Knowsys Navigating Grammar by Knowsys Educational Services

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Navigating Grammar

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Knowsys Navigating Grammar

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

Level 1 - i

Navigating Grammar

201608

Knowsys Navigating Grammar

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

ii - Level 1

The Knowsys Navigating Grammar Workbook and Solutions are the intellectual property of Knowsys Educational Services LLC. All rights reserved. No part of this book may be reproduced in any form, by Photostat, microfilm, xerography or any other means, or incorporated into any information retrieval systems, electronic or mechanical, without the written permission of Knowsys Educational Services LLC.

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Navigating Grammar

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Table of Contents

Level 1 Table of Contents

Level 2

Welcome.........................................................................3 Nouns..............................................................................4 Personal Pronouns...........................................................5 Verbs.............................................................................14 Subjects & Predicates...................................................16 Prepositions & Prepositional Phrases...........................20 Relative Pronouns.........................................................26 Pronouns Review..........................................................29 Adjectives.....................................................................31 Predicate Adjectives......................................................32 Adverbs ................................................................. 34 Review..........................................................................36 Clauses..........................................................................37 Coordinating Conjunctions...........................................39 Subordinating Conjunctions.........................................45 General Writing Rules...................................................53 #1: Words & Expressions..............................................54 Conventional Expressions.............................................56 Frequently Confused Words..........................................57 Directions......................................................................66 #2: Subject/Verb Agreement.........................................69 #3: Pronouns.................................................................80 #4: Sentence Relationships...........................................88 #5: Sentence Boundaries...............................................96 #6: Verb Tense, Mood, & Voice..................................105 Knowsys Verb Tense Chart.........................................107 #7: Modifiers...............................................................113 #8: Parallelism............................................................120 #9: Comparisons.........................................................125 Punctuation.................................................................133 Expression of Ideas.....................................................148

Welcome.....................................................................157 Nouns..........................................................................158 Personal Pronouns.......................................................159 Verbs...........................................................................168 Subjects & Predicates.................................................170 Prepositions & Prepositional Phrases.........................174 Relative Pronouns.......................................................180 Pronouns Review........................................................183 Adjectives...................................................................185 Predicate Adjectives....................................................186 Adverbs ............................................................... 188 Review........................................................................190 Clauses........................................................................191 Coordinating Conjunctions.........................................193 Subordinating Conjunctions.......................................199 General Writing Rules.................................................207 #1: Words & Expressions............................................208 Conventional Expressions...........................................210 Frequently Confused Words........................................211 Directions....................................................................220 #2: Subject/Verb Agreement.......................................223 #3: Pronouns...............................................................234 #4: Sentence Relationships.........................................242 #5: Sentence Boundaries.............................................249 #6: Verb Tense, Mood, & Voice..................................258 Knowsys Verb Tense Chart.........................................260 #7: Modifiers...............................................................266 #8: Parallelism............................................................273 #9: Comparisons.........................................................279 Punctuation.................................................................287 Expression of Ideas.....................................................302

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Glossary

Welcome.....................................................................313 Nouns..........................................................................314 Personal Pronouns.......................................................315 Verbs...........................................................................324 Subjects & Predicates.................................................326 Prepositions & Prepositional Phrases.........................330 Relative Pronouns.......................................................336 Pronouns Review........................................................339 Adjectives...................................................................341 Predicate Adjectives....................................................342 Adverbs ............................................................... 344 Review........................................................................346 Clauses........................................................................347 Coordinating Conjunctions.........................................349 Subordinating Conjunctions.......................................355 General Writing Rules.................................................363 #1: Words & Expressions............................................364 Conventional Expressions...........................................366 Frequently Confused Words........................................367 Directions....................................................................376 #2: Subject/Verb Agreement.......................................379 #3: Pronouns...............................................................390 #4: Sentence Relationships.........................................398 #5: Sentence Boundaries.............................................404 #6: Verb Tense, Mood, & Voice..................................413 Knowsys Verb Tense Chart.........................................415 #7: Modifiers...............................................................421 #8: Parallelism............................................................428 #9: Comparisons.........................................................434 Punctuation.................................................................442 Expression of Ideas.....................................................457

