1. Welcome to Presentation Plus! Presentation Plus! Glencoe Writer’s Choice: Grammar and Composition, Grade 9 Copyright © by The McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240

2. Splash Screen UNIT 19 Usage Glossary

3. 3 Contents Unit 19 Overview Usage Glossary GrammaGrammar Revieww Click a hyperlink to view the corresponding slides.

4. 4 Unit Overview 1 Click the mouse button or press the Space Bar to display the information. To develop an understanding of and an ability to recognize and correct common usage problems  To demonstrate control over usage problems by editing sentences and using the Usage Glossary to find answers to specific usage problems Unit Objectives

5. End of Overview Click the mouse button to return to the Contents slide.

6. 6 Lesson 1-1 To understand the difference between words that are often confused  Click the mouse button or press the Space Bar to display the information. To know how to use them correctly Objectives

7. 7 Lesson 1-2 Click the mouse button or press the Space Bar to display the information. The glossary that follows presents some particularly troublesome matters of preferred usage.  The glossary will give you guidance, for example, in choosing between two words that are often confused.  It will also make you aware of certain words and expressions that you should avoid when speaking or writing for school or business. Usage Glossary

8. 8 Lesson 1-3 Click the mouse button or press the Space Bar to display the information. a, an Use the article a when the word that follows begins with a consonant sound, including a sounded h: a poem, a house.  Use an when the word that follows begins with a vowel sound or an unsounded h: an apple, an heirloom.  Use a before a word that begins with the “yew” sound: a European, a unit. Usage Glossary (cont.)

9. 9 Lesson 1-4 Click the mouse button or press the Space Bar to display the information. a lot, alot This expression is always written as two words and means “a large amount.”  Some authorities suggest avoiding it altogether in formal English.  Usage Glossary (cont.) –A lot of snow fell last night.

10. 10 Lesson 1-5 Click the mouse button or press the Space Bar to display the information. a while, awhile A while is made up of an article and a noun.  In and for often come before a while, forming a prepositional phrase.  Awhile is an adverb.  Usage Glossary (cont.) –We’ll stop in a while.  –We’ll stop for a while.  –We’ll stop awhile before hiking to the top of the mountain.

11. 11 Lesson 1-6 Click the mouse button or press the Space Bar to display the information. accept, except Accept is a verb that means “to receive” or “to agree to.”  Except is a preposition, a verb, or a conjunction.  As a preposition, except means “but.”  Usage Glossary (cont.) –Eric will accept the trophy for the team.  –Alanna will not accept defeat.  –Everyone will be at the ceremony except the captain. [preposition]

12. 12 Lesson 1-7 Click the mouse button or press the Space Bar to display the information. affect, effect Affect is a verb that means “to cause a change in” or “to influence.”  Effect may be a noun or a verb. As a noun, it means “result.” As a verb, it means “to bring about” or “to accomplish.”  Usage Glossary (cont.) –The mayor’s policies have affected every city agency.  –The mayor’s policies have had a good effect on every agency. [noun meaning “result”]  –The mayor has been able to effect his goals in every city agency. [verb meaning “to bring about”]

13. 13 Lesson 1-8 Click the mouse button or press the Space Bar to display the information. ain’t Ain’t is unacceptable in speaking and writing unless you are quoting somebody’s exact words.  Instead of using ain’t, use I am not; she is not; he is not; and so on. Usage Glossary (cont.)

14. 14 Lesson 1-9 Click the mouse button or press the Space Bar to display the information. all ready, already The two words all ready mean “completely ready.”  Already is an adverb that means “before” or “by this time.”  Usage Glossary (cont.) –The band was all ready to play its last number, but the fans were already leaving the stadium.

15. 15 Lesson 1-10 Click the mouse button or press the Space Bar to display the information. all right, alright Always write this expression as two words.  Although the expression is often seen in print as one word, most language authorities prefer all right.  Usage Glossary (cont.) –She was sick yesterday, but today she feels all right.

16. 16 Lesson 1-11 Click the mouse button or press the Space Bar to display the information. all the farther, all the faster These are regional expressions.  Use as far as and as fast as in writing.  Usage Glossary (cont.) –We drove as far as we could during daylight hours.  –I’m pedaling this bike as fast as I can.

17. 17 Lesson 1-12 Click the mouse button or press the Space Bar to display the information. all together, altogether Use all together to mean “in a group.”  Use the adverb altogether to mean “completely” or “on the whole.”  Usage Glossary (cont.) –For the holidays, our family will be all together at my grandmother’s house.  –My grandmother is altogether delighted to have us with her.

18. 18 Lesson 1-13 Click the mouse button or press the Space Bar to display the information. amount, number Amount and number both refer to quantity.  Use amount when referring to nouns that cannot be counted.  Use number when referring to nouns that can be counted.  Usage Glossary (cont.) –Fort Knox contains a vast amount of gold.  –Fort Knox contains a large number of gold bars.

