Exercise 1 Draw one line under all nouns and two lines under all verbs. Write adj. above any adjective, adv. above any adverbs, and d.o. above any direct object. You may ingnore any articles.

Several rose bushes are still blooming in the garden.

In Chapter 2 of The Scarlet Letter, the onlookers react to Hester's embroidered letter after she appears in front of the crowd.

In Chapter 2 of The Scarlet Letter, the onlookers react to Hester's embroidered letter after she appears in front of the crowd.

Hester Prynne appears in front of the public after being imprisoned for three months in Chapter 2.

The onlookers notice the scarlet letter 'A' on her breast and react to it.

The Scarlet Letter is a novel by Nathaniel Hawthorne, and it is set in the mid-17th century in Boston, Massachusetts Bay Colony.

The Scarlet Letter is about the adulteress Hester Prynne and her attempts to rebuild her life and to rise above the humiliation and punishment of her crime.

The scarlet letter is a symbol of shame and dishonor in the novel, and it is used to punish and humiliate Hester for her crime.

The novel is a meditation on the nature of sin, guilt, and redemption, and it explores the human condition and the moral and ethical dilemmas that we face in our lives.

In conclusion, in Chapter 2 of The Scarlet Letter, the onlookers react to Hester's embroidered letter after she appears in front of the crowd.

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The correct verb that agrees with the subject is The noisy neighbors were a constant problem.

In the given sentence, the subject is "the noisy neighbors." Since "neighbors" is a plural noun, the verb that agrees with it should also be plural. Therefore, the correct verb to use is "were," indicating that multiple neighbors were involved. The sentence implies that these noisy neighbors caused a continuous problem, likely by creating disturbances, noise, or disruptions in the neighborhood.

When we say "the noisy neighbors were a constant problem," it suggests that this issue persisted over a period of time. The plural form of the verb reinforces the idea that there were multiple neighbors who collectively contributed to the problem. The use of the word "constant" emphasizes that the problem was ongoing and consistent. It implies that the noise or disturbance caused by these neighbors was a source of annoyance or inconvenience for the speaker or others living in the area.

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When I look at the artwork done by the seniors, I wonder if I will ever be able to do as well. It is essential to check subject-verb agreement, pronoun-antecedent agreement, and correct verb tense while writing sentences.

While correcting the above-given sentence, we need to make the following changes: "looks" needs to be changed to "look" as it is incorrect. The subject of the sentence should be "I" instead of "we". "We" does not make sense in this context." Will" should be used instead of "will be able to".

In conclusion, checking the subject-verb agreement, pronoun-antecedent agreement, and correct verb tense is very important while writing sentences.

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Answer: False

Explanation:

This isn’t considered an argument as either party hasn’t exactly disagreed on the subject at hand.

We can deduce from the exchange that the second speaker (who left with another man) hasn’t exactly doubted if the first speaker will die of happiness or not, she obviously just seems not concerned.

If she had disagreed with the first speaker on whether he will die of happiness or not, then this might have qualified as an argument.

For Thanksgiving dinner, we took Grandma and Grandpa to a restaurant.

For: con. (common noun)

Thanksgiving: prop. (proper noun)

dinner: com. (common noun)

we: com. (common noun)

took: com. (common noun)

Grandma: prop. (proper noun)

and: con. (common noun)

Grandpa: prop. (proper noun)

to: con. (common noun)

a: con. (common noun)

restaurant: com. (common noun)

In this sentence, "Thanksgiving" is a proper noun as it refers to the specific holiday. "Grandma" and "Grandpa" are also proper nouns as they are specific names. The other words such as "For," "dinner," "we," "took," "and," "to," and "a" are common nouns as they represent general concepts or objects. "Restaurant" is a common noun as well.

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The misplaced modifying phrase is "trying not to scratch herself," and it should modify the noun "Lorena," which is the subject of the sentence.

A misplaced modifier refers to a word or phrase that is not in the correct position within a sentence, leading to a change in its intended meaning. By adjusting its placement and placing it directly next to the word it is intended to modify, the issue is resolved, and the sentence becomes clear and coherent.

Since the only modifying phrase in the sentence is "trying not to scratch herself," we can select it as the misplaced modifier. It refers to Lorena, the subject of the sentence. However, we have to admit that the sentence sounds a bit strange.

