Pop Question
Is this sentence correct? options
Mission
Grammar-Quizzes.com is an open educational resource for understanding, learning and practicing English grammar through the use of current event stories, pictures, contrastive grammar points, sentence diagrams, and self-quizzes. Originally written for intermediate non-native speakers, Grammar-Quizzes now includes practices for native speakers. Grammar points are listed both by grammar term and by word on this index page. The site is available to instructors and their students without charge and is supported by Google Ads. Please contact me if you encounter difficulty loading a page, find an error, or have a suggestion. Contact Info, Social Activity, Navigation Options, English/ESL Links – Last updated .
Index
Adjectives & Modifiers
Adverbs
Adjective Clauses See Modifying Clauses
Agreement
an index to summary content of sentence agreement practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
plural noun markers ending in -S: -s, -es, -ies, -ves |
|
plural noun markers with other endings: -ee-, -en, -oes, -a, -ae, -ices, -i; varieties: fish vs. fishes |
|
with irregular plural suffixes: -i, oes, -a, -es, -ves |
|
recognizing unusual singular or plural forms– exceptions; irregular agreement: English is vs. the English are |
|
editing nouns and verbs for final -S / -ES: Listening for final -s [s] / [z] in words (audio Final S sounds) |
|
third person agreement: spelling patterns, irregular forms: final -s. -es, -oes, -ies |
|
referring to mass nouns or units: determiners; money vs. dollars, coins, cents (the, this, that, these, those) |
|
referring to items collectively: equipment – computers; candy – candy bars |
|
sentences with group (mass) nouns vs. items in the group: jewelry vs. rings |
|
paragraph : lessons – homework; messages – communication |
|
a, the, this, that, my, our, some, any, all, each, every, either, neither, none, such, which |
|
indicating how much or how many: some of, all of, the/a number of, none, neither...nor |
|
indicating an indefinite quantity or number: some, any |
|
indicating quantity for count and noncount nouns much, many, so much, so many, much more, many more |
|
indicating an insufficient amount: little, a little, few, a few |
|
referring to specific amounts: slice, cup, stick, bottle, spoonful ; pig - pork; calf–veal |
|
subject-verb agreement when modifiers come between; The silly looking monkey under the bananas is hiding. |
|
indicating possession for people or groups: girl's vs. girls' |
|
top 20 agreement errors: Everyone is; two percent is; two-thirds of the book(s) is/are |
|
editing for articles, pronouns and singular-plural agreement |
|
using agreement within an essay |
|
Identifying subject-verb agreement |
|
Chapter Review: Azar - Chapters 6, 7, 8 singular – plural agreement |
|
PRONOUNS |
moved to Pronoun Section |
Articles
an index to summary content of article practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
referring to one as an example of all |
|
referring to one in particular; |
|
blending article sounds before nouns |
|
Making generalizations about the group |
|
stating quality, characteristics and behavior; the lion vs. a lion |
|
referring to all vs. a specific, identified one; People (all)/ The people (specific) |
|
referring to an already known noun |
|
in a city: the fire department, the doctor, the police department |
|
identified by information after the noun |
|
a noun identified by other means-uniqueness, name, or shared knowledge |
|
referring to a person from a country (Demonyms – nouns and adjectives) |
|
adjectives without nouns: the poor, the young, the restless, the unemployed, the latter, the English |
|
The Statue of Liberty, The Golden Gate Bridge |
|
The San Joaquin Valley |
|
The Republic of China, the Netherlands, the United Arab Emirates |
|
referring to a quantity of an unspecific or specific group |
|
referring to one more or the rest |
|
unidentified - the identified (indefinite-definite) |
|
many ways in which nouns can be identified (definite) |
|
wars, eras, dates, worlds events |
|
stating a unique degree of a noun; the best movie, the worst acting |
|
using definite and indefinite markers:;The, A, no marker Sentence editing |
|
sentence wording; discussing in general or specifically |
|
a restaurant review; fill the blanks in with articles |
|
Identifying article use; a 3-step process to determine which article to use; luxury items on Survivor TV show. |
|
PRINTED PRACTICES |
Conditional & Hypothetical Tenses
an index to summary content of conditional practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
stating present facts and future predictions under specific conditions: if, will, can, be going to, should, happen |
|
stating present and past habits and customs under specific conditions; hypothetical statements: if, whenever |