19. 19 Lesson 1-14 bad, badly See Lesson 18.5 on page 666 of your textbook. Usage Glossary (cont.)

20. 20 Lesson 1-15 Click the mouse button or press the Space Bar to display the information. being as, being that These expressions are sometimes used instead of because or since in informal conversation.  In formal speaking and writing, always use because or since.  Usage Glossary (cont.) –Because their car broke down, they could not get here.  –Since they did not call, we assumed they were not coming.

21. 21 Lesson 1-16 Click the mouse button or press the Space Bar to display the information. beside, besides Beside means “at the side of.”  Besides usually means “in addition to.”  Usage Glossary (cont.) –Katrina sat beside her mother at the table.  –Besides yogurt and fruit, they had homemade muffins.

22. 22 Lesson 1-17 Click the mouse button or press the Space Bar to display the information. between, among In general, use between to compare one person or thing with one other person or thing or with an entire group.  Usage Glossary (cont.) –What is the difference between Seattle and Portland? [Two cities are compared.]  –What was the difference between Pavlova and other ballet dancers? [One dancer is compared with an entire group of dancers.]

23. 23 Lesson 1-18 Click the mouse button or press the Space Bar to display the information. In general, use among to show a relationship in which more than two persons or things are considered as a group.  Usage Glossary (cont.) –The committee members were arguing among themselves.  –You are among friends.

24. 24 Lesson 1-19 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.When gold was discovered in California in 1848, people seeking their fortune traveled there (all the faster/as fast as) they could. 2.Although most prospectors found no gold, some of them discovered that staying on in California as storekeepers or farmers was quite (all right/ alright). 3.During the summer months, San Francisco has everything residents could want (except/accept) a hot, sunny climate, for the weather is often cool and foggy then. Exercise 1 Making Usage Choices

25. 25 Lesson 1-20 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.In 1906 a terrible earthquake and fire destroyed much of San Francisco, but by 1915 the city had recovered and was (all ready/already) for the Panama-Pacific International Exposition. 5.There are (a lot/alot) of people of Chinese ancestry in San Francisco. Exercise 1 Making Usage Choices (cont.)

26. 26 Lesson 1-21 Click the mouse button or press the Space Bar to display the information. borrow, lend, loan Borrow and lend have opposite meanings.  Borrow is a verb meaning “to take something with the understanding that it must be returned.”  Lend is a verb meaning “to give something with the understanding that it will be returned.”  Loan is a noun. It may be used as a verb, but most authorities prefer lend. Usage Glossary

27. 27 Lesson 1-22 Click the mouse button or press the Space Bar to display the information. Usage Glossary (cont.) –May I borrow ten dollars till payday? [verb]  –Will you lend me some money? [verb]  –Did the bank give you a loan? [noun]

28. 28 Lesson 1-23 Click the mouse button or press the Space Bar to display the information. bring, take Use bring to mean “to carry from a distant place to a closer one.”  Use take to mean the opposite: “to carry from a nearby place to a more distant one.”  Usage Glossary (cont.) –Will you bring me some perfume when you come back from Paris?  –Don’t forget to take your passport when you go to Europe.

29. 29 Lesson 1-24 Click the mouse button or press the Space Bar to display the information. can, may Can indicates the ability to do something.  May indicates permission to do something or the possibility of doing it.  Usage Glossary (cont.) –You can make hot chocolate by dissolving cocoa in warm milk.  –You may have a cup of hot chocolate before going to sleep.

30. 30 Lesson 1-25 Click the mouse button or press the Space Bar to display the information. can’t hardly, can’t scarcely These terms are considered double negatives because hardly and scarcely by themselves have a negative meaning.  Therefore, avoid using hardly and scarcely with not or -n’t.  Usage Glossary (cont.) –Eduardo can hardly tell the twins apart.  –The driver can scarcely see through the dense fog.

31. 31 Lesson 1-26 Click the mouse button or press the Space Bar to display the information. could of, might of, must of, should of, would of After the words could, might, must, should, or would, use the helping verb have, not the preposition of.  Usage Glossary (cont.) –Some historians say that the United States could have prevented the stock market crash of 1929.  –The country might have avoided the Great Depression that followed.  –The Great Depression must have been a difficult time to raise a family.

32. 32 Lesson 1-27 Click the mouse button or press the Space Bar to display the information. different from, different than The expression different from is generally preferred to different than.  Usage Glossary (cont.) –The sport of cross-country skiing is different from downhill skiing.

