
A. Yes

B. No
5. What is an infinitive verb?
A. Word ending in ing or ed used as an adjective
B. Word ending in ing used as anoun
C. Verb preceded by the word to used as noun, adjective, or
adverb
6. Types of verbs?
A. 9
B. 12
C. 99999
D. 1
E. I DONT KNOW
F. DONT ASK ME

Quiz Section 2
1. What would be considered the prepositional phrase in the
following sentence?
Dr. Chang of the mechanics department was
horrible greeted along the new class of 2020.
A. Dr. Chang of the mechanics department was
horribly greeted along the new class of 2020.
B. Dr. Chang of the mechanics department was
horribly greeted along the new class of 2020.
C. Dr. Chang of the mechanics department was
horribly greeted along the new class of 2020.
D. Dr. Chang of the mechanics department was
horribly greeted along the new class of 2020.
E. None of the Above.
2. What would be a prepositional phrase?
A. Words gathered as a whole.
B. Words ending in ing or ed.
C. A group of words beginning with a verbal and
ends with a noun.
D. A group of words that begins with a preposition
and ends with a noun.

E. An Adverb.
3. What does an Appositive begin with?
A. A verb
B. Words in a phrase.
C. The letter a
D. A statement
E. None of the above
4. How are Gerunds used?
A. An Adjective
B. A noun
C. A phrase
D. A verb
E. A prepositional phrase.
5. Which of the following words can be used to begin a
gerund?
A. Fighting
B. Playing
C. Yawning
D. Mapping
E. All of the above.
6. True or False: A participle is a word ending in ing or ed
used as an adjective.
A. True
B. False
7. Which sentence has a participle?
A. The young internee was condensing the new
concealer for the spaceship, which would be
used during the flight of the rover.
B. The young internee was kindly condensing the
new
concealer for the spaceship that would
be used during the flight of the rover.
8. Which of the following would be considered an infinitive
verbal?
A. To fly
B. Can fly
C. Will fly
D. To go
E. Both A. and D.
9. Define the infinitive verbal.
A. Word ending in ing used as a noun.
B. Word ending in ing or ed used as an
adjective.
C. Verbal preceded by the word to used as a
noun, adjective, or adverb.
10.
You can use a Gerund and a participle verbal in the
same sentence.

A. True
B. False
C. Depends on the type of sentence.

Answer Key:
1. B
4. B
2. D
5. E
3. C
6. A

7. A
8. A
9. C

10. B

Section 3
1. Which is an example of how NOT to use an independent
clause in a sentence?
A. The Universe is big.
B. I am like the speed of light.
C. The NASA is a program.
D. None of the above.
2. What is a subordinate clause?
3. In which ways can a noun clause be used?
4. What are Adverb clauses used for?
A. Modify verbs, adjectives, and adverbs
B. Indicate the gerund
C. Sentence-part within the clause
D. Complete a fill in the blank quiz.
5. What can adverb clauses indicate?
A. Time, place
B. Cause, purpose
C. Result, condition
D. Concession
E. All of the above
6. True or false: part of the clause is omitted with an elliptical
clause.
A. True
B. False

7. Clauses that are NOT essential to the meaning of the

sentence are?
A. Relative Clauses
B. Elliptical Clauses
C. Essential Clauses
D. Non-Essential Clauses
E. All of the above
8. Fill in the blank: Relative clauses are dependent clauses
that begin with a _____________
9. Modify adverbs can begin with
A. Who
B. Where, when, how, as, an, because
C. What
D. None of the above
10.
Can a nonessential clause also be an elliptical
clause?
A. True
B. False
1. D
2. A clause, which cannot stand alone as a complete sentence and must begin with a
subordinate clause.
3. Subject, predicate noun, direct object, indirect object, appositive
4. A
5. E. 6. A. 7. D. 8. Relative pronoun
9. B
10. B