Knowsys Navigating Grammar Glossary...................467

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Level 3

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Level 1 - 1

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

Knowsys Navigating Grammar Level 1

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Knowsys Navigating Grammar

Parts of Speech: Nouns • Grammar is an essential part of communication. Since we are going to analyze grammar and learn how to dissect it rationally, we need to know the correct terms for the various elements of our language.

essential = necessary communication = the exchange of thoughts and ideas analyze = to examine carefully

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

• We will start by examining the basic parts of speech: nouns.

KEY Vocabulary

4 - Level 1

NOUNS: A noun is a name for a person, place, thing, quality, or idea. Examples: Susan, dog, house, doghouse, France, moon, peace, joy, etc. Hey! Many nouns are easy to spot: if you can put a/an/the in front of the word, it's a noun!!

Activity 1: In the sentences below, circle every word that functions as a noun.

Example 1: Susan runs in the afternoons.

Example 2: My best friend, Susan, runs in the afternoons.

1. The black-and-white-striped cat likes to chase birds.

dissect = to examine the structure of something rationally = with our minds and intellect various = different kinds of elements = parts etc. = et cetera = and so on function = to work or operate citrus = a fruit, either tart or sweet, with a smooth, shiny, stippled skin

2. The tree with the dark green leaves smells like a citrus plant. 3. My little sister was born three years ago.

4. My favorite activity in the summertime is swimming in the lake.

5. My parents and I go camping several times during the summer vacation. 6. The best singer in the entire choir is 14-year-old Angelica.

7. There is a wide range of careers available in the world today. 8. I stopped by the game store on the way from school.

9. I have a great deal of homework from my math class today.

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Parts of Speech: Predicate Adjectives • Predicate adjectives follow linking verbs, so we need to talk about both together.

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LINKING VERBS:

A linking verb is a verb that expresses a state of being (versus an action). • All forms of the verb to be are linking verbs. • Other verbs may be linking verbs if they are used to express a state of being: taste, smell, touch, feel, sound, seem, look PREDICATE ADJECTIVES:

A predicate adjective is an adjective that follows a linking verb and modifies or refers to the subject.

• Here is how a linking verb and a predicate adjective work together: subject

linking verb

predicate adjective

excellent.

modifies

The book

modifies

Dinner

smells

amazing.

The song

sounds

familiar.

The jacket

feels

soft.

The dish

tastes

exotic.

My sister

grows

tall.

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Activity 14: In the sentences below: 1. Circle each simple subject.

2. Double underline each linking verb. 3. Circle each predicate adjective. Example 1: The ship is larger than I expected.

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Example 2: The tree in the backyard grew taller this spring.

1. Her outfit looks expensive.

KEY Vocabulary

2. The bouquet of flowers smells wonderful.

luxurious = very comfortable and expensive; rich feeling

3. The decorations for the school dance look amazing. 4. Marcus is excellent at wrestling.

ghastly = very bad, shocking, or horrible

5. You seem thrilled:

wither = to become dry and weak

what happened?

6. I used to be short for my age.

engage = to attract and hold fast

7. This juice tastes cold and refreshing.

steady = even or regular in movement

8. The fabric on this furniture feels luxurious.

enthralled = charmed, captivated, or spellbound

9. The barn smells ghastly.

10. I am eager to start working on our project. 11. The flowers look withered in this heat. 12. Our science teacher is very engaging.

Did you notice that you can usually figure out part of speech (like adjective) even if you do not know the meaning of a word (like enthralled)?

13. I have been pleased with my steady progress in my math class. 14. Are you well?

You look pale.