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I cannot write or paste a news article into a notebook as that would be considered plagiarism. However, I can provide you with some general guidelines on how to analyze a news article:1. Identify the main points of the article:

Read the article thoroughly to identify the main points that the author is trying to make. These main points will be the basis of your analysis.2. Look for any supporting evidence: Once you've identified the main points, look for any supporting evidence in the article that backs up those points. This may include quotes from experts, statistics, or other relevant information.3. Analyze the language used: Consider the language used in the article and how it contributes to the author's message.

Consider the context: Consider the context in which the article was written and how it may affect the author's message.5. Evaluate the article: Finally, evaluate the article and consider its strengths and weaknesses. Is it a well-researched and well-written piece. These are just some general guidelines for analyzing a news article.

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"The structure that is used in this excerpt is chronological."

A linear or chronological structure is where the story is told in the order it hap-pens. With a chrono-logical or linear structure, the read-er finds out what hap-pens in the 'correct' order - this can lead the reader thro-ugh events clearly.

Chrono-logical order is listing, describing, or discuss-ing when events happen-ed as they relate to time. Basic-ally, it is like looking at a time-line to view what occurred first & what happen-ed after that. If things are de-scribed or shown in chrono-logical order, they are descri-bed or shown in the order in which they happen-ed.

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Frederick Douglass's speech was very convincing, and it effectively used rhetorical strategies to persuade his audience to question the moral and ethical values of American society.

In his speech, "What to the slave is July 4th?" Frederick Douglass delivered a moving and impassioned argument against the hypocrisy of American society's celebration of independence while still practicing slavery. He used various rhetorical strategies, such as irony, repetition, and an appeal to pathos, to convince his audience that the Fourth of July held no meaning for enslaved Black people in America.

In my opinion, Douglass's speech was very convincing, and his arguments were strong enough to elicit emotional responses from his audience. He successfully persuaded his listeners to question their own beliefs and values, and to confront the injustices that were taking place in their society. Douglass's use of rhetorical strategies was particularly effective in conveying his message.

For example, his use of irony allowed him to draw attention to the contradictions inherent in America's celebration of independence while still maintaining the institution of slavery. He also repeated the question, "What to the slave is the Fourth of July?" several times, which emphasized the fact that the holiday had no significance to Black people in America.

Douglass's speech was a powerful indictment of slavery and racism in America. It was both an emotional and intellectual appeal to his audience, and it succeeded in convincing them to reconsider their beliefs and take action to end the injustices being committed in their society.

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The diagram of the sentence is given below.

Multiple clause sentences are known as sentences with clauses. A group of words known as a clause are composed of at least one subject and one verb. Independent clauses, also known as major clauses, and dependent clauses, sometimes known as subordinate clauses, are the two primary categories of clauses.

Complete sentences that can stand on their own are known as independent clauses. They express a full notion and are composed of a subject and a predicate. An independent clause also represents a complete notion and has a verb in the present or past tense.

      workers

            |

began a massive clean up operation

            |

After hurricane ceased

The main branch of the figure is the sentence "Workers began a massive clean-up operation," and it is related to the subordinate clause "After the hurricane ceased" as a dependent clause that modifies the main clause.

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The comma after the word "window" is unnecessary because it separates the subject "the kitchen window" from the verb "Open" without any need for a pause. Hence, we should delete the comma.

A period should be used at the end of the sentence to show that the sentence is complete. The comma after "window" is incorrect and has been removed. Thus, the final corrected sentence is Open the kitchen window. Victor.

The given sentence contains an error of punctuation and capitalization. It is "Open the kitchen window, victor." In this sentence, the first letter of the second word should be capitalized. Also, a period should be used at the end of the sentence to show that the sentence is complete. The comma after "window" is incorrect and has been removed. Therefore, the corrected sentence is Open the kitchen window. Victor.

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The given sentence, "Which became apparent in 1915." is a fragment sentence.

A fragment sentence is an incomplete sentence that lacks a subject, verb, or complete thought. In the given sentence, "Which became apparent in 1915," we have a dependent clause without a main clause, making it a fragment sentence.

The fragment sentence does not provide a clear subject or main verb. It presents a relative pronoun ("which") followed by a verb phrase ("became apparent in 1915"), but it does not express a complete thought or provide a subject for the verb. To make it a complete sentence, it needs to be connected to an independent clause or expanded to include a subject and main verb. For example, "The significance of this event, which became apparent in 1915, cannot be underestimated" would be a complete sentence.