|
stating strategy with hypothetical statements; if, could, might, would |
|
analyzing with hypothetical statements; if, had had, would have |
|
analyzing an accident: if, could have, would have |
|
late advice: analyzing past options and determining importance; should have, could have |
|
hypothetical situations in mixed time frames: If you had fed the dog, she wouldn't be hungry now. |
|
a real or unreal situation? If he has time, Jack will/ would cut the grass. |
|
expressing wishes, regrets, upset, lost opportunity: wish, wish vs. if only! |
|
tense agreement in conditional statements: My father wished I had gone / would go. |
|
expressing conditions for desirable outcomes: if, unless, otherwise, only if vs. If only |
|
stating a condition vs. an alternative: if, whether |
|
giving advice in hypothetical situations; rephrasing an if-clause: had, should, were |
|
stating a conditioned vs. a precautionary action in the event, in case and should |
Confusing Word Pairs
an index to summary content of paired-word practices |
|
Is the action one of approving or rejecting? |
|
Is it the cause or result? |
|
Is it “one more" or “the rest"? |
|
Is it an expected or unexpected outcome? |
|
Is it a time with duration or an exact time? |
|
Are you emphasizing something or stating an unexpected outcome? |
|
Is it a quantity of time or a specific time? |
|
Are you decreasing the amount of a count or noncount noun? |
|
Is it a conditioned action or a precaution? |
|
Is it a regretful wish or a particular condition? |
|
Will the desired outcome be favorable or unfavorable? |
|
Is it a condition or an alternative? |
|
Who is lying down – the subject or the object? |
|
Are you comparing something to a noun or to a clause? |
|
Is the quantity a “count" or a “noncount" noun? |
|
Is it not tight or gone? |
|
Is the action creating or performing? |
|
Is the quantity or number for an unspecific or specific group? |
|
Is it a quantity for a count or a noncount noun? |
|
Are you increasing the amount of a count or noncount noun? |
|
Who/What is rising – the subject or the object? |
|
Are you quoting or reporting? |
|
Who/What is sitting – the subject or the object? |
|
Are you stating purpose or emphasizing the quality of something? |
|
Is it a quantity in a positive or a negative sentence? |
|
Is it location, existence or possession? their, there, they're, there's, theirs |
|
Is it a former habit or a habit you are becoming accustomed to? |
|
Is it a simultaneous activity of short or long duration? |
|
(two-word verbs)do up, get up, give up, go after, have over, let on, look up, make over, etc. |
Connectors
an index to summary content of connector, conjunction and transition word practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
joining independent clauses with coordinating conjunctions; for, and, nor, but, or, yet, so |
|
joining sentence elements and sentences; and, as well as, and also, In addition, moreover, furthermore, besides |
|
shortening a repeated verb in a joined clause: and so do I, and I do too, but I don't; tag-questions: don't I? |
|
adding a positive or negative comment: and too, and not either, but not too |
|
joining sentence elements with paired conjunctions; both...and, either... or, not only...but also, neither...nor, (or else) |
|
stating contrast or contrary outcome; but, but still, while, whereas, in contrast to, yet, even so |
|
stating an exception: but not, but for, nothing but, all but, except, except for, cannot help, cannot but, cannot help but |
|
expressing defeat versus challenge; implied meanings; but vs. though |
|
comparative preference; would rather than, rather than ( X and not Y), (X to avoid Y) |
|
using adverbial prepositional phrases to introduce “cause"; because vs. because of ; though vs. in spite of |
|
indicating reason or method; because of, by, with |
|
indicating a causal relationship; consequently, therefore, as a result, for this reason, due to |
|
expected and unexpected outcomes; because, though |
|
expressing a cause and effect relationship; because, since, consequently, therefore, as a result, so |
|
shortening cause-effect clauses: because, same-time, earlier time |
|
emphasizing qualities and characteristics; so . . . that & such . . . that |
|
expressing purpose, cause-effect, or result; so that, so... that |
|
indicating time-relative activities: before, after, as soon as, when, while, as |
|
indicating same-time activities: when, while |
|
indicating a future completion time: future perfect: by the time |
|
reducing a time-relative clause: when, while, before, after |
|
conjunctions, adverbs, and transition words; addition, alternative, cause-effect, comparison, condition, contrast, emphasis |
|
finding conjunction, adverb and transition word errors; but, even, not only, because |
|