33. 33 Lesson 1-28 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.The Missouri River flows (between/among) Kansas City, Missouri, and Kansas City, Kansas. 2.Both cities are situated (beside/besides) the river. 3.If you look at a map, you (can/may) see that the Missouri River forms part of the boundary between Kansas and Missouri. Exercise 2 Making Usage Choices

34. 34 Lesson 1-29 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.Until the Civil War, Kansas City’s economy was based on supplying and outfitting the large (number/amount) of travelers headed west. 5.After the first railroads reached the city in the 1860s, (alot of/a lot of) things changed. Exercise 2 Making Usage Choices (cont.)

35. 35 Lesson 1-30 Click the mouse button or press the Space Bar to display the information. doesn’t, don’t Doesn’t is a shortened form of does not, which is used with he, she, it, and all singular nouns.  Don’t is a shortened form of do not, which is used with I, you, we, they, and all plural nouns.  Authorities usually discourage the use of contractions in formal writing.  Usage Glossary –Our state doesn’t allow people to drive before the age of seventeen.  –Some countries don’t require their citizens to attend school.

36. 36 Lesson 1-31 Click the mouse button or press the Space Bar to display the information. emigrate, immigrate Use emigrate to mean “to leave one country and go to another to live.”  Use immigrate to mean “to come to a country to settle there.”  Use from with emigrate and to or into with immigrate.  Usage Glossary (cont.) –Mr. Roh emigrated from South Korea.  –He immigrated to the United States.

37. 37 Lesson 1-32 Click the mouse button or press the Space Bar to display the information. farther, further Farther should be used in reference to physical distance.  Further should be used in reference to degree or time.  Usage Glossary (cont.) –San Antonio is farther south than Dallas.  –She did not question him further.

38. 38 Lesson 1-33 Click the mouse button or press the Space Bar to display the information. fewer, less Use fewer when referring to nouns that can be counted.  Use less when referring to nouns that cannot be counted.  Less may also be used with figures that are seen as single amounts or single quantities.  Usage Glossary (cont.) –Fewer students have enrolled in physics this year than last year.  –This year there is less interest in physics among the students.

39. 39 Lesson 1-34 Click the mouse button or press the Space Bar to display the information. Usage Glossary (cont.) –We traveled to New York City in less than two hours. [Two is treated as a single period of time, not as individual hours.]  –It cost less than $20.00 to go by train. [The amount of money is treated as a single sum, not as individual dollars.]

40. 40 Lesson 1-35 good, well See Lesson 18.5 on page 666 of your textbook. Usage Glossary (cont.)

41. 41 Lesson 1-36 Click the mouse button or press the Space Bar to display the information. had of Do not use of between had and a past participle.  Usage Glossary (cont.) –I wish I had received this information earlier.

42. 42 Lesson 1-37 Click the mouse button or press the Space Bar to display the information. hanged, hung Use hanged when you mean “put to death by hanging.”  Use hung in all other instances.  Usage Glossary (cont.) –Were any convicts in our state hanged during the twentieth century?  –The teacher hung the bulletin board above her desk.

43. 43 Lesson 1-38 Click the mouse button or press the Space Bar to display the information. in, into Use in to mean “inside” or “within” and into to indicate movement or direction from the outside to a point within.  The preposition in suggests a fixed location within a particular area or place.  The preposition into suggests movement within or between locations.  Usage Glossary (cont.) –Jeanine was sitting outdoors in a lawn chair.  –When it got too hot, she went into the house.

44. 44 Lesson 1-39 Click the mouse button or press the Space Bar to display the information. irregardless, regardless Use regardless.  The prefix ir- and the suffix -less both have negative meanings. When used together, they produce a double negative, which is incorrect.  Usage Glossary (cont.) –Regardless of what the critics said, I liked the movie.

45. 45 Lesson 1-40 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.During its early history, San Antonio, Texas, was under the control of no (fewer/less) than three countries. 2.In 1731, fifteen families (emigrated/immigrated) from Spain’s Canary Islands and settled in San Antonio. 3.The beautiful mission of San José still looks (good/well) after many years. Exercise 3 Making Usage Choices

46. 46 Lesson 1-41 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.If you visit San Antonio, (don’t/doesn’t) miss seeing the Alamo. 5.To see the Alamo, the site of the famous 1836 battle between Texas and Mexico, you must go (in/into) the center of San Antonio. Exercise 3 Making Usage Choices (cont.)

47. 47 Lesson 1-42 Click the mouse button or press the Space Bar to display the information. this kind, these kinds Kind is singular. Therefore, the singular form this or that modifies kind.  Usage Glossary This and that should also be used with sort and type (this type, that type, this sort, that sort).  Kinds is plural. Therefore, the plural form these or those modifies kinds.  Also use these and those with the plural nouns sorts and types.

48. 48 Lesson 1-43 Click the mouse button or press the Space Bar to display the information. Usage Glossary (cont.) –This kind of bulb should be used in your lamp.  –These kinds of lamps are very attractive.  –This sort of food is found in many ethnic cuisines.  –These sorts of foods are nutritious.  –That type of exercise is my favorite.  –Those types of exercises are considered good for your heart.

