ENG 105 WEEK 6 QUIZ

ENG 105 WEEK 6 QUIZ
A modifier is a __________ that describes or modifies nouns or verbs in a sentence
a.   word or clause
b.   phrase or clause
c.   word, phrase, or clause
d.   clause

When a modifier is not placed next to the word it modifies, the result is a(n):
a.   dangling modifier.
b.   misplaced modifier.
c.   error in parallel construction.
d.   comma splice.

Words such as almost, nearly, only, merely, just, and even are:
a.   squinting modifiers.
b.   misplaced modifiers.
c.   dangling modifiers.
d.   limiting modifiers.

A modifier that opens a sentence but does not modify any words in the sentence is called a(n):
a.   dangling modifier.
b.   misplaced modifier.
c.   error in parallel construction.
d.   comma splice.

To avoid a dangling modifier, make sure that:
a.   the modifier introducing the sentence and the first word that follows it are not connected.
b.   the modifier is placed at the end of the sentence.
c.   the modifier introducing the sentence and the first word that follows it have a logical connection.
d.   the modifier is in the past participle form.

Identify the misplaced modifier in the following sentence: Timothy usually only watches television on weekends.
a.   usually
b.   only
c.   televisions
d.   on weekends

Identify the dangling modifier in the following sentence: While talking on the cell phone, the pork chops burned in the oven.
a.   on the cell phone
b.   the pork chops burned
c.   in the oven
d.   While talking on the cell phone

Which sentence contains a misplaced or dangling modifier?
a.   The lamp cost only twelve dollars.
b.   To ensure good tickets, we ordered them online.
c.   We almost made $2,000.00 in the car wash.
d.   Mowing the lawn, Becca got sunburned on her arms.

Adjectives describe:
a.   prepositions.
b.   adverbs.
c.   nouns and pronouns.
d.   verbs.

Adjectives answer the following questions:
a.   Which one?
b.   What kind?
c.   How many?
d.   All of the choices apply

Adjectives can be placed either:
a.   before a noun or after a linking verb.
b.   after a noun or before a linking verb.
c.   before a noun or before a linking verb.
d.   after a noun or after a linking verb.

Which of the following endings can signal an adjective?
a.   -ly
b.   -ful
c.   -tion
d.   None of the choices apply

Adverbs describe:
a.   verbs only.
b.   adjectives only.
c.   verbs, adjectives, and other adverbs.
d.   verbs, adjectives, and nouns.

Adverbs answer the following questions:
a.   How?
b.   When and Where?
c.   To what extent?
d.   All of the choices apply

Adverbs often end in:
a.   -ly.
b.   -ful.
c.   -tion.
d.   -ing.

Verbs should be modified with:
a.   adjectives.
b.   adverbs.
c.   nouns.
d.   pronouns.

Which statement is true?
a.   Good and well are adjectives.
b.   Good and well are adverbs.
c.   Good is an adjective, and well is generally an adverb.
d.   Good is an adverb, and well is generally an adjective.

When describing a person's health, use the word:
a.   well.
b.   good.
c.   badly.
d.   healthful.

To compare two items, use the:
a.   comparative form.
b.   superlative form.
c.   -est ending.
d.   -ly ending.

To compare three or more items, use the:
a.   comparative form.
b.   superlative form.
c.   -est ending.
d.   -ly ending.

When writing comparative or superlative forms, such as in the following sentence, add -er and -estendings to: I am shorter than Mitch, but Mitch is the tallest in our family.
a.   two-syllable adjectives and adverbs.
b.   the comparative form only.
c.   the superlative form only.
d.   one-syllable adjectives and adverbs.

Add more and most, such as in the following sentence, to adjectives and adverbs of: He is the most unreliable person I have ever known.
a.   one syllable.
b.   two or more syllables.
c.   three or more syllables.
d.   more than three syllables.

The superlative form of good is:
a.   good.
b.   better.
c.   best.
d.   well.

When you classify, you:
a.   define a term.
b.   describe a person or place.
c.   sort a subject into more understandable categories.
d.   make a point by telling a story.

To find a topic for a classification paragraph, think of a topic that can be:
a.   defined in a clear way.
b.   sorted into different groups.
c.   described by using sensory details.
d.   supported by telling a story.

In classification writing you divide a topic into categories in order to:
a.   explain the topic.
b.   narrow the topic.
c.   organize the topic.
d.   revise the topic.

In a classification paragraph, your subject should be sorted based on:
a.   the order of importance.
b.   characteristics not shared by other items in the different categories.
c.   one common characteristic or principle that unites the different categories.
d.   None of the choices apply

A classification paragraph should have:
a.   two or more categories.
b.   no more than two categories.
c.   only one category.
d.   a minimum of five categories.

To help identify and visualize categories more clearly, you should create:
a.   flash cards.
b.   a story board.
c.   a strong topic sentence.
d.   a classification chart.

A visual representation of the main topic and its categories can help you identify categories more clearly and:
a.   proofread your work.
b.   write a more exact topic sentence.
c.   use transitions more effectively.
d.   write a more effective conclusion.

When you sort a topic into categories, make sure that the categories:
a.   are not based on a unifying common characteristic.
b.   do not exceed two in number.
c.   do not overlap.
d.   overlap.

