Sentence-Combining Practice Grade i_ii_Anc_889913.indd 23 4/7/08 3:41:09 PM Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-889913-3 MHID: 0-07-889913-3 Printed in the United States of America 10 079 12 11 10 09 08 i_ii_Anc_889913.indd 24 4/7/08 3:41:10 PM Contents Introduction iv Compound Sentences Compound Elements Items in a Series Modifiers Before a Noun Coordinate and Compound Adjectives Set-off Adjectives and Other Modifiers Other Set-off Elements Elements Set Off for Contrast Appositives Possessive Apostrophes 10 Adjective Phrases 11 Verbal Phrases as Adjectives 12 Adverbs and Phrases Acting as Adverbs 13 Essential Adjective Clauses with That and Who 14 Essential Adjective Clauses with Whom and Whose 15 Subject-Verb Agreement 16 Nonessential Adjective Clauses 17 Adverb Clauses I 18 Adverb Clauses II 19 Adverb Clauses III 20 Conjunctive Adverbs 21 But, However, Although, and Despite 22 Correlative Conjunctions 23 Noun Clauses I 24 Noun Clauses II 25 Quotations 26 Verbal Phrases as Nouns 27 Descriptive Writing I: The Thanksgiving Table 28 Descriptive Writing II: A Vacant Lot 29 Narrative Writing I: Thanksgiving Dinner 30 Narrative Writing II: The Wind 31 Expository Writing I: Thanksgiving in America 32 Expository Writing II: Composting 33 Persuasive Writing I: Staying in School 34 Persuasive Writing II: Motorcycling 35 Answers 36 iii Sentence-Combining Practice Introduction Sentence combining (S-C) is a way to warm up before the game In the writing game, as in most other games, things tend to happen at once All at the same time you’re trying to think of what to say, how to express it, how to spell the words, how to punctuate the sentences, and where to go next In this game, too, it helps if you’ve practiced each skill separately Combining sentences slows you down and gives you time to experiment The words are already there, and your task is simply to combine sentences meaningfully You don’t have to worry about what you’ll write in the following sentence or where to go next Getting Started There are two kinds of sentence-combining exercises in this book: signaled and unsignaled Signaled exercises give you specific suggestions on how to combine groups of sentences, called clusters Unsignaled (or open) sentence clusters encourage you to experiment on your own Signaled Exercises Signaled exercises help you by pointing toward particular choices, though even with these you may have more than one good option In these sentence-combining worksheets, signaling takes three forms: information is underlined, put in brackets [ ], or set in CAPITAL LETTERS To understand how these forms are used, study the examples below Underlining Certain information may be repeated in two or more sentences in a cluster Underlining shows you the words that are new The new information should be added to the new sentence a The woman turned and smiled b The woman was in the booth These sentences could be rewritten so that the repeated information (the part of b that isn’t underlined) is left out The new information is added to the following sentence: The woman in the booth turned and smiled Now try this cluster: a The woman in the booth turned and smiled b The booth was near the front Brackets When you combine two or more sentences, you may occasionally have to change slightly the form of a word; you may have to add a punctuation mark; you may have to include a signal word—or you may have to two of these things, or all three of them In signaled exercises an important clue to the change is suggested in brackets In the following cluster we’ve included in brackets the punctuation mark and change in form a He walked to the window b He brushed the hair from his eyes [, + ing] He walked to the window, brushing the hair from his eyes Notice that the word brushed has to be changed to brush before the -ing is added iv Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice In the following cluster we signaled a hyphen in the brackets Notice what happens to three miles when we add the hyphen Note also the signal word and, telling how to incorporate c a She enjoyed a morning jog b The jog was three miles [-] c She enjoyed a quick shower [and] She enjoyed a three-mile morning jog and a quick shower Punctuation marks occur singly or in pairs A pair of marks, such as [— .—], shows you one way to embed information in the middle of a sentence Study the cluster below a Deborah was much in demand at parties b Deborah was a gifted guitarist [— .—] Deborah—a gifted guitarist—was much in demand at parties In the next cluster a signal word in the brackets suggests another way of combining sentences Try it a Ralph pushed the dish away b Ralph hated chicken livers [, who ] Capital Letters The CAPITAL LETTERS used in the third form of signaling spell out the neutral word SOMETHING This word is often found in the first sentence of a cluster It shows where the following sentence or part of that sentence should go a He tried SOMETHING b He would lift the manhole cover [to] He tried to lift the manhole cover a Martha asked SOMETHING b I was feeling some way [how] Martha asked how I was feeling Here are two more clusters to try Recheck the examples if you’re puzzled a We realized SOMETHING b Joanne was going to win [that] a He asked SOMETHING b They had left for some reason [why] Unsignaled Exercises Unsignaled (or open) exercises invite you to try all sorts of combinations until you find the one you like best For example, see how many different combinations you can make from this sentence cluster a Toni was ill b Her parents were concerned Writer’s Choice: Sentence-Combining Practice, Grade v Sentence-Combining Practice The possibilities are numerous Here, to give you the feel of open sentence combining, are just a few combinations: Toni was ill, and her parents were concerned Because Toni was ill, her parents were concerned Toni’s illness concerned her parents Toni’s parents were concerned about her illness Toni’s illness Toni’s parents Of concern to Toni’s parents was the fact that You could probably come up with more versions When doing unsignaled exercises, try whispering different versions to yourself, or work with a friend or a group to try out various possibilities Listen to your friends, and listen even more carefully to your own voice Experiment and Enjoy The purpose of these sentence-combining sheets is to help you learn to enjoy writing—to help you find your own things to say and your own voice in which to say them The signals are merely a first step toward that goal You will find that in most exercises only the first few clusters will be signaled Signaling will then be phased out, except for an occasional hint at a tough spot This will allow you to start slowly each time, and if you become puzzled later on, you can go back and look again at how you did an exercise before For a review of sentence-combining hints and for further practice, turn to Unit in your textbook As you work with these sheets, experiment and enjoy Listen to the sentences your friends offer, and offer them your own And listen closely to your own voice You already know more than you think you vi Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice Name Class Date Compound Sentences Key Information A simple way to combine sentences is to use a coordinating conjunction The coordinating conjunctions are and, but, or, nor, for, and yet a He twisted the valve