49. 49 Lesson 1-44 Click the mouse button or press the Space Bar to display the information. lay, lie Lay means “to put” or “to place”; it takes a direct object.  –Lay your coat on the bed.  –I am going to lie in the sun now. Usage Glossary (cont.) Lie means “to recline” or “to be positioned”; it never takes an object. 

50. 50 Lesson 1-45 Click the mouse button or press the Space Bar to display the information. Problems arise particularly in using the principal parts of these verbs.  Usage Glossary (cont.) Notice, for example, that the past tense of lie is lay.  Learn all the principal parts of these verbs.  BASE FORM laylie  PRESENT PARTICIPLE layinglying  PAST FORM laidlay  PAST PARTICIPLE laidlain

51. 51 Lesson 1-46 Click the mouse button or press the Space Bar to display the information. Usage Glossary (cont.) –I lay in the sun too long and got sunburned.  –She had laid her coat on the bed before the party started.  –I have lain in the sun longer without getting as sunburned. –She laid her coat on the bed. 

52. 52 Lesson 1-47 Click the mouse button or press the Space Bar to display the information. learn, teach Learn means “to gain knowledge or understanding,” and teach means “to give knowledge or instruction.”  –Jon learned to play the piano at the age of nine.  –Mrs. Ramos teaches American history. Usage Glossary (cont.)

53. 53 Lesson 1-48 Click the mouse button or press the Space Bar to display the information. leave, let Leave means “to go away,” and let means “to allow” or “to permit.”  –When you leave next week, I will miss you.  –Please let me use your dictionary. Usage Glossary (cont.)

54. 54 Lesson 1-49 Click the mouse button or press the Space Bar to display the information. like, as Like is a preposition and introduces a prepositional phrase.  –Phil plays baseball like a professional.  –Teresa is confident, as I am, that everything will go well on the expedition. Usage Glossary (cont.) As is a subordinating conjunction and introduces a subordinate clause.  Many authorities say that it is incorrect to use like before a clause. 

55. 55 Lesson 1-50 Click the mouse button or press the Space Bar to display the information. loose, lose The adjective loose means “free,” “not firmly attached,” or “not fitting tightly.”  –That ring is so loose you are sure to lose it.  –Which team do you think will lose the game? Usage Glossary (cont.) The verb lose means “to have no longer,” “to misplace,” or “to fail to win.” 

56. 56 Lesson 1-51 Click the mouse button or press the Space Bar to display the information. passed, past Passed is the past form and the past participle of the verb to pass.  –We passed your house on the way to school. [verb]  –Chris had a cold this past week. [adjective]  –We drove past your house last Sunday. [preposition]  –What time did you drive past? [adverb]  –Louise’s grandmother always tells wonderful stories about her past. [noun] Usage Glossary (cont.) Past may be an adjective, a preposition, an adverb, or a noun. 

57. 57 Lesson 1-52 Click the mouse button or press the Space Bar to display the information. precede, proceed Precede means “to go before” or “to come before.”  –Our band preceded the homecoming float as the parade proceeded through town. Usage Glossary (cont.) Proceed means “to continue” or “to move along.” 

58. 58 Lesson 1-53 Click the mouse button or press the Space Bar to display the information. raise, rise The verb raise means “to cause to move upward”; it always takes an object.  –Raise your hand if you know the answer.  –The rocket will rise from the launching pad at 9:01 A.M. Usage Glossary (cont.) The verb rise means “to go up”; it is intransitive and does not take an object. 

59. 59 Lesson 1-54 Click the mouse button or press the Space Bar to display the information. reason is, because Because means “for the reason that.”  –The reason I am tired is that I did not sleep last night.  –I am tired because I did not sleep last night. Usage Glossary (cont.) Therefore, do not use because after reason is.  Use that after reason is or use because alone. 

60. 60 Lesson 1-55 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.New York City (lies/lays) near the mouth of the Hudson River in the southeast corner of New York State. 2.The reason New York is often called a melting pot is (because/that) many ethnic groups have settled there. 3.At the Ellis Island Immigration Museum, exhibits (teach/learn) visitors about the history of European immigration to the United States. Exercise 4 Making Usage Choices

61. 61 Lesson 1-56 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.More than twelve million people (immigrated/ emigrated) from their homelands and passed through the reception center on Ellis Island between 1892 and 1954. 5.The federal government now (lets/leaves) tourists visit Ellis Island. Exercise 4 Making Usage Choices (cont.)

62. 62 Lesson 1-57 Click the mouse button or press the Space Bar to display the information. respectfully, respectively Respectfully means “with respect.”  –The audience listened respectfully as the poet spoke.  –Phoenix and Phoenixville are, respectively, in Arizona and Pennsylvania. Usage Glossary Respectively means “in the order named.” 