The topic sentence of a classification paragraph includes the controlling idea, which is the:
a.   classification principle that you use.
b.   subject of your paragraph.
c.   tone of your paragraph.
d.   definition of your key term.

When a classification paragraph has unity:
a.   all the supporting examples and details are related to the topic sentence.
b.   all the transitions help the sentences flow smoothly.
c.   all the supporting examples and details are arranged in a logical order.
d.   the sentences are varied in style.

When you revise your writing, you:
a.   modify your writing to make it stronger and more convincing.
b.   proofread your final draft for errors in grammar, spelling, punctuation, and mechanics.
c.   create a plan or an outline to map out the structure.
d.   try various exploring strategies to get ideas flowing.

When you edit your writing, you:
a.   modify your writing to make it stronger and more convincing.
b.   proofread your final draft for errors in grammar, spelling, punctuation, and mechanics.
c.   create a plan or an outline to map out the structure.
d.   try various exploring strategies to get ideas flowing.

When you revise for unity, you:
a.   determine that you have a sufficient number of examples.
b.   verify that your ideas flow smoothly and logically.
c.   ensure that your sentences are varied and interesting.
d.   ensure that all supporting sentences relate to the main idea.

When you revise for adequate support, you:
a.   determine that your details effectively support the main idea.
b.   verify that your ideas flow smoothly and logically.
c.   ensure that your sentences are varied and interesting.
d.   ensure that all parts of your work relate to the main idea.

When you revise for coherence, you:
a.   determine that your details effectively support the main idea.
b.   verify that your ideas flow smoothly and logically.
c.   ensure that your sentences are varied and interesting.
d.   ensure that all parts of your work relate to the main idea.

When you revise for style, you:
a.   determine that your details effectively support the main idea.
b.   verify that your ideas flow smoothly and logically.
c.   ensure that your sentences are varied and interesting.
d.   ensure that all parts of your work relate to the main idea.

When you edit for technical errors, you:
a.   proofread your work for errors in grammar, spelling, mechanics, and punctuation.
b.   ensure that all supporting ideas are related to the main idea.
c.   ensure that your sentences are varied and interesting.
d.   verify that your ideas flow smoothly and logically.

When a paragraph restates its main point in various ways but does not provide supporting details, the paragraph has:
a.   adequate support.
b.   circular reasoning.
c.   faulty style and variety.
d.   unity.

All of the following considerations are related to writing style except using:
a.   a variety of sentence patterns.
b.   exact language.
c.   sentences that are parallel in structure.
d.   relevant supporting details and examples.

When you edit your writing, it is helpful to:
a.   edit it immediately after finishing the first draft.
b.   trust your computer's grammar checker to catch all errors.
c.   put your writing aside for a day or two so that you can see it with fresh eyes.
d.   scan your writing quickly.

When you seek peer feedback, you:
a.   ask a friend, family member, or classmate to write your paper for you.
b.   ask a friend, family member, or classmate to read your writing and offer comments.
c.   ask your peers for positive comments only.
d.   ask your instructor to correct your errors for you.

We use comparison and contrast to:
a.   understand the meaning of a term.
b.   decide between options.
c.   classify various items in a group.
d.   understand how to do something or how something works.

When you compare, you find:
a.   similarities.
b.   differences.
c.   Both a and b
d.   Neither a nor b

When you contrast, you find:
a.   similarities.
b.   differences.
c.   Both a and b
d.   Neither a nor b

When you compare two films to convince your reader that one is better than the other, your purpose is to:
a.   break them down into categories.
b.   define the two subjects.
c.   describe or understand two familiar things.
d.   make judgments about two things.

When you choose a point-by-point organizational pattern for a comparison or contrast paragraph, you:
a.   present the details point by point.
b.   present one topic and then the other.
c.   Both a and b
d.   Neither a nor b

When writing a comparison or contrast paragraph, it is best to focus on:
a.   both comparing and contrasting.
b.   either comparing or contrasting, but not both.
c.   comparing.
d.   contrasting.

The topic sentence for a comparison or contrast paragraph indicates what is being compared or contrasted and:
a.   provides a list of examples you intend to use.
b.   provides a definition of the terms you are using.
c.   avoids revealing the key point.
d.   expresses the controlling idea.

When you make your paragraph plan for a comparison and contrast paragraph, you should first:
a.   write your first draft.
b.   list your supporting examples and details.
c.   decide which pattern you will follow: point-by-point or topic-by-topic.
d.   determine your concluding sentence.

Each example and detail in your paragraph should:
a.   support your topic sentence.
b.   include both comparisons and contrasts.
c.   focus only on comparisons.
d.   focus only on contrasts.

Which of the following transitions is least likely to be used to explain a similarity or contrast?
a.   In the same way
b.   On the contrary
c.   Similarly
d.   Meanwhile

When you revise a comparison or contrast paragraph for coherence, you ensure that:
a.   all examples and details are related to the topic sentence and controlling idea.
b.   appropriate transitions are used so that the sentences flow smoothly together.
c.   the paragraph makes sense.
d.   the paragraph has been checked for errors in grammar, punctuation, spelling, and mechanics.