again b It wouldn’t give at all [, but] c It was rusted tight [, for] He twisted the valve again, but it wouldn’t give at all, for it was rusted tight ■ Directions Use a comma plus a coordinating conjunction to join the sentences in each cluster a Drew rested on the sofa b Angie gave him a cool cloth for his head [, and] a You can follow the recipe to the letter b You can add pecans, as I usually [, or] a He called a second time to apologize b He was feeling miserably guilty [, for] a We heard a racket on the porch b We couldn’t see a thing when we looked out [, but] a The weather report discouraged them b Perhaps they decided they were just too tired to go [, or] Copyright © The McGraw-Hill Companies, Inc a They won’t refund the deposit b They will (not) let us out of the contract [, nor] a They completed the ironwork on Thursday b The concrete was poured on Friday [, and] c The forms can’t come off for at least a week [, but] a We read the papers every day for three or four days b We could learn nothing about the incident a She seemed to enjoy the excerpt from The Nutcracker Suite b She said she really loved Beethoven’s Sixth Symphony c She clearly couldn’t abide the Stravinsky piece 10 a The lifeguard reached the two swimmers b For a moment everyone disappeared c In just a few minutes all three were safe Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice Name Class Date Compound Elements Key Information Sometimes we combine sentences that share information One way to avoid repeating the shared information is by using compound elements a The two gorillas ate leaves b The two gorillas rested in the shade [and] The two gorillas ate leaves and rested in the shade ■ Directions Use the coordinating conjunctions and, or, but, and yet to combine the sentences in each cluster Include only the new information (which is underlined in the first few items) from b (In items and new information also appears in c; in item 10 it appears in b, c, and d.) a She dropped her favorite vase b She broke it [and] a She dropped her favorite vase b She dropped a bowl of mixed nuts [and] a His calculator had been misplaced b Two notebooks had been misplaced [and] a They were very noisy neighbors b They were extremely cordial neighbors [but] a The dog was friendly b The dog was intelligent [and] c The dog was absolutely untrained [yet] a Tom had finished bathing the children when we arrived b Tom was reading them a story when we arrived a He offered us an unconvincing explanation b He offered us an obviously false explanation a We had our choice of the red b We had our choice of the green c We had no choice of sizes 10 a b c d They were tired They were broke They were satisfied with the trip They were satisfied with the things they’d bought Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc a My dinner was delicious b My dinner was much too expensive Sentence-Combining Practice Name Class Date Items in a Series Key Information Three or more items in a series require punctuation, usually a comma The last two items are usually connected with a coordinating conjunction, which is always preceded by a comma a Chip faced the enormous audience b He cleared his throat [ ,] c He passed out [, and] Chip faced the enormous audience, cleared his throat, and passed out ■ Directions Combine each cluster so that the new information (which is underlined in the first few items) forms a series Connect the last two items in the series with the coordinating conjunction and or or a Walt finished the assignment b Samantha finished the assignment [,] c Chris finished the assignment [, and] a They bought warm jackets b They rented skis and boots c They drove to the slopes a Greta balanced her checkbook b Greta paid her bills [,] c Greta turned on some music [, and] a b c d Copyright © The McGraw-Hill Companies, Inc a You may study your Spanish until dinner is ready b You may practice your cello until dinner is ready [,] c You may simply relax until dinner is ready [, or] a He placed the envelopes on the table b He placed the stationery on the table [,] c He placed a roll of stamps on the table [, and] d He went to find his favorite pen [and] Frank chose the pecan pie Hannah selected the cheesecake Drew selected the cheesecake Lisa selected the cheesecake a The play could be a phenomenal success b The play could have a respectable run c The play could be a flop 10 a b c d e f He washed the dishes He dried the dishes He put away the dishes Cindy turned on the radio Cindy poured them each a cola Cindy popped some corn a It was equipped with power steering b It was equipped with four new radial tires c It was equipped with a stereo a She planned the program b She directed the program c She took part in the program Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice Name Class Date Modifiers Before a Noun Key Information Placing an adjective, a noun, a pronoun, or a participle before a noun often condenses information very effectively a The child took several breaths b The child was frightened c The breaths were deep The frightened child took several deep breaths ■ Directions Combine each cluster so that the new information (which is underlined in the first few items) is used as a modifier before a noun a The seats were already sold out b The seats were cheap a She kept the spoons in the drawer b The spoons were for soup a She kept the spoons in the drawer b The drawer was at the top a He put wipers on the car b The wipers were new c The car was his a They gave me a frame for my picture b The frame was oval c The picture was from graduation a A scorpion was under the bed b The scorpion was deadly c The bed was Fritz’s a The audit revealed problems b The audit was preliminary a She fixed the boys some sandwiches b The sandwiches were of tuna 10 a b c d A man with a beard served breakfast The man was friendly His beard was red The red was flaming Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc a The boxes were recycled b The boxes were cardboard Sentence-Combining Practice Name Class Date Descriptive Writing I: The Thanksgiving Table 28 ■ Directions Combine each cluster into one or more sentences Combine two or more clusters if you wish The table was set The setting was for Thanksgiving The Thanksgiving was an old-fashioned one It was the traditional “turkey and all the trimmings.” [—] 2.1 2.2 2.3 2.4 2.5 2.6 In the center was the bird It was a huge tom [— ] It weighed at least twenty-five pounds [-ing —] It was golden It was juicy [,] It was crispy skinned [, and] 3.1 3.2 3.3 3.4 To the left was a bowl of dressing The bowl of dressing steamed [-ing] It smelled of sage [-ing] It smelled of celery 4.1 4.2 4.3 4.4 Next was a platter The platter had candied yams [of] Grandma insisted they were sweet potatoes They were covered with Mom’s famous honey glaze 5.1 5.2 5.3 5.4 5.5 The mashed potatoes followed They were flanked by a bowl The bowl was filled with gravy The gravy was of giblets The mashed potatoes were creamy 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Next came Gramps’s favorite Gramps’s favorite was the veggie tray It was a platter covered with vegetables The vegetables were carrots, radishes, cherry tomatoes, and celery The radishes were both crisp and rosy [( .)] The cherry tomatoes were sweet and juicy The celery was spread with pimento cheese 7.1 7.2 7.3 7.4 Then came a basket of rolls The rolls were