63. 63 Lesson 1-58 Click the mouse button or press the Space Bar to display the information. says, said Says is the third-person singular of the verb say.  –At dinner last night, Nelson said that he wasn’t hungry.  –He always says that, but he eats everything anyway. Usage Glossary (cont.) Said is the past tense of say.  Be careful not to use says for said. 

64. 64 Lesson 1-59 Click the mouse button or press the Space Bar to display the information. sit, set Sit means “to place oneself in a seated position.” Sit rarely takes an object.  Usage Glossary (cont.) Set means “to place” or “to put” and usually takes an object.  Set is also an intransitive verb when it is used with sun to mean “the sun is going down” or “the sun is sinking below the horizon.”  When set is used in this way, it does not take an object.

65. 65 Lesson 1-60 Click the mouse button or press the Space Bar to display the information. Usage Glossary (cont.) –Lian set the pots on the stove after the sun set. –Grandpa likes to sit on the porch. 

66. 66 Lesson 1-61 Click the mouse button or press the Space Bar to display the information. than, then Than is a conjunction used to introduce the second element in a comparison; it also shows exception.  –Elsa is taller than Isabel.  –Our visitor was none other than Uncle Al! Usage Glossary (cont.)

67. 67 Lesson 1-62 Click the mouse button or press the Space Bar to display the information. Then is an adverb that means “at that time,” “soon afterward,” “the time mentioned,” “at another time,” “for that reason,” or “in that case.”  –My grandmother was a young girl then.  –Marguerite finished the book and then turned out the light.  –If it rains, then we cannot go. Usage Glossary (cont.)

68. 68 Lesson 1-63 Click the mouse button or press the Space Bar to display the information. this here, that there Avoid using here and there after this and that.  –All of us want to read this magazine.  –Have you heard that story? Usage Glossary (cont.) Use this and that alone. 

69. 69 Lesson 1-64 Click the mouse button or press the Space Bar to display the information. where at Do not use at after where.  –Where is Valley Forge? Usage Glossary (cont.)

70. 70 Lesson 1-65 who, whom See Lesson 17.4 on page 638 of your textbook. Usage Glossary (cont.)

71. 71 Lesson 1-66 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.Santa Fe, New Mexico, has more sites of historic interest (than/then) some other American cities. 2.Tourists in Santa Fe can explore the narrow, winding streets and (than/then) visit museums that display Native American crafts. 3.In summer, audiences (set/sit) in the open-air theater of the Santa Fe Opera. Exercise 5 Making Usage Choices

72. 72 Lesson 1-67 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.(This/This here) opera house is one of the most famous in the world. 5.Audiences listen (respectfully/respectively) as some of the world’s greatest opera singers perform. Exercise 5 Making Usage Choices (cont.)

73. 73 Lesson 1-68 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.(Where/Where at) is Washington, D.C., located? 2.The capital of the United States (sets/sits) at what may be considered the dividing line between the North and the South. 3.The city (lies/lays) along the banks of two rivers, the mighty Potomac and its tributary, the Anacostia. Exercise 6 Making Usage Choices

74. 74 Lesson 1-69 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.When the location was first selected for the capital of the country, some people thought that the choice had been (bad/badly) made. 5.(Between/Among) the two rivers stretched a broad area of what many people considered swamp. Exercise 6 Making Usage Choices (cont.)

75. 75 Lesson 1-70 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.New Orleans, Louisiana, has (a/an) average annual rainfall of about fifty-five inches, and much of the city (lays/lies) below sea level. 2.(A lot/Alot) of levees were constructed along the banks of the Mississippi River to prevent flooding. 3.The Mississippi River flows through Baton Rouge and then (precedes/proceeds) southeasterly to New Orleans. Exercise 7 Making Usage Choices

76. 76 Lesson 1-71 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.New Orleans (ain’t/is not) only a shipping center. 5.(Being that/Because) New Orleans is picturesque, many people enjoy vacationing there. Exercise 7 Making Usage Choices (cont.)

77. 77 Lesson 1-72 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.Boston is an (all together/altogether) special place. 2.Do you think that if Boston had been more centrally located, it (might have/might of) become the nation’s capital? 3.New York City and Philadelphia were, (respectively/respectfully), the first and second capitals of the United States. Exercise 8 Making Usage Choices

78. 78 Lesson 1-73 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.In 1773 Bostonians who would not (accept/except) King George III’s taxes dumped three shiploads of tea into Boston Harbor. 5.They wanted independence from England (bad/badly). Exercise 8 Making Usage Choices (cont.)

79. 79 Lesson 1-74 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.Recently a report (said/says) that Seattle, Washington, is one of America’s most attractive cities. 2.(Irregardless/Regardless) of whether or not people choose to live in Seattle, most agree it is a beautiful place. 3.Many tourists (who/whom) the Century 21 Exposition attracted in 1962 later returned to Seattle to live. Exercise 9 Making Usage Choices

80. 80 Lesson 1-75 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 4.Seattle is known as the Emerald City, a name (borrowed/loaned) from The Wizard of Oz. 5.The city of Seattle (lays/lies) near the Pacific Ocean. Exercise 9 Making Usage Choices (cont.)