Section 4
Section 4
1. Which of the following is
an example of a simple
sentence?
A. Eratosthenes was said to have
been second best in
everything, although he did
accurately predict the
circumference of the planet
and that the earth was truly
not flat.
B. A wooden stick would tell us
the closest accurate time when
placed at the rocky surface of
Mars because just as the Earth it
is round like in its shape.
C. Neil Armstrong and his
campaign set up an
organization to help young

students who have a passion

for the fields of science,
technology, and mathematics.
D. None of the Above

2. What is found in a
compound subject
sentence?

A. A predicate
B. Only one noun
C. More than one noun and
a pronoun
D. Words

3. Which of the following is

the predicate in the
sentence?
People around the world
watched the thrilling twohour landing of Endeavor,

a spacecraft that provided

the human kind with
valuable information.
A. Underlined line
B. Double underlined line
C. Dashed line

4. What must a predicate

sentence include?
A. Action taken by subject
B. Many pronouns
C. The predicate
D. None of the Above

5. In order to form a
complete sentence, what
is needed?
A.
B.
C.
D.

a subject and a predicate

a subject
a predicate
a noun, subject, and a
predicate

6. How many types of

sentences are there?
A.
B.
C.
D.

2
3
4
5

7. What is the purpose of a

declarative sentence?
A. Question

B. Explain
C. Command
D. Shout/yell

8. What is the purpose of the

exclamatory sentence?
A.
B.
C.
D.

Question
Explain
Command
Shout/Yell

9. The following sentence is

an example of what type
of sentence
In order to successfully launch
the Mars I-20 Rover, you must
first place the rover inside the
spacecraft in order for no
damage to be found.
A.
B.
C.
D.

Declarative
Interrogative
Imperative
Exclamatory

10.
What punctuation
mark is needed in order to
make an imperative
sentence?
A. period
B. Question mark
c. exclamation ma

Sentence Patterns
1. What is a Compound sentence?
A. A sentence containing many phrases ending with the same
word or words.
B. A sentence with multiple independent clauses but no
dependent clause.
C. Many sentences
D. A Non- simple sentence
2. What must a simple sentence include?
A. A subject and a predicate
B. A noun
C. Two clause
D. Something simple
3. Can the following sentence be turned into a compound sentence?
Eratosthenes was thought to be the second-best, however he
was not.
A. Yes
B. No
4. True or False: A complex sentence is a sentence with one
independent clause and at least one dependent clause?
A. True
B. False
5. What must a loose sentence include?
A. An independent clause and a subordinate conjunction
B. One ore more nouns
C. A predicate
D. An independent clause

6. Section 5
1. Which of the following sentences would serve as a hook?
A. Science is amazing.
B. Carl Sagan is a scientist.
C. The planets cannot determine our lives.
D. Since when have the planets determined our lives
2. How many types of thesis statement were mentioned?
A. 5
B. 10
C. 7
D. 3
3. True of False: the Brief thesis statement is an opinion held by many to be a fact,
though it is not necessary
A. True
B. False
4. Which of the following is the correct definition for a topic sentence?
A. An ending sentence
B. A sentence that explains
C. The thesis statement
D. The main idea, or topic of the paragraph
5. What is the purpose of a summary?
A. To explain
B. Condense a larger section of text
C. To show the main idea
D. None of the Above
6. What must a closing sentence include?
A. An adverb that should echo the thesis
B. A noun to identify the subject
C. An adjective to describe your ideas
D. Something, its not mentioned above
7. Which of the following is a closing statement?
A. It was a dark and stormy night
B. It all began with calamity
C. Today is Tuesday
D. They all lived happily ever after
8. What does a final sentence do?
A. Connects to the hook
B. Introduces a subject
C. Parties
D. Validates the essay
9. True or false: the statements of extension extend the thesis statement using the
consequences of disregarding the implications of the thesis.
A. True
B. False
7.
8.
9.
10.
11.

12.
13.
14.
15.
16.

17.
18.
19.
20.
21.
22.
23.

26.
27.

Works Cited

24. Index
25.

28.
carl Sagan Would Love SpaceXs Grasshopper.
TreeHugger.N.p.,n.d.Web.02 Dec.2015.
29.
30.
Barbree, Jay. Live from Cape Canaveral Covering the
Space Race, From Sputnick to Today. New York: Smithsonian,
2007. Print.
31.
32.
33.
34.
35.
36.

37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.

50.