: using cause and effect connectors; main cause, as a result, because |
|
joining like items with and and but; My English is improving slowly but surely. |
|
correcting connector use: connectors, transitions, sentence boundaries and punctuation
|
Diagnostic Quizzes
Diagnostic Summary: an index to summary content of diagnostic practices |
|
BEGINNING: A grammar point diagnostic page with study links. |
|
BEGINNING: A grammar point diagnostic page with study links. |
|
BEG-INT: Intermediate grammar point diagnostic page with study links. |
|
BEG-INT: Intermediate grammar point diagnostic page with study links. |
|
BEG-INT: Intermediate grammar point diagnostic page with study links. |
|
BEG-INT: Intermediate grammar point diagnostic page with study links. |
|
SECTION DIAGNOSTICS |
|
Adjective and modifier diagnostic to identify specific grammar points that need review |
|
Modifying clause (adjective clause) diagnostic to identify specific grammar points that need review |
|
Adverb diagnostic to identify specific grammar points that need review |
|
Sentence agreement diagnostic to identify specific grammar points that need review |
|
Article usage diagnostic to identify specific grammar points that need review |
|
Conditional clause diagnostic to identify specific grammar points that need review |
|
Connector diagnostic to identify specific grammar points that need review |
|
Gerund diagnostic to identify specific grammar points that need review |
|
Infinitive diagnostic to identify specific grammar points that need review |
|
Modal diagnostic to identify specific grammar points that need review |
|
Nominal clause (noun clause) diagnostic to identify specific grammar points that need review |
|
Passive diagnostic to identify specific grammar points that need review |
|
Past tense diagnostic to identify specific grammar points that need review |
|
Preposition diagnostic to identify specific grammar points that need review |
|
Present perfect tense diagnostic to identify specific grammar points that need review |
|
Present tense diagnostic to identify specific grammar points that need review |
|
Pronoun diagnostic to identify specific grammar points that need review |
|
Punctuation diagnostic to identify specific grammar points that need review |
|
AUTO CORRECTING |
|
INT-ADV: modifying nouns with clauses (adjective clauses) multiple choice, auto-correcting quiz |
|
INT-ADV: expressing mood with modals; multiple choice, auto-correcting quiz, |
|
INT-ADV: embedding clauses as the subject or object of a clause, multiple choice, auto-correcting quiz |
|
INT-ADV: modifying nouns with participial modifiers, multiple choice, auto-correcting quiz on using participles as modifiers |
|
INT-ADV: changing speech to indirect speech (reported speech) multiple choice, auto-correcting quiz |
|
ADVANCED POINTS |
|
ADVANCED: Sentence examples that focus on the improvement of word choice in English |
Gerunds
an index of summary content of gerund practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
referring to activities; parallel phrasing, bulleted lists, spelling adding -ing |
|
expressing attitudes about activities |
|
commenting on activities; insisted on going ; looking forward to seeing |
|
expressing attitudes about activities; excused him for leaving; excused his leaving; thanked him for giving |
|
stating means and methods; by followed by a gerund, with followed by a noun |
|
stating function by verb+ing, for verb+ing, to+verb |
|
stating activities: about, against, after, before, by, for, from instead of, without |
|
stating observations, perceptions; see, hear, find, catch, watch, sit, stand, etc. |
|
verbs followed by gerunds or infinitives |
|
verbs followed by gerunds or infinitives |
|
gerund clause as object of the prepositional phrase: about, against, after, for, etc. |
|
gerund clause as object of the prepositional phrase: put off doing, keep from hearing, etc. |
|
gerund clause as object of the prepositional phrase |
|
means or method |
|
using similar word forms in a series |
|
identifying gerund use |
Infinitives
an index of summary content of infinitive practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
referring to activities, quotes and definitions; to be or not to be |
|
expressing intent and wishes; hope, wish, like, expect |
|
getting other people to do things; persuade, intend, ask, have, do, let, make |
|
imposing one's will on others; advised, order, command, expect |
|
expressing how much is needed; it takes X + infinitive |
|
stating minimum and maximum requirements; too, enough |
|
expressing feelings and reactions; happy to see; amazed to find |
|
expressing opinion; It's difficult, easy, important, impossible to… |
|
stating purpose: in order to… |
|
identifying infinitives in an article |
|
RELATED PAGES |
|
verbs followed by gerunds or infinitives |