81. 81 Lesson 1-76 For each of the following sentences, underline the correct word or expression from the pair in parentheses. Click the mouse button or press the Space Bar to display the answers. 1.(Leave/Let) us go to Atlanta, Georgia. 2.Atlanta is a larger city (than/then) Birmingham, Alabama. 3.Today’s Atlanta is very (different from/different than) the city portrayed in Gone with the Wind. 4.Traces of the Old South (can’t hardly/can hardly) be found in Atlanta. 5.A devastated city after the Civil War, Atlanta is more than (alright/all right) now. Exercise 10 Making Usage Choices

82. 82 Lesson 1 Close Write a paragraph in your journal naming those words and expressions you find most difficult. Explain how the usage dictionary has helped you use these words and expressions correctly in your writing. Exchange papers with a partner and discuss one another’s explanations. Close

83. End of Lesson 1 Click the mouse button to return to the Contents slide.

84. 84 Grammar Review 1 Usage Glossary The Literature Models box on pages 702– 703 of your textbook lists quotations relating to the themes of friendship and love. These quotations have been annotated to show usage items covered in this unit. Read the quotations carefully before proceeding with the review exercises on the following slides.

85. 85 Grammar Review 2 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 1 Making Usage Choices The following sentences describe friendships between famous artists. For each item, underline the correct word or expression in parentheses. 1.Though they were very (different from/different than) each other in temperament, the Dutch painter Vincent van Gogh and the French painter Paul Gauguin were close friends. 2.The French artist Edgar Degas noted the similarities (between/among) his drawing style and that of his friend, the American artist Mary Cassatt. 3.(Beside/Besides) Degas, Cassatt was also friendly with several other Impressionist painters.

86. 86 Grammar Review 3 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 1 Making Usage Choices (cont.) The following sentences describe friendships between famous artists. For each item, underline the correct word or expression in parentheses. 4.(Being as/Since) Berthe Morisot’s close friend, fellow French painter Edouard Manet, so admired one of her paintings, she gave it to him as a gift. 5.The friendship may have influenced Morisot’s work more (than/then) it influenced that of Manet.

87. 87 Grammar Review 4 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 2 Making Usage Choices The following sentences describe more friendships between famous artists. For each item, underline the correct word or expression in parentheses. 1.Spanish artist Pablo Picasso and French artist Georges Braque had a great (affect/effect) on each other’s work. 2.They are known as the founders of Cubism, which was an (all together/altogether) new style of art for its time.

88. 88 Grammar Review 5 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 2 Making Usage Choices (cont.) The following sentences describe more friendships between famous artists. For each item, underline the correct word or expression in parentheses. 3.In the 1920s, the Russian artist Wassily Kandinsky and the Swiss artist Paul Klee were colleagues at the Bauhaus, a school of architecture and design in Berlin, (where they taught painting/where they taught painting at). 4.An artistic friendship between two Americans, the painter Georgia O’Keeffe and the photographer Alfred Stieglitz, (preceded/proceeded) their marriage.

89. 89 Grammar Review 6 Click the mouse button or press the Space Bar to display the answer. Review: Exercise 2 Making Usage Choices (cont.) The following sentences describe more friendships between famous artists. For each item, underline the correct word or expression in parentheses. 5.Stieglitz (hanged/hung) O’Keeffe’s paintings in his gallery.

90. 90 Grammar Review 7 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 3 Making Usage Choices The following sentences describe friendships between famous writers. For each item, underline the correct word or expression in parentheses. 1.In Rome in the first century B.C., the poet Virgil was supported, (like/as) his friend and fellow poet Horace also was, by the patron Maecenas. 2.(This/This here) article says that the writers Edith Wharton and Henry James were friends. 3.The authors Gustave Flaubert and Ivan Turgenev exchanged letters faithfully for two decades; (this kind/these kinds) of long-term correspondence is now rare.

91. 91 Grammar Review 8 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 3 Making Usage Choices (cont.) The following sentences describe friendships between famous writers. For each item, underline the correct word or expression in parentheses. 4.Flaubert and Turgenev had (all ready/already) published some of their most famous novels when they met in 1863. 5.Madame Bovary and Fathers and Sons, by Flaubert and Turgenev, (respectfully/ respectively), remain classics.