fresh from the oven The rolls steamed The rolls were yeasty 8.1 8.2 8.3 Finally there were the three pies The pies were on the sideboard The pies were a pumpkin, a mince, and an apple 9.1 9.2 9.3 The pumpkin pie smelled of ginger and nutmeg The mince pie steamed with the sweet odor of cloves and cinnamon The apple pie was made with Gramps’s own McIntosh apples Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc 28 1.1 1.2 1.3 1.4 Sentence-Combining Practice Name Class Date Descriptive Writing II: A Vacant Lot 29 ■ Directions Copyright © The McGraw-Hill Companies, Inc Combine each cluster into one or more sentences Combine two or more clusters if you wish 1.1 1.2 1.3 1.4 The lot lay between two buildings The lot was a jungle of weeds The buildings were tall The buildings were abandoned 2.1 2.2 2.3 2.4 2.5 For years the lot had accumulated trash It had accumulated shopping carts The shopping carts were rusted and smashed It had accumulated Styrofoam cups and aluminum cans It had accumulated broken bottles and cardboard boxes 3.1 3.2 3.3 3.4 3.5 3.6 3.7 The lot changed with the seasons In spring it was a fresh carpet of green The carpet gradually hid the bottles and cans In summer it was a wild profusion of weeds The weeds were mostly thistles, burdock, and redroot In autumn it was a thicket of brown stalks and thistledown In winter it was a desolate wasteland 4.1 4.2 4.3 4.4 4.5 A teenage boy stood looking at the lot It was on a bleak day The day was in February The wind was blowing across Lake Michigan [with] The wind was wet and raw 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 The reality was before his eyes There were the shopping carts They were twisted and smashed There was a mattress The mattress was nearly covered with snow There were the dead stalks of last year’s weeds They swayed in the wind from the lake There were the sagging cardboard boxes and a sheet of tin 6.1 6.2 6.3 6.4 The boy was seeing not the cold reality The boy blew on his hands He hunched his shoulders against the wind He was seeing a garden Writer’s Choice: Sentence-Combining Practice, Grade 29 Sentence-Combining Practice Name Class Date Narrative Writing I: Thanksgiving Dinner 30 ■ Directions Combine each cluster into one or more sentences Combine two or more clusters if you wish Everyone had gathered at the table Grandma and Grandpa had gathered at the table [—] Aunt Nita and Uncle Jaime had gathered at the table [,] Luisa and her two kids had gathered at the table [,] Mom, Dad, Pedro, and I had gathered at the table [, and] 2.1 2.2 2.3 2.4 Twelve places had been set One was an extra one [,] Luisa’s husband could make it after all [in case ] Luisa’s husband was Ramón [, ,] 3.1 3.2 3.3 3.4 We had all just sat down The doorbell rang [when] We all looked up and smiled [, and] We all realized Ramón had made it after all [, + -ing] 4.1 4.2 4.3 After a warm greeting Ramón sat down Grandpa stood up He would slice the turkey [to] 5.1 5.2 5.3 5.4 5.5 Grandpa grasped the big knife [-ing] He had spent nearly fifteen minutes sharpening the big knife Grandpa sliced off chunks of the breast Grandpa sliced off chunks of the thighs The chunks were generous and juicy 6.1 6.2 6.3 Meanwhile we served ourselves from the platter It was in front of us [when] Then we passed it to the right 7.1 7.2 7.3 7.4 7.5 Soon we had heaped our plates This was amid the chatter The chatter was of twelve hungry people The heaping was with food The food was savory and steaming 8.1 8.2 8.3 We filled our mouths [As] We oohed and aahed [-ing] We heard Grandma’s orders 9.1 9.2 She said something Save room for pie Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc 30 1.1 1.2 1.3 1.4 1.5 Sentence-Combining Practice Name Class Date Narrative Writing II: The Wind 31 ■ Directions Copyright © The McGraw-Hill Companies, Inc Combine each cluster into one or more sentences Combine clusters if you wish 1.1 1.2 1.3 1.4 He began the walk [When ,] The walk was to the campus The walk was four miles [-] A gentle breeze was blowing 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 He had gone no more than a mile The wind had begun something It blew in gusts [to] It whipped the branches of the trees [, + -ing] It caused something [and + -ing] He pulled his gloves from his backpack He pulled his knit cap from his backpack He zipped up his windbreaker 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 The November leaves blew across the road The road was of two lanes [-] The road was in the county The leaves scraped along the asphalt The leaves flattened against hog-wire fences The leaves swirled in front of large rocks The leaves swirled in front of concrete culverts The leaves settled in the ditches 4.1 4.2 4.3 4.4 4.5 4.6 Snowflakes blew in from the mountains The mountains were to the east The snowflakes were sparse and tiny They danced like tiny dragonflies They swirled like tiny dragonflies The snowflakes swarmed westward across the valley 5.1 5.2 5.3 5.4 5.5 5.6 He lowered his head He walked on He pulled up his collar to protect his neck The wind played tunes The tunes were rich The tunes were varied 6.1 6.2 There was the breathy rush through the fir trees It was like a torrent of water 7.1 7.2 7.3 There was the rattle and whisk of cornstalks Their dry leaves rattled and scraped It sounded like an avalanche of small stones 8.1 8.2 8.3 8.4 There was the moan of the power lines The moan was harmonic The moan rose and fell The rising and falling was like the wail of bagpipes Writer’s Choice: Sentence-Combining Practice, Grade 31 Sentence-Combining Practice Name Class Date Expository Writing I: Thanksgiving in the United States 32 ■ Directions Combine each cluster into one or more sentences Combine two or more clusters if you wish Many Americans know SOMETHING Thanksgiving is an American holiday [that] It commemorates a harvest in 1621 [-ing] The harvest was reaped by the Pilgrims The Pilgrims were of Plymouth Colony 2.1 2.2 2.3 This first Thanksgiving was celebrated after a winter Many of the colonists had died in this winter [which] Their death had been of starvation 3.1 3.2 3.3 3.4 3.5 William Bradford proclaimed a day This was after the bountiful harvest This was later that year The day was of thanksgiving William Bradford was governor of Plymouth Colony 4.1 4.2 4.3 The colonists held a feast Local Native Americans were also invited to the feast [which] The colonists called them Indians [, whom ,] 5.1 5.2 5.3 5.4 The Native Americans brought four turkeys This was among many other things The turkeys were wild The Native Americans had shot the turkeys 6.1 6.2 6.3 6.4 6.5 Similar observances were held [Although] This was in the following years These observances were held unofficially They were held irregularly They were held on no fixed date 7.1 7.2 7.3 7.4 President Washington proclaimed an official day He did this after the American Revolution The day was November 26, 1789 The day was of national thanksgiving 8.1 8.2 8.3 8.4 8.5 The observance again became irregular President Lincoln proclaimed SOMETHING This was at the urging of Sarah Hale Sarah Hale was an American author Thanksgiving Day would be observed each year on the last Thursday in November 9.1 9.2 9.3 President Franklin Roosevelt changed the date This was to the third Thursday in November This was in 1939 10.1 10.2 10.3 10.4 32 The governors of some states refused to change the date In 