15. David and Josiah seem enthralled with the story.

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Parts of Speech: Coordinating Conjunctions Don't be dull! Simple sentences can be used to add punch or emphasis, but a whole bunch of simple sentences one after another is just plain boring. And boring is just no fun.

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That's why conjunctions are important!

CONJUNCTIONS:

A conjunction is a word that relates and links words, phrases, or clauses. COORDINATING CONJUNCTIONS:

• A coordinating conjunction joins independent clauses to make compound sentences (= two independent clauses joined by a comma and a coordinating conjunction). • A coordinating conjunction can also link words (e.g., dog and cat) and phrases (e.g., at work, at home, or at school).

Coordinating Conjunctions = FANBOYS

The 7 coordinating conjunctions are so important that you should memorize them. for and nor but or yet so

Here's an acronym to help you memorize and recall them:

KEY Vocabulary

acronym = a word formed from the initial letters of words in a set of words mnemonic = assisting the memory

FANBOYS = F (for) A (and) N (nor) B (but) O (or) Y (yet) S (so)

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3 Punctuation Patterns with Coordinating Conjunctions:

item

coordinating conjunction

item

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Examples: My sister and my brother are both younger than I am. My dog Spot has a loud bark but no bite. I wanted to stop by my friend's house but did not have time.

1. Connecting 2 items: There is NO punctuation.

2. Connecting 3 or more items in a series: Put a comma before the coordinating conjunction. item

+ , +

item

+ , +

coordinating conjunction

item

Examples: My sister, my brother, and I went to the waterpark Saturday. My dog Spot has a loud bark, a mean growl, but no bite.

3. Connecting 2 main clauses: Put a comma before the coordinating conjunction. main clause

+ , +

COMPOUND SENTENCE

coordinating conjunction

main clause

= 2 main clauses joined by a comma + a coordinating conjunction

Examples: I hate to waste time, for I never have enough of it. He likes to swim, and he is really good at it, too. My brother refuses to smile in photos, nor will he look at the camera. My sister likes to swim, but I do not enjoy swimming. Should I stay, or should I go? My dog Spot has a loud bark, yet he has no bite. I want to do well on my exam, so I have to study for it.

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The Big 9

Categories of Analysis Words and Expressions

Is the expression or word choice correct?

Subjects and Verbs Where’s the subject? Where’s the verb? Do they agree?

The Big 9 and You

Pronouns

Sentence boundaries

Sentence relationships

Verb tense, mood, and voice

Sentence Structure

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

Conventions of Usage

Is there one and only one clear antecedent? Does the pronoun match its antecedent in gender and number? Is the correct form of the pronoun used? Is the sentence complete? (= good) Is it a run-on? (= bad) Is there a comma splice? (= bad)

1. MEMORIZE The Big 9 list and the associated questions.

Does the sentence have the right relationships of coordination and/or subordination?

2. ANALYZE each grammar question in terms of The Big 9.

Are the verb tense and mood correct? Is the voice appropriate?

Modifiers

Parallelism

Is the modifier clear and effective? Is the modifier close to what it modifies? Are linked items in parallel format?

You are probably asking yourself, "What am I supposed to do with these categories?" Here's what you do:

So, for each grammar question, use these categories and their questions to help you quickly and correctly analyze the grammar tested.

Comparisons

What is being compared grammatically? Is the comparison clear and logical?

You're in control! All this grammar stuff we're learning is not just about multiple choice questions. It's about you: your writing, your words, your communication. Everything we learn applies to how you write and communicate. And if you want to knock everyone's socks right off, be sure to make your writing sound as smart as I know you are!

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#1: Words & Expressions

Is the expression or word choice correct? IDIOMS: An idiom is an expression that

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

• means something other than the individual meaning of the terms in the expression (= cultural idioms) • may sound peculiar but is actually grammatically correct (= preposition and word choice idioms) • is always said in a certain way

There are 3 types of idioms/word choice issues:

A hot what???

Cultural idioms are the ones that make non-native English speakers go, huh?