92. 92 Grammar Review 9 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 4 Making Usage Choices The following sentences describe famous fictional friendships and romances. For each item, underline the correct word or expression in parentheses. 1.In Arthur Conan Doyle’s works, Sherlock Holmes investigates a great (amount/number) of criminal cases with his friend Watson. 2.Horatio tells his dear friend Hamlet, one of Shakespeare’s tragic heroes, that he has seen the ghost of Hamlet’s father (raise/rise) from the dead. 3.Romeo and Juliet, Shakespeare’s famous young lovers, (can’t/can’t hardly) bear to be apart from each other.

93. 93 Grammar Review 10 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 4 Making Usage Choices (cont.) The following sentences describe famous fictional friendships and romances. For each item, underline the correct word or expression in parentheses. 4.By the end of Jane Austen’s novel Pride and Prejudice, Elizabeth Bennet thinks she (passed/past) judgment on Mr. Darcy much too quickly. 5.In Emily Brontë’s Wuthering Heights, Cathy’s brother, who feels (bad/badly) about her impending marriage, tries to prevent the match and causes a tragedy.

94. 94 Grammar Review 11 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 5 Making Usage Choices 1.In Homer’s Iliad, Achilles (borrows/lends/loans) his armor to his dear friend Patroclus, who lacks armor of his own, but Patroclus is nevertheless killed in battle. 2.Because Orpheus cannot (accept/except) the death of Eurydice, he enters the underworld to try to retrieve her. 3.In a tale told by Ovid, the parents of Pyramus and Thisbe tell the young lovers they (cannot/may not) marry. The following sentences describe relationships from mythology and folklore. For each item, underline the correct word or expression in parentheses.

95. 95 Grammar Review 12 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 5 Making Usage Choices (cont.) 4.The reason Pyramus stabs himself is (that/because) he believes a lioness has killed Thisbe. 5.Orestes, with his friend Pylades, goes (in/into) the palace of Clytemnestra to avenge Orestes’ father’s death. The following sentences describe relationships from mythology and folklore. For each item, underline the correct word or expression in parentheses.

96. 96 Grammar Review 13 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 6 Making Usage Choices The following sentences describe collaborations in science. For each item, underline the correct word or expression in parentheses. 1.In 1903 the inventors Orville and Wilbur Wright altered aviation history with the first sustained flight; its distance was (fewer/less) than 150 feet. 2.The French chemist Marie Curie, working (beside/besides) her husband, Pierre Curie, discovered the element radium. 3.The Curies’ work caused scientists to (raise /rise) their hopes about treating certain medical problems.

97. 97 Grammar Review 14 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 6 Making Usage Choices (cont.) The following sentences describe collaborations in science. For each item, underline the correct word or expression in parentheses. 4.The Swiss psychologist Carl Jung and the Austrian founder of psychoanalysis, Sigmund Freud, worked (good/well) together for a brief time. 5.Jung (might of/might have) supported Freud’s ideas initially, but he later disputed many of Freud’s doctrines.

98. 98 Grammar Review 15 Click the mouse button or press the Space Bar to display the answers. Review: Exercise 7 The following passage describes the artist John Singer Sargent, whose painting is reproduced on page 707 of your textbook. In the passage, correct any errors in spelling, grammar, and usage. Add any missing punctuation. There are nine errors. 1 John Singer Sargent, a famous portrait and landscape painter of the passed century was born in Italy in 1856. 2 His father, a physician and his mother, a amateur painter, were wealthy New Englanders. 3 They spend alot more time in Europe then in America, however. 4 Sargent begun his studies in Florence at the age of fourteen. 5 And moved to Paris four years later. Proofreading

99. 99 Grammar Review 16 Review: Exercise 7 The following passage describes the artist John Singer Sargent, whose painting is reproduced on page 707 of your textbook. In the passage, correct any errors in spelling, grammar, and usage. Add any missing punctuation. There are nine errors. Proofreading (cont.) 1 John Singer Sargent, a famous portrait and landscape painter of the past century, was born in Italy in 1856. 2 His father, a physician, and his mother, an amateur painter, were wealthy New Englanders. 3 They spent a lot more time in Europe than in America, however. 4 Sargent began his studies in Florence at the age of fourteen and moved to Paris four years later.

100. 100 Grammar Review 17 Click the mouse button or press the Space Bar to display the answers. The following sentences provide information about the authors of the quotations in this review. For each sentence, underline the correct word or expression in parentheses. 1.Ali Ibn-Abi-Talib, (who/whom) was married to Mohammed’s daughter, became a leader of Islam. 2.The division of Islam between Shia and Sunni (can/may) be traced back to events that occurred during the lifetime of Ali Ibn-Abi-Talib. 3.If you could (bring/take) only one writer’s works to a desert island, the plays of William Shakespeare might suffice. Review: Exercise 8 Mixed Review

101. 101 Grammar Review 18 Click the mouse button or press the Space Bar to display the answers. The following sentences provide information about the authors of the quotations in this review. For each sentence, underline the correct word or expression in parentheses. 4.(Accept/Except) for King Lear, I prefer Shakespeare’s comedies to his tragedies. 5.In narrative poems such as Hiawatha and The Courtship of Miles Standish, Henry Wadsworth Longfellow explored the events and folklore of the American (passed/past). Review: Exercise 8 Mixed Review (cont.)