1941 Congress passed a joint resolution The resolution restored Lincoln’s date That date is the last Thursday in November Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc 1.1 1.2 1.3 1.4 1.5 Sentence-Combining Practice Name Class Date Expository Writing II: Composting 33 ■ Directions Copyright © The McGraw-Hill Companies, Inc Combine each cluster into one or more sentences Combine clusters if you wish 1.1 1.2 1.3 1.4 People are composting waste The waste is from their yards and their households They are concerned about the environment This is increasing [-ly] 2.1 2.2 2.3 They this instead of something They send the waste to landfills The waste can take centuries to break down [where] 3.1 3.2 3.3 3.4 3.5 Composting involves four basic principles One principle is to chop the material One principle is to maintain adequate levels of nitrogen One principle is to mix the materials thoroughly and often One principle is to maintain the proper level of moisture 4.1 4.2 4.3 4.4 4.5 Chopping the materials serves two purposes Chopping the materials requires only a machete or a mattock First is to ensure a better mixing of materials Second is to provide microorganisms entry into the materials Microorganisms ultimately break down the compost pile 5.1 5.2 5.3 5.4 Nitrogen also has a primary role in composting The role is to feed the microorganisms Nitrogen can be obtained from livestock manure It can be obtained from grass clippings 6.1 6.2 6.3 6.4 Mixing the materials helps something It breaks up the coarser pieces It also increases the oxygen Without oxygen the microorganisms would become dormant or die 7.1 7.2 7.3 7.4 7.5 7.6 Maintaining the proper level of moisture is also critical Too little moisture slows the process Too little moisture even halts the process The process is decomposition Too much moisture slows the process Too much moisture sometimes leaches valuable nutrients from the compost 8.1 8.2 8.3 8.4 8.5 8.6 People enjoy other benefits These people compost their yard wastes [who] The benefits are in addition to SOMETHING They extend the life of a landfill One benefit is improving the quality of the soil Another is feeding their flowers and vegetables Writer’s Choice: Sentence-Combining Practice, Grade 33 Sentence-Combining Practice Name Class Date Persuasive Writing I: Staying in School 34 ■ Directions Combine each cluster into one or more sentences Combine clusters if you wish Many young people feel SOMETHING SOMETHING is a waste of time [that] Someone goes to high school [-ing] 2.1 2.2 2.3 2.4 They find SOMETHING Certain classes are boring Certain teachers are too demanding [,] Certain subjects are too difficult [, and] 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 They want SOMETHING They would get on with their lives [to] They would find a job [—to ] They would earn good money [,] They would buy some things they want [, and + :] They would buy a fine car [,] They would buy nice clothes [,] They would buy a first-class sound system [, and] 4.1 4.2 4.3 4.4 Some of these young people drop out They discover SOMETHING The price is too high The price is of quitting school 5.1 5.2 5.3 5.4 5.5 5.6 The jobs require not just people The jobs pay well [that] The people are willing to work hard [who] The jobs require people [but] The people are educated The people are willing to work hard [who] 6.1 6.2 6.3 6.4 6.5 The job market is tight [When] People are out of work [and] The people even have years of experience [with] The job prospects are dismal The job prospects are of the dropout [’s] 7.1 7.2 7.3 7.4 Students should know SOMETHING Students find SOMETHING [who] Their classes are boring Unemployment lines can be boring [how] 8.1 8.2 8.3 8.4 8.5 Students should know SOMETHING Students find SOMETHING [who] Teachers are demanding and subjects are difficult Creditors can be that demanding [how] The lowest paying jobs can be difficult [and + how] Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc 34 1.1 1.2 1.3 Sentence-Combining Practice Name Class Date Persuasive Writing II: Motorcycling 35 ■ Directions Copyright © The McGraw-Hill Companies, Inc Combine each cluster into one or more sentences Combine clusters if you wish 1.1 1.2 1.3 1.4 Motorcycles have enjoyed a popularity This has been for a long time The popularity is widespread In many respects a popularity is justified 2.1 2.2 2.3 2.4 2.5 The motorcycle is superior in many ways It is more economical It is more versatile It is environmentally friendlier All of this is relative to the automobile 3.1 3.2 3.3 One negative quality stands out It is more dangerous than the automobile This is true even in the hands of a highly skilled operator 4.1 4.2 4.3 4.4 4.5 The cyclist can avoid many dangers The cyclist is careful and skilled The cyclist can drive at reasonable speeds The cyclist can avoid unnecessary lane changes The cyclist can refrain from driving between lanes 5.1 5.2 5.3 5.4 5.5 Even so, the motorcycle poses two major problems The problems are for the operator Motorcycles are less stable than automobiles This is especially so on wet or icy roads The operator is more vulnerable in an accident 6.1 6.2 6.3 6.4 6.5 6.6 There are more than three thousand motorcycle fatalities This is in the United States This is each year This is less than one tenth of all automobile fatalities The rate of fatalities per mile driven is many times higher It is higher for the cyclist 7.1 7.2 7.3 One driver of an automobile would die in a crash For each one, twenty-five cyclists would die in a crash This would be so if the miles driven were equal 8.1 8.2 8.3 8.4 Fewer than 20 percent of all automobile accidents result in injury Fewer than 20 percent of all automobile accidents result in death [or] More than 80 percent of all motorcycle accidents result in injury More than 80 percent of all motorcycle accidents result in death [or] Writer’s Choice: Sentence-Combining Practice, Grade 35 Sentence-Combining Practice Answers Note: In the exercises on pages 1–27, there is sometimes more than one possible answer In the exercises on pages 28–35, the range of possible answers is far broader ■ PAGE Compound Sentences Drew rested on the sofa, and Angie gave him a cool cloth for his head You can follow the recipe to the letter, or you can add pecans, as I usually He called a second time to apologize, for he was feeling miserably guilty We heard a racket on the porch, but we couldn’t see a thing when we looked out The weather report discouraged them, or perhaps they decided they were just too tired to go They won’t refund the deposit, nor will they let us out of the contract They completed the ironwork on Thursday, and the concrete was poured on Friday, but the forms can’t come off for at least a week We read the papers every day for three or four days, yet we could learn nothing about the incident She seemed to enjoy the excerpt from The Nutcracker Suite, and she said she really loved Beethoven’s Sixth Symphony, but she clearly couldn’t abide the Stravinsky piece 10 The lifeguard reached the two swimmers, and for a moment everyone disappeared, but in just a few minutes all three were safe ■ PAGE ■ PAGE Items in a Series Walt, Samantha, and Chris finished the assignment Greta balanced her checkbook, paid her bills, and turned on some music You may study your Spanish, practice your cello, or simply relax until dinner is ready 36 Writer’s Choice: Sentence-Combining