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------------The given question is incomplete, the complete question is:

"Identify if the given sentence is a fragment sentence or a complete sentence:

- Which became apparent in 1915."----------------

The complete subject in the given sentence is "Ham and cheese" and the correct form of the verb is "seem." Therefore, the correct sentence is "Ham and cheese seem to be my favorite sandwich."

The subject of a sentence is the noun or pronoun that the sentence is about. In this case, the complete subject is "Ham and cheese" because it includes both words that together form a compound subject.

The verb "seem" agrees with the subject "Ham and cheese" in the plural form because it refers to two things (ham and cheese) as a unit. Therefore, the correct form of the verb is "seem" to match the plural subject.

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------------The given question is incomplete, the complete question is:

"Identify the complete subject in the given sentence and write the correct form of the verb.

Ham and cheese (seem, seems) to be my favorite sandwich."----------

Ismene and Antigone's characters contrast in their personalities. While Antigone is more of a brave and heroic figure, Ismene is a reserved and thoughtful character who balances Antigone's impulsiveness with her patience and rational thinking.

Antigone is a Greek tragedy that was written by Sophocles in or before 441 BC. It is the third play in the Theban plays sequence. The play highlights the story of Antigone, who defies the king’s order not to bury her brother.

The play contrasts Antigone's strong-willed and heroic nature with Ismene's more reserved and timid character.

Antigone has an archetype of a heroic figure who stands up for what she believes in and is willing to face the consequences for her actions.

Ismene, on the other hand, is more timid and does not want to get involved in Antigone's plan to bury their brother.

This is a clear contrast to Antigone's character, who is willing to go to great lengths to ensure her brother is given a proper burial.

Ismene is often considered a foil to Antigone's character as she highlights the difference between the two characters.

Ismene is not a coward but represents a different side of leadership, one that emphasizes patience and rational thinking over immediate action.

Ismene displays the quiet confidence of a leader who knows when to speak up and when to remain silent, while Antigone is more impulsive and hot-headed, and often acts before thinking things through.

The physical strength of a warrior is not a defining trait in either Antigone or Ismene's character. While Antigone's character is more outspoken, she is not portrayed as having more physical strength than Ismene. Instead, Antigone's character is defined by her courage and determination, while Ismene's character is defined by her rational thinking and patience.

In conclusion, Ismene and Antigone's characters contrast in their personalities.

While Antigone is more of a brave and heroic figure, Ismene is a reserved and thoughtful character who balances Antigone's impulsiveness with her patience and rational thinking.

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"She developed a very individual style. - Frag." The given sentence is a sentence fragment.

A sentence fragment is an incomplete sentence that lacks a subject or a predicate or both. It doesn't ex-press a complete thou-ght on its own. Hence, it is not a sent-ence but a sentence frag-ment.

Fragments are usually phrases or dependent clauses that have been separated from independent clauses. An in-dependent clause has a sub-ject & a predicate & can stand on its own as a sent-ence. An independent clause expresses a complete thought, while a dependent clause cannot stand on its own as a sentence but depends on an independent clause to form a complete thought.

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The lowercase letters that should be capitalized are “a” in “african,” “a” in “american,” "l" in "league" and “d” in “doby while no capitalized letters should be lowercased in the sentence.

Capitalization refers to the use of uppercase or capitalized letters in writing.

In English, capitalization rules determine when to use uppercase letters at the beginning of sentences, for proper nouns, titles, and certain other specific contexts.

In this case, “African American,” “American League,” and “Larry Doby” are all proper nouns and should be capitalized.

Thus, the correct sentence would be "The first African American to play in the American League was Larry Doby."

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In the word "exportable," the prefix is "ex-" and the suffix is "-able," and we can assume it has a meaning related to taking something out or away.

Prefixes and suffixes are groups of letters that we attach to existing words so as to change their meanings. The prefix "ex-" means "out" or "away," and it indicates the action of moving something out or away from a particular place. The suffix "-able" means "capable of" or "able to be," and it is added to a verb base to form an adjective. In this case, the suffix "-able" is added to the verb "export" to create the adjective "exportable."

Therefore, the word "exportable" means "capable of being exported" or "able to be sent or sold to another country or market." It describes something that meets the necessary requirements or conditions for being transported or traded to another location, typically across national borders.

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The comparative form of the modifier "able" is "more able," and the superlative form is "most able."

When forming the comparative degree of adjectives ending in -able, -ible, -le, or -ue, we typically use "more" before the adjective. In this case, we have "more able" as the comparative form. Similarly, for the superlative degree, we use "most" before the adjective. Thus, we have "most able" as the superlative form. Here are examples using the comparative and superlative forms: She is more able to handle complex tasks now. and He is the most able candidate for the job.