102. 102 Grammar Review Close Write a paragraph about friendship and love, incorporating at least five of the following pairs of terms: awhile and a while, bad and badly, bring and take, fewer and less, hanged and hung, lay and lie, loose and lose, passed and past, sit and set, and who and whom. You may write about anything you wish, providing the sentences form a cohesive paragraph. In a group, read your paragraphs and discuss whether the usage items in each paragraph are correct. Revise your paragraph based on the feedback during discussion. Close

103. End of Grammar Review Click the mouse button to return to the Contents slide.

104. Click the mouse button or press the Space Bar to display the answers. I can hardly count the number of times I’ve had to choose among a great many activities. The reason is that my parents let me make many of my own decisions. Because I have altogether too little time, I sometimes wish I liked doing fewer activities. DLP Transparency 1

105. Click the mouse button or press the Space Bar to display the answers. a lot all right BR Transparency 1

106. Click the mouse button or press the Space Bar to display the answers. already; accepting Because; awhile Among; effects TMSD Transparency 1a

107. Click the mouse button or press the Space Bar to display the answers. into; in Regardless; than Besides; an TMSD Transparency 1b

108. Click the mouse button or press the Space Bar to display the answers. then than then than then TMSD Transparency 1c

109. Writing Application 1 In this passage from Of Wolves and Men, Barry Holstun Lopez uses several forms of the intransitive verb lie. Read the passage, concentrating on the italicized verb forms.  Click the mouse button or press the Space Bar to display the information. It is now late in the afternoon. The wolf has stopped traveling, has lain down to sleep on cool earth beneath a rock outcropping. Mosquitoes rest on his ears. His ears flicker. He begins to waken. He rolls on his back and lies motionless with his front legs pointed toward the sky but folded like wilted flowers, his back legs splayed, and his nose and tail curved toward each other on one side of his body. Usage of Lie in Writing

110. Writing Application 2 Click the mouse button or press the Space Bar to display the information. Learn the difference between lie and lay. Remember that lie means “to recline” or “to be positioned.” Lie never takes an object. Lay, on the other hand, takes a direct object. Lay means “to put” or “to place.”  Try to use correct principal parts of the verb lie when you write and revise your own work.  –INCORRECT USE He rolls on his back and lays motionless … –CORRECT USE He rolls on his back and lies motionless … Techniques with Usage of Lie

111. Writing Application 3 Click the mouse button or press the Space Bar to display the information. Learn the principal parts of the verb lie: lie, lying, lay, lain.  –INCORRECT USE The wolf has stopped traveling, has laid down … –CORRECT USE The wolf has stopped traveling, has lain down … Techniques with Usage of Lie

112. Writing Application 4 Click the mouse button or press the Space Bar to display the answers. Practice Practice these techniques by revising the following passage. Replace each set of parentheses with the correct form of lie or lay. When I got home from school, I was exhausted. I ( ) down my backpack, which felt like a ton of bricks, and wanted nothing more than to ( ) down and lose some of my weariness. First, though, I had to ( ) out the ingredients my father would use to make his famous chicken stew. I trudged to the kitchen, where I found the cat ( ) in its own private patch of sunlight. It has probably ( ) there all day, I thought with resentment. I’d be ( ) there myself if I didn’t have to go to school and to work and then home to do chores. “How long have you ( ) there, Hercules?” I demanded. A wheezy purr was its only response, so I picked up the hairy critter and ( ) it outside the kitchen door. Then I quickly ( ) out the food on the counter next to the stovetop before finally ( ) my own weary body to rest on my bed.

113. Writing Application 5 Practice When I got home from school, I was exhausted. I laid down my backpack, which felt like a ton of bricks, and wanted nothing more than to lie down and lose some of my weariness. First, though, I had to lay out the ingredients my father would use to make his famous chicken stew. I trudged to the kitchen, where I found the cat lying in its own private patch of sunlight. It has probably lain there all day, I thought with resentment. I’d be lying there myself if I didn’t have to go to school and to work and then home to do chores. “How long have you lain there, Hercules?” I demanded. A wheezy purr was its only response, so I picked up the hairy critter and laid it outside the kitchen door. Then I quickly laid out the food on the counter next to the stovetop before finally laying my own weary body to rest on my bed. Practice these techniques by revising the following passage. Replace each set of parentheses with the correct form of lie or lay.

114. Writing Online Explore online information about the topics introduced in this unit. Click on the Connect button to launch your browser and go to the Writer’s Choice Web site. At this site, you will find unit overviews, interactive activities, and Web sites correlated with the units and lessons in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://writerschoice.glencoe.com

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