|
verbs followed by gerunds or infinitives |
|
optimizing adverb placement; the split infinitive argument |
Modal Verbs
an index of summary content of modal practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
expressing degrees of certainty: will, may, might could, may have, might have |
|
expressing intent vs. prediction: be going, will |
|
expressing determination, refusal and failure: will, would, would have, won't, wouldn't; lexical verb: will |
|
stating preference, request, habit or excuse: would, would have, would rather have |
|
expressing expectation, convention or advice: should, will be, supposed to, ought to, should have |
|
offering options and advice should, should have, could, could have |
|
expressing advisability and necessity; should, ought to, should have, must, had to, needed to |
|
making guesses, inferences and conclusions: might /might have vs. must / must have |
|
expressing physical, mental and potential ability: can, could, be able to |
|
requesting permission and offering suggestions: may, can, could, would, shall, let's |
|
expressions w/ future interpretations; will be doing, is going to be doing; can be doing |
|
back shifting tense in an embedded clause; will, would, be-going-to, so that, said that, which, who, if ... then |
|
making predictions: will finish, will have finished |
|
meanings in present and past tense; will/would, shall/should, can/could, may/might, must/had to |
|
expressing mood and meaning with modals; possibility, suggestion, ability, advice, necessity, conclusion |
|
multiple choice, auto-correcting quiz |
|
identify modals and tense use in the context of an article |
|
RELATED PAGES |
|
comparing relative events; future perfect, past perfect with modals |
|
late advice: analyzing past options and determining importance; should have, could have |
Modifying Clauses (Relative Clauses / Adjective Clauses)
Nominal Clauses (formerly Noun Clauses)
an index of summary content of embedded-question, statement, and command practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
changing wh- questions to reported speech; tense agreement She asked me how I was. |
|
changing questions answered by yes or no to reported speech; She asked me if I was sick. |
|
changing commands to reported speech (subjunctive verb form) |
|
changing statements to reported speech (quoted speech); same vs. earlier -time agreement; deictic words: here/there |
|
other words for reported speech; formal vs. informal agreement; stated, reported, responded, roared, protested, remarked |
|
using a clause as the subject of a sentence; That he is still here is a miracle. |
|
shifting focus to another sentence part; It is a miracle that he is here still . |
|
shifting focus to another sentence part; What he said is that he is still here. |
|
The reason is new |
expressions for specifying a reason; the reason is, the reason why, the reason is because |
multiple choice; auto-correcting quiz |
|
multiple choice; auto-correcting quiz |
|
RELATED PAGES |
|
Chapter 12 review: noun clauses |
|
imposing one's will on others (subjunctive); order, command, expect; We advised him to leave. |
Passive Voice
an index of summary content of passive verb practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
changing the object to the subject of the sentence; I was born,we were helped, they were seen |
|
focusing on the collective work rather than the team; The human genome has been mapped. |
|
deciding when to include the “agent"; The bank was robbed by the 'hoodie thief' / by someone |
|
placing emphasis on the item or the recipient of the action; I was sent a letter / A letter was sent to me. |
|
intransitive and stative verbs with no passive voice: happen, occur, remain, exist, belong, stand, become |
|
using get in place of be in passive sentences: I got hit, got lost, got married, got it done, got myself dressed |
|
describing someone or something as the cause or the receiver of an emotion; amused vs. amusing; -ed vs. -ing endings |
|
describing things with adjectives indicating ongoing versus completed states a roasting vs. roasted chicken; -ed vs. -ing |
|
multiple choice, auto-correcting quiz on using participles as modifiers |
|
describing emotional reactions; interested in, surprised at, worried about, overwhelmed with, |
|
review of verb + preposition phrases: known for; concerned with; accustomed to |
|
reducing a clause with a passive verb to a participial clause: was located / located |
|
reducing a clause with a passive or active verb to a participial clause: served as / serving as |
|
contrast the sounds/words; been and being; he's being seen by the doctor, he's been seen. |
|
identifying passive sentences in the context of an article |
Past & Past Perfect Tenses
an index of summary content of past practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