Practice, Grade ■ PAGE Modifiers Before a Noun The cheap seats were already sold out She kept the soup spoons in the drawer She kept the spoons in the top drawer He put new wipers on his car They gave me an oval frame for my graduation picture The cardboard boxes were recycled A deadly scorpion was under Fritz’s bed The preliminary audit revealed problems She fixed the boys some tuna sandwiches 10 A friendly man with a flaming red beard served breakfast ■ PAGE Coordinate and Compound Adjectives A graceful, slender dancer performed She chose the stain-resistant finish She chose the stain-resistant, high-gloss finish They were offered a short-term or long-term agreement He offered us flaky, fruit-filled pastries I took a long, cold drink of water I took a drink of fresh, sweet water A frantic and wild-eyed cat looked out from the cage He has a laid-back attitude 10 She gave him a steady, hard-eyed stare ■ PAGE Set-off Adjectives and Other Modifiers David, quite intrigued, watched the crop duster Empty-headed and glib, Homer considers himself the life of the party The puppy, wet and hungry but finally safe, shivered on the back steps The cubs—fierce and scrappy—teased the aged lioness—eternally tolerant and unflappable Cory, fresh from his swim across the lake, dried off with a thick towel She held out three strawberries, red and sweet The women, uncomfortable with the noise from the stereo, decided to leave Copyright © The McGraw-Hill Companies, Inc Compound Elements She dropped her favorite vase and broke it She dropped her favorite vase and a bowl of mixed nuts His calculator and two notebooks had been misplaced They were very noisy but extremely cordial neighbors The dog was friendly and intelligent yet absolutely untrained My dinner was delicious but much too expensive Tom had finished bathing the children and was reading them a story when we arrived He offered us an unconvincing and obviously false explanation We had our choice of the red or the green but no choice of sizes 10 They were tired and broke but satisfied with the trip and with the things they’d bought He placed the envelopes, the stationery, and a roll of stamps on the table and went to find his favorite pen It was equipped with power steering, four new radial tires, and a stereo She planned, directed, and took part in the program They bought warm jackets, rented skis and boots, and drove to the slopes Frank chose the pecan pie, but Hannah, Drew, and Lisa selected the cheesecake The play could be a phenomenal success, could have a respectable run, or could be a flop 10 He washed, dried, and put away the dishes, and Cindy turned on the radio, poured them each a cola, and popped some corn Sentence-Combining Practice A bouquet, sweet smelling and fresh from the garden, graced the end table Frightened and tired but still able to hold on, Fran encouraged the younger children 10 Kim—appropriately calm—again read Jim—appropriately frantic—the question ■ PAGE Other Set-off Elements Gil was cautious, almost timid She enjoys—practically lives for—sports The experience was positive—and in some ways extremely valuable He expressed a deep (at times almost covetous) interest in my coin collection Brenda invited—indeed, coerced—us to participate We felt let down—not betrayed, but certainly let down The jade stone had a waxy—almost greasy—feel Mr Phelps was never harsh—firm, but not harsh Hoskins was intrigued—nearly mesmerized—by the cash offer 10 He gave me a puzzled—almost imbecilic—look and ran—in fact, virtually bounded—from the room Copyright © The McGraw-Hill Companies, Inc ■ PAGE Elements Set Off for Contrast Connie was a loving—but overly cautious—parent We had heard (though we could not believe at first) that Anderson was free Drew was a helpful, if not essential, addition to the staff She coddled—or, if necessary, threatened—them to perform Marcy was pleased—even ecstatic—with the results Carl had heard—though could not believe—the real story The first (and in many ways the worst) ordeal was the airport In a few minutes—though it seemed like hours—help arrived They were aware of (actually charmed by) her peculiarities 10 We had been warned about—but were eager to observe—his style ■ PAGE Appositives We forgot one item, toothpaste The doctor thought it was a lipoma, a fatty tumor They always go there in the fall, Hilda’s favorite season Joining our class are two new students, Wing Yee and Natalie Ramirez Some of the paintings are by his mother, a gifted artist Sol, my idea of a hero, was there at 7:00 A.M sharp Tom (a man of his word) arrived with three pizzas The fruit—apples, pears, and grapes—was from their own trees and vines A fashion designer, Lauren makes all her own clothes 10 His year in Davis—a university town west of Sacramento (the state capital)—was exceptionally productive ■ PAGE 10 Possessive Apostrophes Hank’s backpack is on the table The chicken’s food dish was empty The chickens’ food dish was empty Phyllis’s shoes are still not ready The neighbors’ car was repossessed Laura’s speech was interrupted by applause The country’s clean-air policies are not being implemented fully The woman’s jewelry looked expensive The women’s jewelry looked expensive 10 The prize was for Cassy and Clarice, Dr Seuss’s last book ■ PAGE 11 Adjective Phrases Her symphony in three movements was composed in 1956 The road to the village was flooded The man with a bandaged wrist said the path down the hill is pretty steep A package of dates from the Imperial Valley in California was left with the neighbor up the street The party in the early evening was quiet Everyone at the party enjoyed the visitors from New Jersey The scar on his forearm is a memento of Operation Desert Storm The difficulty after the fire was a problem with the plumbing The letter in the tin box on the refrigerator is yours 10 The young man from Boise gave the girl in the brightred Bermuda shorts a book of his original poetry ■ PAGE 12 Verbal Phrases as Adjectives They adopted the kitten found in the alley Students solving the problem were given a prize The man to look at the furnace is here The boy walking along the tide pools released the seagull caught in the fishing line The woman sitting next to me spoke eloquently He needs a person to check his spelling Anyone needing assistance should raise his or her hand A ring lost by a previous tenant was found in the drainpipe The man to check the electrical hookup just called to say he’ll be late 10 The committee charged with securing the contract will hire a person to review the materials compiled by Catherine and Martha ■ PAGE 13 Adverbs and Phrases Acting as Adverbs We left quickly He thoughtlessly questioned her about her father Diligently he searched everywhere for the clamp Writer’s Choice: Sentence-Combining Practice, Grade 37 Sentence-Combining Practice Normally Hank pays his bills by the sixth of the month at the latest To rest up for tomorrow, we slept soundly They discussed soberly what to with the money Then he knew she wasn’t kidding There, under her husband’s slippers, she discovered the earring she had lost Shortly after dawn the Qung women gathered nuts to feed the community 10 Early in the evening, just before leaving for the party, they learned belatedly of the changes ■ PAGE 14 Essential Adjective Clauses with That and Who The noise that you hear is just Carmen coming home from work The woman