1. Cultural idioms

• a hot potato • the ball is in your court • to beat around the bush

You just have to learn them and their meanings. Learning their etymology (= origins) can be interesting too.

2. Prepositional idioms

• I prefer ice cream (over OR to) cake.

• I am reluctant to part (from OR with) my friends for the summer.

• Prepositional idioms may seem subtle, but they are essential for speaking and writing Standard Written English. In other words, they are important since I know you want to sound as smart as you are! • Prepositional idioms are FREQUENTLY tested.

3. Word Choice and Frequently Confused Words

• I could not choose (between OR among) the two of options.

• If I have to choose (between OR among) all the options, I prefer the last option. • Word choice idioms are FREQUENTLY tested.

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#5: Sentence Boundaries

Is the sentence complete? Is it a run on? Is there a comma splice? To be a complete sentence (= an independent clause), the sentence must . . .

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

1. Contain a subject and a verb.

2. NOT be a subordinate clause.

SUBORDINATE CLAUSES:

• A subordinate clause is dependent and cannot stand alone as a sentence (Review #4: Sentence Relationships on p. 89, if necessary). • Subordinate clauses start with either a subordinating conjunction or a relative pronoun.

(SOME) SUBORDINATING CONJUNCTIONS

after although as as if as long as as soon as because before even

even if even though every time if if only in case in order that now that once

provided that rather than since so that than that the first time though unless

until when whenever where whereas wherever whether or not while why

RELATIVE PRONOUNS

which that

who (whom, whose) whoever (whomever)

what whatever

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The 4 Major Sentence Boundary Errors SENTENCE FRAGMENT

ERRO

= a group of words that lacks a subject and/or a verb but is punctuated as though the words make a complete sentence

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

WRONG: Received your message this morning. RIGHT: I received your message this morning.

ERRO

RUN-ON-SENTENCE

= when two independent clauses (= complete sentences) are written as a single sentence without punctuation

WRONG: The iPhone has revolutionized the way people use the mobile phone it also provides unparalleled access to data. RIGHT: The iPhone has revolutionized the way people use the mobile phone, providing unparalleled access to data.

ERRO

COMMA SPLICE

= when two independent clauses (= complete sentences) are incorrectly joined by just a comma with no coordinating conjunction

WRONG: The director produced a number of hit movies, he also directed several of them. RIGHT: The director produced a number of hit movies; he also directed several of them.

ERRO

BIG HAIRY MESS

= when more than the necessary elements for a sentence are included (extra subjects, extra verbs, unnecessary transition words, etc.). There is just too much stuff to make the sentence work.

WRONG: Since people generally prefer buying new items to repairing old items, therefore businesses have adopted a throw-away model. RIGHT: Since people generally prefer buying new items to repairing old items, businesses have adopted a throw-away model.

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Sentence Boundary Rule #1 Eliminate Sentence Fragments

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. . . and eliminate the big hairy mess.

Make sure there is always a complete subject and verb!

1. As Matt stumbled down the hall under the load. A. NO CHANGE B. Since Matt was stumbling down the hall under the heavy load. C. Matt stumbled down the hall under the heavy load. D. Matt, stumbling down the hall, was under the heavy load.

2. Since the instruction manual for assembling the bicycle was so long and complicated.

A. NO CHANGE B. The instruction manual for assembling the bicycle was quite long and complicated. C. Since the instruction manual for assembling the bicycle, it was so long and complicated. D. The instruction manual, which was so long and complicated, for assembling the bicycle.