reporting past activities or events; did, talked, ate, spoke |
|
temporary past activities and setting background information; was/were doing, was/were talking, |
|
past behavior vs. habits, past states of possession, mind, being; would visit, used to go |
|
telling source or emotional impact; Where did you get that? |
|
reporting a past series of events; He came in, sat down, and ate. |
|
contrasting earlier events from later events; past adverbs: He had lived in Italy before he moved here. |
|
using the past tenses in context |
|
practice using irregular verb forms: awake - lay |
|
practice using irregular verb forms: let - wear |
Pop Questions
an index of the years' pop questions. |
|
Archive 2012: an index of the year's pop questions. |
|
Archive 2011: an index of the year's pop questions. |
|
Archive 2010: an index of the year's pop questions. |
|
Archive 2009: an index of the year&'s pop questions. |
|
Archive 2008: an index of the year's pop questions. |
Prepositions
an index of summary content of preposition practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
relating when: in, on, at |
|
relating where – in, on, at, aside, beneath, among, etc. |
|
using preposition of time and place: in, on, at |
|
expressing duration vs. exact time: during, in |
|
Indicating a quantity of time vs. a specific time: for, since |
|
using two-word verb expressions: go about, go at, go away, go down, go off, go on, go out of, go over, go with. |
|
using a preposition at the end of the sentence: question, passive and infinitive structures; phrasal verbs |
|
RELATED PAGES |
|
expressing movement in a particular direction: out, out of, outside, behind, back, backward, etc. |
|
verbs followed by a gerund clause; expressing attitudes about activities; He hates going out. He dislikes smoking. |
|
verbs followed by a prepositional phrase with a gerund clause as 'the object'; insisted on going ; looking forward to seeing then again |
|
expressing the subject of a gerund clause with pronoun + for : we excused him for leaving; excused his leaving; thanked him for giving |
|
describing emotional reactions; interested in, surprised at, amused with, divorced from, ashamed of, accustomed to, based on |
|
matching the preposition to the verb (verb+ prep combinations) : about, against, after, for, etc. |
|
matching the preposition to the verb (verb+ prep combinations): put off doing, keep from hearing, etc. |
|
matching the preposition to the verb (verb+ prep combinations): from, in, like, of, off, on, over, to, with |
|
known for; concerned with; accustomed to |
Present & Present Progressive Tenses
an index of summary content of present tense practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
referring to occurrences in nature; stating facts vs. making observations: turns vs. is turning |
|
talking about weather; El Niño: is happens, comes, comes, drops |
|
indicating temporary activities; am, is, am working, am taking, am having |
|
referring to current activities – temporary vs. permanent; are preparing, are celebrating |
|
referring to a temporary habit or something happening at the moment; is jogging / is listening -- is studying/ is taking classes |
|
referring to planned aestivates and events; the exhibition returns / is returning / will return |
|
referring to something in existence or its change in state of existence; is, looks, seems, appears, resembles, becomes, gets, acts |
|
indicating sensations and perceptions; hear, see, sounds, tastes, feels |
|
indicating thinking, cognition and attitude; knows, believes, thinks, understands, recognizes, remembers, etc. |
|
indicating possession or ownership; have, belong, possess, own, hold |
|
expressing emotional states; surprise, impress, please, astonish, amaze |
|
referring to measurement, weight, distance, height and count; measures, reaches, weighs, consists of, contains, includes, etc. |
|
indicating the relative time of two planned events: before, after, as soon as, while, when, as soon as |
|
narrating or story telling; "This guy walks into a bar.." |
|
indicating receivers of actions; me, to me, for me (dative verbs) |
|
identifying present tense verbs |
|
RELATED PAGES |
|
make/do, say/tell, lie/lay, rise/raise, sit/set |
|
intransitive and stative verbs with no passive voice: happen, occur, remain, exist, belong, stand, become |
|
indicating time-relative activities: before, after, as soon as, when, while, as |
Present Perfect Tense
an index of summary content of present perfect tense practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
focusing on duration: for, since, so far, to date |
|
indicating a continuous vs. reoccurring activity: several times |
|
Indicating long- or short-term activity: since, ever since, for, this morning, all morning |
|