Note that there are exceptions in English where irregular forms are used for some adjectives in the comparative and superlative degrees. However, for "able," the regular forms "more able" and "most able" are used.

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------------The given question is incomplete, the complete question is:

What is the comparative and superlative forms of the following modifier:
- able"-----------

The root word of "generation" is "gen," derived from the Latin word "genus," meaning birth. "Generation" refers to a group of individuals who are born and living around the same time or within a particular time period.

It can also refer to the process of producing offspring or the act of giving birth. The root "gen" emphasizes the concept of birth, descent, or origin, which is central to the meaning of "generation."

Additionally, the term "generation" can have other meanings depending on the context. It can refer to the stages or periods within a family or lineage, the production or creation of something, or the passing down of knowledge or traditions from one group to the next. However, the primary emphasis lies on the concept of birth and descent associated with the root "gen."

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------------The given question is incomplete, the complete question is:

Identify the root of the given word. Define the word. If there is more than one definition, use one that emphasizes the meaning of the root.

- Generation

Answer:c

Explanation:

Students who are English learners usually make more progress when the classroom environment is supportive, inclusive, and conducive to language development.

Creating a positive atmosphere where students feel safe to take risks and participate actively in discussions can enhance their language skills. Providing clear instructions, scaffolding materials, and incorporating interactive activities can also contribute to their learning progress.

Additionally, utilizing visual aids, incorporating technology, and encouraging collaboration among students can further enhance their language acquisition.

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The root of the word "fact" is "fact." However, in this case, since the word itself is a root, we can define it as follows:

Fact: A fact is a piece of information or an event that is known to be true, based on evidence or actual occurrences. It is something that can be proven or verified.

A fact is a fundamental unit of information or a statement that is considered to be true and can be proven or verified. It is an objective reality or occurrence that exists independently of personal beliefs or opinions.

Facts are based on evidence, data, or observations, and they form the basis of knowledge and understanding in various fields such as science, history, and law. Facts are distinguished from opinions, which are subjective and based on personal judgments or perspectives.

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Many a captain and first mate have swerved to avoid that wreck. the compound subject are many a captain and first mate. A conjunction (such as "and," "or," or "nor") is used to combine two or more subjects to form a composite subject in grammar. It serves as a single unit and is followed by

a verb that is in agreement with the entire compound subject. With the use of a compound subject, more than one person, thing, or idea can be the topic of a statement. It draws attention to the topics' collective nature or shared trait. Compound subjects contain phrases like "John and Sarah,"

"dogs and cats," or "apples, oranges, and bananas." In sentences, using a compound topic provides complexity and variety and gives the opportunity to indicate connections or parallels between various aspects. a verb that is in agreement with the entire compound subject.

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Rochelle has been studying medicine for three years. The tense of "has been studying" is present perfect continuous, while the tense of "for three years" is present perfect. These verbs convey the ongoing action of Rochelle's studying over a period of time.

In the given sentence, the verb phrase "has been studying" is underlined twice. This verb phrase indicates an ongoing action that started in the past and continues up to the present moment. The tense of this verb phrase is present perfect continuous. It combines the present perfect (has been) with the continuous aspect (studying) to convey the idea of an action that has been happening over a period of time.

The second verb phrase "for three years" indicates the duration of time during which the action of studying has been taking place. It functions as an adverbial phrase specifying the length of time. The tense of this verb phrase is present perfect, which suggests that the action started in the past and has relevance to the present.

Overall, the sentence states that Rochelle has been continuously studying medicine for a period of three years. The use of the present perfect continuous tense emphasizes the ongoing nature of her studying, while the present perfect tense with the phrase "for three years" highlights the duration of her dedication to the field of medicine.

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The required form of the verb "knit" in the future perfect progressive tense is  "will have been knitting" with the subject.

This form of verb is also known as future perfect continuous which is used to describe an action which is will happen in the future and ends in a specific time in the future. It is formed with "will have been" with the present participle.

The future perfect progressive form of "knit" is "will have been knitting" and it shows that the action will take place in the future to an extend of time.

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The subordinate clause in the given sentence is "who was angered by the outburst."

A subordinate clause is a clause that cannot stand alone as a complete sentence and depends on the main clause to convey its complete meaning. In the given sentence, the subordinate clause "who was angered by the outburst" provides additional information about the judge and is dependent on the main clause.