3. Online delivery of movies and shows, almost making discs as obsolete as the discs made VHS cassettes. A. NO CHANGE B. shows have almost made discs as obsolete as C. shows has almost made discs as obsolete, as D. shows has almost made discs as obsolete as

4. Even if you like a movie, but you can only watch it every so often or it will become boring and pedestrian. A. NO CHANGE B. Even if you like a movie, watching it too frequently will make it C. Even liking a movie, but you can only watch it every so often or it will become D. You like a movie, even if you can only watch it every so often or it will become

KEY Vocabulary

obsolete = out-of-date and in disuse

pedestrian = commonplace, prosaic, and dull

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Putting It All Together

A Dear John Letter

Almost all who left Ireland during the famine of the 19th century never saw their homeland again. There letters home are the only way we can

A) B) C) D)

NO CHANGE They're Their The

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Knowsys Navigating Grammar

experience what they went through. Kerby Miller featured many such letters in his ground-breaking "Emigrants and Exiles."

There is many such

letters, but here is one from Thomas Reilly in

Albany, New York, to John M. Kelly in Dublin, Ireland.

A) B) C) D)

NO CHANGE There are There being It is one of

A) B) C) D)

NO CHANGE correspondence and correspondence; so correspondence, so

Dear John,

I am going to renew our 3 correspondence so

I would be ungenerous if I failed to express the deep regret I feel at being separated from you. Perhaps this is the only way in which I shall ever again

converse with you. Perhaps it is, alas. This moment how my heart 4 sinks and tears start into my

eyes. I am a slave in the land of liberty. . . . Nothing save death could lull the 5 storm which is raging in my mind. When I took out

you're prayer

book in the chapel 7 today, I thought my heart

would break, not because it is weak, but because it is

A) B) C) D)

NO CHANGE sinks, sinks; and tears sinks, and

A) B) C) D)

NO CHANGE storm, which is storm; which is storm,

A) B) C) D)

NO CHANGE yore your DELETE the underlined portion.

A) B) C) D)

NO CHANGE today; I today, and I today, because I

friendless, deserted, and lonely. . . .

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invade Ireland in case of an emergency. My name is enrolled on the 8 list and we are drilling ourselves for the occasion. Perhaps I will return to Ireland with a green flag flying above me. I care not if it becomes my 9 shroud for I have no regard for life

A) B) C) D)

NO CHANGE list, list; and list, and

A) B) C) D)

NO CHANGE shroud; for shroud, for shroud, as

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while I am in exile. We expect to muster 50,000 men

There are Irish Volunteers preparing in America to

in a short time. We would quickly march to the city of Dublin and set it

ablaze, if that force were

shown on the southern coast of Ireland.

A) B) C) D)

NO CHANGE ablaze, if only ablaze; if ablaze if

25th day.

I ceased writing on Sunday evening to learn the

light exercise and the several military squares. The

mode by which we will be sent to Ireland is to go to

France first. This is a 11 project which I think will

be hardly carried out even though there are plenty of

A) B) C) D)

NO CHANGE project that project, that project;

A) B) C) D)

NO CHANGE letter their letter, there letter, their

volunteers proposing themselves.

Since I began this 12 letter there were one

hundred houses burned in this city.

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#7: Modifiers

Is the modifier clear and effective? Is the modifier close to what it modifies?

MODIFIER:

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A modifier is a word, phrase, or clause that functions either as an adjective or as an adverb. A modifier limits or qualifies the meaning of other words in the sentence.

The 2 Major Modifier Errors

ERRO

MISPLACED MODIFIER

= when a modifier is misplaced, it is in the wrong place in the sentence. As a result, it often introduces either nonsense or unintended humor.

MODIFIERS

Place modifiers as close as possible to the words they modify.

WRONG:

Problem:

FIX:

My parents bought a dog for my sister they call Fluffy.

Who is called Fluffy? Grammatically, the parents call the sister Fluffy. My parents bought a dog they call Fluffy for my sister.

Or, better yet: My parents bought a dog called Fluffy for my sister.

ERRO

DANGLING MODIFIER

= when the subject being modified is not stated in the sentence. As a result, the modifier just hangs there, unconnected (= dangling).

INTRODUCTORY PHRASES

Whenever there is an introductory phrase followed by a comma, the very next independent noun must be the subject of that phrase.