who waited on us was very pleasant The one that Maria chose is truly beautiful The dinner that we promised to serve at eight sharp is still being prepared The CD player that Ginger bought just yesterday is going on sale tomorrow We couldn’t see the moose that Denise was trying to point out to us They sold the van that Ken has been sleeping in The person who told you that is dead wrong The oak veneer that he wants to put on the sideboard will add nearly one thousand dollars to the bid 10 This is the cluster that for some reason they saved till last ■ PAGE 15 ■ PAGE 17 Nonessential Adjective Clauses Lucy, who conducts the orchestra, is a fine violinist The Nile River, which overflowed its banks each fall, is now stabilized by the Aswan Dam He was devoted to his youngest brother, whom he had taught to read at age three Helen Keller—whose deafness and blindness dated from age two—graduated from Radcliffe College with honors One of his favorite writers is Will Cuppy, who wrote The Decline and Fall of Practically Everybody She lives in Dresden, which is remembered in the book Slaughterhouse-Five We met Kip Thorne, who is a world-famous astronomer She married Joaquín Ruíz, whom I had always admired The tree, which was loaded with peaches, made me dream of peach ice cream 10 He asked his former math teacher, whose word he regarded as law ■ PAGE 18 Essential Adjective Clauses with Whom and Whose He is someone the children believe in He likes women whose IQ’s are higher than his The family whose son I just hired to my yardwork is moving to South Dakota This is the woman whom everyone asks for advice The girl whose poem won first prize was thrilled Gil is not one whom we told The man she loved when she was a girl went to Borneo The man whose brother she loved when she was a girl went to Borneo Salvador Dalí was a painter whom I could never understand 10 Salvador Dalí was a painter whose work I could never understand Adverb Clauses I When he was six, he composed a sonata After they fixed dinner, their husbands cleaned up the kitchen As soon as Meg started to describe the movie, her father left the room Wherever she sings, the crowds rave about her Until he entered second grade, he had never read a book Where the avalanche had swept downward, the mountain was treeless While Steve packed the car, the children watered the house plants As he was entering the shower, the phone rang As soon as he would reach for another shrimp, his mother would clear her throat 10 After we were awake but before we had gotten up, the snowplow went by ■ PAGE 16 ■ PAGE 19 Subject-Verb Agreement Someone to explain this to all the members is scheduled to be here The boys who are presently playing basketball have a job to Michelle and her brother, who was recently released from the hospital, were there early One person in a hundred has the gene The choice of options was clear Adverb Clauses II Although she was only fifteen, she showed great sophistication in her writing Ludwig continued to practice even though he felt ill He insisted on cleaning up the mess, though his aunt told him not to worry Whereas he once could three one-handed pushups, he now couldn’t even manage one three-handed push-up Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc 38 The list of the finalists is expected soon The movie causing such disagreement among the critics starts with two men playing chess One of the children performing next feels sick The five who score highest at the state level go on to the nationals 10 Each of the girls featured in the two articles is on the honor roll Sentence-Combining Practice Even if they can come up with the money and get it to Max immediately, it may be too late to guarantee delivery by Monday Australia, though it is a continent, has fewer inhabitants than California We simply aren’t hiring right now, though your qualifications are excellent Even if you memorize the entire book, you still won’t get an A on one of Ms Gilbert’s tests Though we found where the weasel had been getting in and patched the hole with a strong wire mesh, two baby chicks were missing the next day 10 Although we have plenty of water and excellent soil, the growing season is too short for many crops ■ PAGE 20 Copyright © The McGraw-Hill Companies, Inc Adverb Clauses III Because Susan wanted her children to learn, she allowed them to make mistakes If he says “you know” again, I may leave I may get some exercise watching TV tonight, since the remote control needs batteries He phoned Wynona because Deirdre broke up with him Because his mother loves hollyhocks, he planted some outside her bedroom window Since her throat feels scratchy, she’s drinking hot tea with honey and lemon If George leaves before you do, would you have him drop these in the mail? We weren’t about to go deep into the cave since we had no flashlights Unless you chill the milk immediately and store it at thirty-eight degrees or less, it is likely to sour 10 Because lithos is Greek for “stone” and paleo is Greek for “old,” the earliest Stone Age is often called the Paleolithic Period ■ PAGE 21 Conjunctive Adverbs He drove a new foreign car; however, the bumper sticker read BUY AMERICAN Walt’s dog is friendly; nevertheless, she is a good watchdog He put too much pepper on the salad; consequently, the children refused to eat it We decided to have an unlisted phone number; we’re still annoyed by phone solicitation, however These are too expensive; moreover, they’re the wrong color She was the valedictorian of her high school last June; in addition, she has had thirty-two scholarship offers A number of people have told me how to invest my money; still, no two people have said the same thing They serve the worst food I’ve ever eaten; in addition, they stand over you until you clean your plate The black-footed ferret was once thought to be extinct; a breeding program, however, now has their numbers in the thousands 10 Many people are concerned that tuna fishing kills dolphins; almost no one, however, objects that it also kills tuna ■ PAGE 22 But, However, Although, and Despite (1) We were angry, but we kept our comments civil (2) Though we were angry, we kept our comments civil (3) Though angry, we kept our comments civil (4) In spite of our anger, we kept our comments civil (1) Cassandra was apologetic; she didn’t, however, offer to replace the window (2) Even though Cassandra was apologetic, she didn’t offer to replace the window (3) Though apologetic, Cassandra didn’t offer to replace the window (4) Despite her apology, Cassandra didn’t offer to replace the window (1) Bruce was cautious, but he still managed to burn his arm slightly (2) Even though he was cautious, Bruce still managed to burn his arm slightly (3) Though cautious, Bruce still managed to burn his arm slightly (4) Despite his caution, Bruce still managed to burn his arm slightly (1) The dog was surly, but he was allowed to run loose (2) Though the dog was surly, he was allowed to run loose (3) Though surly, the dog was allowed to run loose (4) Despite his surliness, the dog was allowed to run loose (1) She is animated; she claims to be shy, however (2) Although she is animated, she claims to be shy (3) Although animated, she claims to be shy (4) Despite her animation, she claims to be shy [Note: For 6–10 the third option (the shortened clause) does not work because the subject is not the same in each sentence of