It begins with the relative pronoun "who" and contains the verb "was angered." This clause adds descriptive information about the judge and the reason for her action. By drawing a line under the subordinate clause, we can visually distinguish it from the main clause, which is "The judge slammed her gavel down."

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The sentence "Don’t you think Joe Montana is a better quarterback than any football player?" contains an incomplete comparison.

The incomplete comparison arises from comparing Joe Montana as a quarterback to "any football player" without specifying a specific set or group of football players for the comparison.

To make the comparison complete, we need to specify the specific group or category of football players being compared to Joe Montana.

For example, we could say "Don’t you think Joe Montana is a better quarterback than any other quarterback?" or "Don’t you think Joe Montana is a better quarterback than all other football players?"

Incomplete comparisons can lead to ambiguity and confusion as they do not establish a clear basis for the comparison. To avoid this, it is important to provide a specific frame of reference or comparison group when making comparisons.

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The terms "handicap," "impairment," and "disability" all relate to ailments that may limit a person's capacity to carry out daily activities. They do, however, have slightly different implications and meanings.

A disadvantage that someone has in comparison to others is frequently referred to as a handicap. It is frequently linked to physical or mental impairments that can make it challenging for a person to participate in or compete in certain activities or opportunities.

In Person First Language, this is referred to as a "disability which results in a handicap" for the individual. The specifics of the limitation or lack of functionality in a person's body or mind are referred to as their impairment. Someone may be described as having a "impairing of their physical or mental functioning" in Person First Language.

Disability is a general term for any physical or mental disorder that interferes with a person's normal capacity for thought, learning, or doing daily tasks. This is what a "person with a disability" in Person First Language would be called.

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In the given sentence Nouns are swim (gerund) and novice; Verb is swim; Adverb is very well. The sentence doesn't contain any adjectives or direct objects.

A verb is a word that expresses an action, occurrence, or state of being. It is a crucial part of a sentence and typically serves as the main component that conveys the action or condition described. Verbs can take various forms and are often inflected to indicate tense, mood, voice, and other grammatical features. In a sentence, the verb typically agrees with the subject in terms of number and person. It can also be modified by adverbs or other elements to provide additional information about the action or state.

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The eradication of the plagues does seem to follow a pattern. Each epidemic builds on the one before it, making life for the Egyptians harder and worse. Pharaoh and the Egyptian respond differently to each subsequent plague.

1. The 10 plagues are, in order: Plague of blood (7:14-25), Plague of frogs (8:1-15), Plague of gnats (8:16-19), Plague of flies (8:20-32), Plague of livestock (9:1-7), Plague of boils (9:8-12), Plague of hail (9:13-35), Plague of locusts (10:1-20), Plague of darkness (10:21-29), Plague of the death of firstborn (11:1-12:36).

2. God, through Moses, delivered each of the plagues. The artifacts/tools used to deliver each plague are as follows: Plague of blood - Moses’ staff, Plague of frogs - Moses’ staff, Plague of gnats - Moses’ staff, Plague of flies - Moses’ staff and Aaron’s staff, Plague of livestock - Moses’ staff, Plague of boils - Moses’ staff, Plague of hail - Moses’ staff, Plague of locusts - Moses’ staff, Plague of darkness - Moses’ hand spread out over Egypt, Plague of the death of firstborn - The blood of a lamb, put on the doorframes of the houses of the Israelites.

3. The Egyptians try to clean up the mess with frogs and then different insects to make life more challenging and painful. The story begins with the Nile turning to blood. Crops are destroyed by the seventh plague of hail, and whatever is left is devoured by the eighth plague of locusts. The Egyptians are eventually rendered helpless to see or act due to the darkness.

4. Pharaoh initially promises to release the Israelites, but he soon breaks that promise. Even though the plagues have a terrible effect on Egypt, Pharaoh's heart grows even more harsh as he continues to refuse to let the Israelites leave. This portrayal of Pharaoh paints him as obstinate, strong, callous, and self-centered.

5. God chose to punish Egypt with these calamities to show his might and serve as a lesson to other countries. If Pharaoh didn't permit the Israelites to leave, he would experience the plagues, Pharaoh was warned.

God's plan included Pharaoh's hardening of the heart so that the Israelites could see God's power and have reason to have confidence and belief in him. God's ultimate goal was to set the Israelites free and demonstrate that no power can rival his. Consequently, his choice might be seen as fair.

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