WRONG: Exercising regularly every morning, my health improved. Problem:

Who does the regular exercising? Grammatically, the health does.

FIX:

Exercising regularly every morning, I improved my health.

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1. Riding the train through the countryside, all of the different-colored fields looked like a blurred kaleidoscope of greens and ambers.

3. The commuter was upset that she failed to catch the bus by only 30 seconds. A. NO CHANGE B. she failed by only thirty seconds to catch the bus. C. she failed to catch the bus, and she failed by only thirty seconds. D. she, failing to catch the bus, it was only by thirty seconds.

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

A. NO CHANGE B. We rode the train through the countryside, all of the different-colored fields looked C. While riding the train through the countryside and seeing all of the differentcolored fields, which looked D. As we were riding the train through the countryside, all of the different-colored fields looked

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2. To understand the changes in migration patterns, monarch butterflies have been intensely studied.

A. NO CHANGE B. To understand the changes in their migration patterns, researchers have intensely studied monarch butterflies. C. The migration patterns of monarch butterflies have been intensely studied to understand the changes. D. Monarch butterflies, to understand the changes in their migration patterns, have been intensely studied.

4. In order to have a higher standard of convenience in Europe, surveys have shown that it is best to live near the center of the city. A. NO CHANGE B. Many residents in order to have a higher standard of convenience in Europe, surveys have shown, should live near the center of the city. C. Surveys have shown that, in order to have a higher standard of convenience in Europe, residents should live near the center of the city. D. In Europe, living near the center of the city, residents should have a higher standard of convenience, studies have shown.

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#9: Comparisons

What is being compared grammatically? Is the comparison clear and logical?

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COMPARISON:

Comparison is a rhetorical structure and a method of organization in which a writer examines similarities and/or differences between two people, places, ideas, or things.

Comparison Key Words

than x is like y

more x than y less x than y

x is similar to y x is different from y

x is as ______ as y unlike y, x . . .

The 3 Forms of Comparisons

• Positive:

My dog is big.

She is confident.

• Comparative: My dog is bigger than your dog.

She is more confident than I am.

• Superlative: My dog is the biggest dog at the park.

She is the most confident person I know.

COMPARISON RULES

Rule #1: State the relation fully enough to ensure clarity.

Rule #2: Compare only items that can sensibly be compared. Rule #3: Include all and only the items being compared.

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Putting It All Together

How The Ear Works

Our normal activities require 1 hearing yet we take hearing for granted. This is largely because the

NO CHANGE hearing; yet hearing, yet hearing; and yet

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ear does its job so well that we do not pay attention

A) B) C) D)

Knowsys Navigating Grammar

to it. Hearing is the only sensory

system, that

allows us to know what is going on everywhere

in our environment: we do not have to be looking at the twig that is snapping to know there is

something behind us in the dark. This ability imparts tremendous survival advantages 3 for all animals.

In addition, human social structures rely on speech 4

communication which requires the sensitive,

rapid processing of acoustic energy that the normal

A) B) C) D)

NO CHANGE system that system which system, which

A) B) C) D)

NO CHANGE over on to

A) B) C) D)

NO CHANGE communication, and communication, that communication, which

inner ear provides.

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Advanced Punctuation

Level 1 - 137

Semicolons 1. Separate main clauses when there is no coordinating conjunction

Use a semicolon to . . .

She always put in the extra time to succeed; it was no surprise when she did well.

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The article told only half the story; the other side was never publicized.

Note: Two independent clauses connected without a coordinating conjunction MUST have a semicolon. Wrong: The man had decided to pursue graduate work, he applied to the University of Hawaii.

Revised: The man had decided to pursue graduate work; he applied to the University of Hawaii.

2. Separate items in a series if they are long or contain commas

The court case involved Susan Smith, the mother; Frank Smith, the father; and John and Jill Smith, the minor children of the couple.