the cluster Combining the clusters according to the third option produces misplaced modifiers.] (1) She is unpredictable, but almost all of us are very fond of her (2) Even though she is unpredictable, almost all of us are very fond of her (4) Despite her unpredictability, almost all of us are very fond of her (1) The dog was surly; Grace, however, tried to pet him (2) Though the dog was surly, Grace tried to pet him (4) In spite of the dog’s surliness, Grace tried to pet him (1) Bruce was cautious, but his arm got burned (2) Though Bruce was cautious, his arm got burned (4) In spite of his caution, Bruce’s arm got burned (1) Cassandra was apologetic; the window didn’t get replaced, however (2) Even though Cassandra was apologetic, the window didn’t get replaced (4) Despite Cassandra’s apology, the window didn’t get replaced 10 (1) We were angry, but the audience found our comments civil (2) Though we were angry, the audience found our comments civil (4) Despite our anger, the audience found our comments civil Writer’s Choice: Sentence-Combining Practice, Grade 39 Sentence-Combining Practice ■ PAGE 23 Correlative Conjunctions Either the budget is approved, or services will be cut Either you have a twin, or that was you I saw at the mall yesterday Either complete the assignment by 3:00 P.M., or it tonight as homework (1) Not only were we treated well, but we were also invited back (2) Neither were we treated well, nor were we invited back (1) Not only did the apples taste sour, but they were also small (2) Neither did the apples taste sour, nor were they small (1) Not only was I there when he told Jack, but I also heard him tell Fran the next day (2) Neither was I there when he told Jack, nor did I hear him tell Fran the next day (1) Not only is this a good price, but they also have a broad selection (2) Neither is this a good price, nor they have a broad selection (1) Not only does the car drive well around town, but it also gets good mileage on the road (2) Neither does the car drive well around town, nor does it get good mileage on the road (1) Not only can I read your handwriting, but I also can read between the lines (2) Neither can I read your handwriting, nor can I read between the lines 10 (1) Not only will she fix your car right the first time, but she will also lend you one while yours is in the shop (2) Neither will she fix your car right the first time, nor will she lend you one while yours is in the shop ■ PAGE 26 Quotations (1) “I like the green one best,” said Tony (2) Tony said he liked the green one best (1) “I like the green one best,” Tony says (2) Tony says he likes the green one best (1) “I don’t have to dress like everyone else,” I argued (2) I argued that I don’t have to dress like everyone else (1) The teacher said, “You should hand in your homework.” (2) The teacher said they should hand in their homework (1) “We are almost out of gas,” noted Pam (2) Pam noted that we were almost out of gas (1) The little boy exclaimed, “The emperor isn’t wearing any clothes!” (2) The little boy exclaimed that the emperor wasn’t wearing any clothes (1) “I was the first in line,” claimed Sammy (2) Sammy claimed that he was the first in line (1)”I need the money by Wednesday,” Patricia argued (2) Patricia argued that she needed the money by Wednesday (1) Mei said, “John doesn’t know what he is doing.” (2) Mei said that John didn’t know what he was doing 10 (1) Mei asked, “Does John know what he is doing?” (2) Mei asked if John knew what he was doing ■ PAGE 27 ■ PAGE 25 ■ PAGE 28 Noun Clauses II We knew that Grandma would be home Danny wondered whether anyone would show up The weather forecasters couldn’t tell us if classes were canceled Gloria insists she told you That they knew more than they would admit was apparent Whether they were qualified was open to question We wondered whether we should anything That Victor has moved out is certain We wonder whether he will admit that he ate my apple Descriptive Writing I: The Thanksgiving Table The table was set for an old-fashioned Thanksgiving—the traditional “turkey and all the trimmings.” In the center was the bird—a huge tom—weighing at least twenty-five pounds—golden, juicy, and crispy skinned To the left was a bowl of dressing, steaming and smelling of sage and celery Next was a platter of candied yams (which Grandma insisted were sweet potatoes), covered with Mom’s famous honey glaze The creamy mashed potatoes, flanked by a bowl filled with giblet gravy, followed Next came Gramps’s favorite, the veggie tray—a platter covered with vegetables: carrots, radishes (crisp and rosy), sweet, juicy cherry Writer’s Choice: Sentence-Combining Practice, Grade Copyright © The McGraw-Hill Companies, Inc Noun Clauses I We wondered when lunch would be We decided what should be done Whose responsibility it will be has not been determined Why he collects earthworms remains a mystery We discussed where the new desk should go She asked who could give her a hand She alone knows how the blender works We asked which school they go to He couldn’t recall what someone had told him 10 She doesn’t know how crucial she is to the program Verbal Phrases as Nouns Exercising daily is important for good health I consider taking care of one’s health simply good sense Quilting is fun as well as useful Gregory tried to locate Fresno on the map The judge considered dismissing the case By trying to explain the rules, he got us confused Her brother planned to begin applying for work soon We wanted to let each child reach his or her potential They considered making an honest mistake totally forgivable 10 Learning to play chess well takes time and patience ■ PAGE 24 40 10 That he should know first whether he will get paid seems only fair Sentence-Combining Practice tomatoes, and celery spread with pimento cheese Then came a basket of yeasty, steaming rolls, fresh from the oven Finally, there were the three pies on the sideboard—a pumpkin (smelling of ginger and nutmeg), a mince (steaming with the sweet odor of cloves and cinnamon), and an apple (made with Gramps’s own McIntoshes) ■ PAGE 29 Descriptive Writing II: A Vacant Lot The lot—a jungle of weeds—lay between two abandoned tall buildings For years it had accumulated trash—rusted and smashed shopping carts, Styrofoam cups and aluminum cans, broken bottles and cardboard boxes The lot changed with the seasons: in spring it was a fresh carpet of green gradually hiding the bottles and cans; in summer, a wild profusion of weeds—mostly thistles, burdock, and redroot; in autumn, a thicket of brown stalks and thistledown; and in winter, a desolate wasteland On a bleak day in February, with the wind blowing wet and raw across Lake Michigan, a teenage boy stood looking at the lot The reality was before his eyes—the twisted and smashed shopping carts, a mattress nearly covered with snow, the dead stalks of last year’s weeds swaying in the wind from the lake, the sagging cardboard boxes, and a sheet of tin As he blew on his hands and hunched his shoulders against the wind, the boy was seeing—not the cold reality but a garden Copyright © The McGraw-Hill Companies, Inc ■ PAGE 30 Narrative Writing I: Thanksgiving Dinner Everyone had gathered at the table—Grandma and Grandpa, Aunt Nita and Uncle Jaime, Luisa and her two kids, and Mom, Dad, Pedro, and I Twelve places had been set, an extra one in case Luisa’s husband, Ramón, could