10. Capitals and Punctuation Marks Group Exercise. Supply the following sentences with capital letters and punctuation marks where you think they are needed. In each instance (1) give your reason and then (2) read the statement in the Appendix 14 that proves you are right. The teacher will rewrite each sentence on the board as you and your classmates direct. 1. it will be midnight said the chauffeur before we can reach the next town 2. robinson crusoe was written by daniel defoe who was an english writer 3. is it your wish john that we return to the american ship 4. i too should like to see the animals the acrobats the clowns and the riders 5. i can t go replied jane i have promised to do mary s work 6. dont you know that president grant and general grant are one and the same person 7. frank however only laughed at his two brothers solemn words 8. o george said tom i just saw two turtles a snake and a gray squirrel 9. mr brown who is an enthusiastic naturalist returned on monday from a trip to the african continent 10. the newspapers asked will this committee dare destroy old ironsides Written Exercise. These sentences, as rewritten on the board, should now be covered with a map. Now rewrite on your paper · the sentences above, using capital letters and punctuation marks where necessary. Correction Exercise. When the sentences on the board have been uncovered, compare your own with them and correct all mistakes. If you think in any case that your own rewritten sentence is correct and the one on the board incorrect, ask your teacher to explain the point. Dictation Exercise. Study the following interesting letter, which was written by a well-known writer of stories to excuse his boys' absence from school. Note the capitals and the punctuation marks; then write it from dictation. 1400 Delaware Avenue Indianapolis, Indiana May 20, 1916 Mr. Wendell S. Brooks The Brooks School for Boys Indianapolis, Indiana Dear Sir: It is with deep regret that I am obliged to report that my two boys, Meredith and Lionel, were taken seriously ill to-day, just after luncheon. We hurriedly summoned the doctor, who, after a brief examination, pronounced their malady well-marked and clearly defined circusitis. When I was a lad, I too suffered every spring from this painful disease. It is not uncommon, I understand, about the time the green comes back in the trees and the lilacs bloom in the dooryard. an Our physician prescribed the usual remedy in such cases afternoon under a large tent, close to elephants, zebras, rhinoceri, and hippopotami. I am glad to say that this treatment proved successful and that both boys are now in prime condition. In these circumstances I beg that you will excuse their unavoidable and regrettable absence from school. P.S. The boys had a bully good time. Yours sincerely, Meredith Nicholson Correction Exercise. Compare your letter with the letter as printed in the book and correct your mistakes. REVIEW AND DRILL-XI 1. Grammar Review We are just beginning to discover how much really goes on in the mind during sleep. Sleep is not only the time for physical growth, but I am inclined to think that it is equally the time for mental growththe time when the personality is formed. It seems to be the time when impressions which have been gained during the day are worked over and are made into a part of the sum total. New resolutions which we have taken become rooted and strengthened then. New ideas that we have hit upon are digested and given their place in the memory. It seems to be a time when the mind sorts over its experiences and casts up accounts. This is true in a special sense of the impressions and impulses that come to us just as we are on the verge of sleep. This is the moment of all moments when we are most susceptible to suggestion. A man who is ambitious for himself will take advantage of the opportunity this offers. When he goes to sleep he will make sure that the thoughts admitted into his mind are strong and healthy thoughts — thoughts of joy, of success and accomplishment.-LUTHER H. GULICK, M.D., "The Efficient Life" Oral Exercise. 1. In the preceding selection point out all the nouns you can. Point out as many pronouns, adjectives, adverbs, verbs, prepositions, conjunctions as you can. In each instance give your reason for classifying the word as you do; that is, for instance, if you call a word a conjunction, tell why you call it so. 2. Name the subject, the verb, and if there is either — the object or the predicate word in each sentence and clause of the foregoing passage. 2. Drill in Correct Usage Oral Exercise. I. Read the following sentences repeatedly. You will probably discover that each of them shows the correct use of a word frequently misused. This exercise, and the succeeding ones, will help accustom you to the correct uses. 1. I saw your brother at school, but I haven't seen you for a week. 2. I did what anybody in my position would have done. 3. He came on this road; he must have seen the accident. 4. But he has heretofore come to us by way of the long bridge. 5. What did they sing? They sang what they have always sung at such times. 6. He drank the water of the cool spring. I have often drunk it. 7. Go see where he went. Has n't he gone yet? 2. Read the following sentences often. Think both of their meaning and of the words in italics, as you read. 1. Lie down, and take a nap. Lay your book here. There it lies. 2. I laid my book here yesterday, but I shall lay it there to-day. 3. I lay on the lounge yesterday. I shall lie here to-day. 4. Set your umbrella in the corner, lay your coat on this chair, and sit here. 5. Each pupil, as he comes in, sets his hockey stick in that rack. There they set them last season. There boys have set their hockey sticks since this building was first used. 6. Can you play hockey? What games can you play? May you go with us to the game next Saturday? Have you permission to go? 7. I will go, no matter who objects. I think I shall have no difficulty. 3. Use in sentences of your own the italicized verbs in the two preceding exercises. Perhaps you will plan a question-and-answer game that will call for the correct use of all these verbs. 4. Accustom your lips to the use of the correct forms in the following sentences by reading these until it seems natural to say them: 1. I don't care, and he does n't care, which one of us wins. 4. If you were given another chance, would you try harder? 5. If I were in your place, I should. If I were you, I should try hard. 6. I got a pair of skates for my brother. He has them now. 7. Have you skates? Can you skate? May you go skating to-night? 5. The following sentences are mainly a review of the correct uses of pronouns. Read them frequently, noticing every pronoun. 1. It is he. It is he whom I see. It is she whom I hear. 2. Who will go with him? With whom will he go? Whom will he go with? 3. That's he. Those are they. I see him. I see them. 4. She went with her and me. He gave both him and me a present. 5. This is for her. It is for me, too. It is for her and me. 6. She and I read the book together. It was given to her and me. 7. He hurt himself on the same machine on which they hurt themselves. 6. Observe, as you read the following sentences repeatedly and rapidly, pronouncing the words distinctly, that every verb is in the passive form and ends, therefore, with the perfect participle -the third of the principal parts of the verb: 1. The rope is broken. The window was broken. The boy's arm is broken. 2. The water is all drunk. The milk has been drunk, too. 3. What has been done by these children? Is their work all done? 4. Is your letter to your uncle written? Yes, it is written. 5. This piece has been spoken before. It was spoken by Mary. present was given to every child in the room. What was given 6. A them? 7. The boy's coat is torn. It was torn when the fence was climbed. 7. Make interesting sentences that contain the passive verbs used in the preceding sentences. |