3. Separate main clauses if they are long and complex OR if they contain commas (even if there is a coordinating conjunction)

In preparation for the party, we spent a great deal of time and effort devoting ourselves to cooking, cleaning, and planning; and we even bought new furniture.

4. Separate main clauses connected by a conjunctive adverb. NOTE: If you use a comma instead of a semicolon, you will create a comma splice error.

(SOME) CONJUNCTIVE ADVERBS (Memorize These)

accordingly also anyway besides consequently finally

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further furthermore hence however incidentally indeed

instead likewise meanwhile

moreover namely nevertheless now otherwise similarly

still then thereafter therefore thus undoubtedly

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Expression of Ideas 1. Concision: Be concise. Avoid redundancy.

Effective Language Use

REDUNDANT: The annual conference meets for three days each year, always in a different city.

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REVISION #1: The annual conference meets for three days, always in a different city.

REVISION #2: The conference meets for three days each year, always in a different city.

2. Style and Tone: Select vocabulary that enhances rather than detracts from the tone of the writing. PROBLEM: One of the big reasons behind the decline in sales is the companyâ&#x20AC;&#x2122;s failure to innovate over the past few years.

REVISION: One of the primary causes of . . .

3. Syntax: Syntax is the arrangement of words and phrases to create well-formed sentences. PROBLEM: Several possible outcomes, suggested by the focus groups, suggest reasonable courses of action for the company.

REVISION: Reasonable courses of action for the company have come from several possible outcomes suggested by focus groups.

4. Precision: Precision is the selection of words and phrases to add clarity and precision. It is replacing vague, general statements with more precise ones.

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Putting It All Together

Alligators

Knowsys Navigating Grammar

Strap a camera onto an 1 alligator and you get some pretty interesting results. University of Florida biologist James Nifong and his colleagues put

A) B) C) D)

NO CHANGE alligator; and alligator, and alligator,

Kn o em w s y a fo s i r m l: i S am n or fo@ p e l e kt in fo pr ep .c

150 - Level 1

cameras on 15 American alligators in coastal Florida, which allowed them to see how alligators hunt and how often they attempt to capture prey.

"Their

smarter than we think," said Nifong. "Their lineage goes back to the time of the dinosaurs, and

had

been around for a reason. People should give them more credit 4 than that."

A) B) C) D)

NO CHANGE They are smarter than Their smarter then They are smarter then

A) B) C) D)

NO CHANGE have been they were they have been

A) B) C) D)

NO CHANGE then that." then they usually do." than they usually do."

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NAVIGATOR SERIES

Sheila Griffith, PhD, has been involved in exam prep since 1996. She is a Teaching Fellow at B.H. Carroll Theological Institute and teaches adjunctively for Wayland Baptist University, Kenya Campus. Dr. Griffith earned her PhD at the University of Virginia and also has an MBA from Rice University. Dr. Griffith created Knowsys in 2003 with her husband. She has written curriculum for the PSAT, SAT, 7th Grade SAT, ACT, GRE, GMAT, LSAT, and Vocabulary grades 6 through 12. Dr. Griffith has given papers at a multitude of educational conferences. She is a staunch supporter of gifted education and providing college readiness opportunities for underrepresented populations.

Kn o em w s fo ail ys rm :i S am n or fo@ p e l e k in fo tpr ep .c

Kevin Griffith, MA, has been involved in exam prep since 1997. He is a Teaching Fellow at B.H. Carroll Theological Institute and teaches adjunctively for Wayland Baptist University, Kenya Campus. Mr. Griffith earned his MA at the University of Virginia and was a classroom teacher before co-founding Knowsys. He has written curriculum for the PSAT, SAT, 7th Grade SAT, ACT, GRE, GMAT, LSAT, and Vocabulary grades 6 through 12 as well as being the sales and marketing director for Knowsys. Mr. Griffith has given papers at a multitude of educational conferences. He is a staunch supporter of gifted education and providing college readiness opportunities for underrepresented populations.

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