make it after all We had all just sat down when the doorbell rang, and we all looked up and smiled, realizing that Ramón had made it after all After a warm greeting Ramón sat down, and Grandpa stood up to slice the turkey Grasping the big knife that he had spent nearly fifteen minutes sharpening, Grandpa sliced off generous and juicy chunks of the breast and thighs Meanwhile we served ourselves from the platter when it was in front of us and then passed it to the right Soon amid the chatter of twelve hungry people, we had heaped our plates with savory, steaming food As we filled our mouths, oohing and aahing, we heard Grandma’s orders: “Save room for pie,” she said ■ PAGE 31 Narrative Writing II: The Wind When he began the four-mile walk to the campus, a gentle breeze was blowing He had gone no more than a mile when the wind began to blow in gusts, whipping the branches of the trees and causing him to pull his gloves and his knit cap from his backpack and zip up his windbreaker The November leaves blew across the two-lane county road, scraping along the asphalt, flattening against hog-wire fences, swirling in front of large rocks and concrete culverts, and settling in the ditches Blowing in from the mountains to the east, sparse and tiny snowflakes danced and swirled like tiny dragonflies and swarmed westward across the valley He lowered his head and walked on, pulling up his collar to protect his neck as the wind played rich and varied tunes There was the breathy rush through the fir trees like a torrent of water; the rattle and whisk of cornstalks, their dry leaves rattling and scraping, sounding like an avalanche of small stones; and the harmonic moan of the power lines, rising and falling like the wail of bagpipes ■ PAGE 32 Expository Writing I: Thanksgiving in the United States Many Americans know that Thanksgiving is an American holiday commemorating a harvest in 1621 reaped by the Pilgrims of Plymouth Colony This first Thanksgiving was celebrated after a winter in which many of the colonists had died of starvation After the bountiful harvest later that year, William Bradford, governor of Plymouth Colony, proclaimed a day of thanksgiving The colonists held a feast to which local Native Americans, whom the colonists called Indians, were also invited Among many other things, the Native Americans brought four wild turkeys that they had shot Although in the following years similar observances were held, they were held unofficially, irregularly, and on no fixed date After the American Revolution, President Washington proclaimed an official day of national thanksgiving: November 26, 1789 The observance again became irregular until President Lincoln, at the urging of the American author Sarah Hale, proclaimed that Thanksgiving Day would be observed each year on the last Thursday in November In 1939 President Franklin Roosevelt changed the date to the third Thursday in November The governors of some states refused to change the date, however, and in 1941 Congress passed a joint resolution restoring Lincoln’s date: the last Thursday in November ■ PAGE 33 Expository Writing II: Composting Increasingly, people concerned about the environment are composting their yard and household waste They this instead of sending the waste to landfills, where it can take centuries to break down Composting involves four basic principles: chopping the materials, maintaining adequate levels of nitrogen, mixing the materials thoroughly and often, and maintaining the proper level of moisture Chopping the materials (which requires only a machete or a mattock) serves two purposes: ensuring a better mixing of materials and providing microorganisms—which ultimately break down the compost pile—entry into the materials Nitrogen, which can be obtained from livestock manure or grass clippings, also has a primary role in composting: feeding the microorganisms Mixing the materials helps break up the coarser pieces and also increases the oxygen, without which the microorganisms would become dormant or die Maintaining the proper level of moisture is also critical, since too little moisture slows or even halts the decomposition process, and too much moisture slows the process and sometimes leaches valuable nutrients from the Writer’s Choice: Sentence-Combining Practice, Grade 41 Sentence-Combining Practice compost People who compost their yard wastes enjoy other benefits in addition to extending the life of a landfill, including improving the quality of the soil and feeding their flowers and vegetables ■ PAGE 34 Persuasive Writing I: Staying in School Many young people feel that going to high school is a waste of time They find certain classes boring, certain teachers too demanding, and certain subjects too difficult They want to get on with their lives—to find a job, earn good money, and buy some things they want: a fine car, nice clothes, and a first-class sound system When some of these young people drop out, however, they discover that the price of quitting school is too high The jobs that pay well require not just people who are willing to work hard, but educated people who are willing to work hard When the job market is tight and even people with years of experience are out of work, the dropout’s job prospects are dismal Students who find their classes boring should know how boring unemployment lines can be Students who find teachers demanding and subjects difficult should know how demanding creditors can be and how difficult the lowest paying jobs can be ■ PAGE 35 Persuasive Writing II: Motorcycling For a long time motorcycles have enjoyed a widespread popularity, which in many respects is justified Relative to the automobile the motorcycle is superior in many ways: it is more economical, more versatile, and environmentally friendlier One negative quality stands out, however: it is more dangerous than the automobile, even in the hands of a highly skilled operator Driving at reasonable speeds, avoiding unnecessary lane changes, and refraining from driving between lanes, the careful, skilled cyclist can avoid many dangers Even so, the motorcycle poses two major problems for the operator: it has less stability than automobiles (especially on wet or icy roads), and the operator is more vulnerable in an accident Each year in the United States there are more than three thousand motorcycle fatalities—less than one tenth of all automobile fatalities, yet a rate many times higher for the cyclist per mile driven If the miles driven were equal, for each driver of an automobile who died in a crash, twenty-five cyclists would die in a crash Whereas fewer than 20 percent of all automobile accidents result in injury or death, more than 80 percent of all motorcycle accidents result in injury or death Copyright © The McGraw-Hill Companies, Inc 42 Writer’s Choice: Sentence-Combining Practice, Grade ... to be changed to brush before the -ing is added iv Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice In the following cluster we signaled a hyphen in the brackets... cluster a Toni was ill b Her parents were concerned Writer’s Choice: Sentence-Combining Practice, Grade v Sentence-Combining Practice The possibilities are numerous Here, to give you the feel of... own voice You already know more than you think you vi Writer’s Choice: Sentence-Combining Practice, Grade Sentence-Combining Practice Name Class Date Compound Sentences Key