referring to an activity or event in the unspecified past: ever, never, before; short answers: yes, I have / no, I haven't |
|
referring to an activity in progress |
|
relating the past to the present time frame: recently, just, lately |
|
happening sooner or later than expected; already, yet |
|
using adverb clues to understanding meaning |
|
connecting the past to the present; He's just arrived. We've been there recently. |
|
matching verb tense and adverbs: up to now, so far, since, this year, in my life; last year, yesterday, then |
|
matching verb tense with adverbs |
|
Indicating a quantity of time vs. a specific time |
|
practice using irregular verb forms: awake - lay |
|
practice using irregular verb forms: let - wear |
Pronouns
an index of summary content of pronoun practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
referring to people: he, she, we, they — him, her, us, them |
|
referring to groups or individuals; The Scouts value its rules / their people. |
|
referring to two personal nouns; me and my dad / my dad and I |
|
using agreement with possessive pronouns: everyone has his / their hat; gender neutral phrasing |
|
referring to oneself; referring to all or part: myself, yourself, himself, herself, oneself, itself, ourselves |
|
indicating ownership: his, hers, ours, theirs; generalizations: one-one's, you-your (impersonal) , they-their |
|
referring to the existence of something; there is a lot of traffic |
|
referring to weather, time, or existence; It is late, It is noon |
|
referring back to something; emphasis, former, latter; it this / that |
|
making noun reference clear; He was hungry, Jack decided. |
|
referring to both male and females; Everyone has his vs. their hat. |
Punctuation
an index of summary content of punctuation practices |
|
a diagnostic quiz to identify specific grammar points that need review |
|
marking contractions and possessive nouns |
|
punctuating items in vertical lists; parallel phrasing, introductory phrases, colons, semicolons, periods, capitals |
|
using upper and lowercase letters |
|
explaining or illustrating; introductory phrases, time and proportions, mail, email, book citations, chapter, verse |
|
separating and setting of elements in a sentence: punctuating clauses and sentences with commas |
|
separating elements in a sentence; Word Play – clarifying word form meaning with punctuation: commas |
|
inserting a comment within a sentence; commas, parentheses and dashes, appositives |
|
setting elements of from the rest of the sentence; aside comments, lists, after thoughts |
|
and capitalization in headings: linking words to clarify meaning; capitalization of hyphenated words in titles and headlines |
|
including titles of major works, and other terms in your writing |
|
adding explanation and clarification to sentences |
|
marking sentence ends, abbreviations and decimals; a.m. / AM, p.m. / PM |
|
marking quoted speech, titles of minor works and terms; ellipsis |
|
punctuating joined phrases semicolons, commas, colons |
|
COMMAS IN CLAUSES: |
|
Using a comma with a so (result) but not with so that (purpose) |
|
Using commas with coordinating conjunctions: for, and, nor, but, or, yet, so |
|
Using a comma to mark a word order change |
|
Using a comma with a conditional sentence |
|
Using a comma with an adverb of emphasis - even |
|
Using a comma with a non-restrictive clause |
|
Using a comma with a clause to include “all" or “some"; restrictive vs. non-restrictive |
|
Using a comma with which to refer to a whole sentence instead of just one word |
Review
Review Summary: an index of summary content of review practices |
|
Chapter review of singular-plural agreement (follows Azar v.3 text chapters) |
|
Chapter review of noun clauses |
|
Chapter review of adjective clauses |
|
Chapter review of adverbials and other miscellaneous words and phrases |
|
Chapter review of sentence connectors and coordinators |
|
Chapter review of conditional and hypothetical sentences |
Sentence Structure
an index of summary content of punctuation practices |
|
including a topic and a controlling idea; stream of consciousness; a spoken vs. written sentence |
|
identifying basic elements in a sentence; subject and modifiers, predicate, verb, adverbial modifiers |
|
verbs and clauses (Advanced); inflected v. noninflected (reduced) verbs, nonfinite clauses, tree diagrams |
|
distinct properties (Advanced) ; NICE properties: negation, inversion, code and emphasis, BE & modals verbs |
|
Identifying larger elements in a sentence: phrase, dependent clause, independent clause, fragment, sentence–spoken/written |
|
identifying simple and compound sentences: coordinating conjunctions, semicolons |
|
shifting focus to another sentence part; it-clauses, what-clauses, that-clauses (clefts and pseudo-clefts) |
Writing
an index of summary content of writing and composition practices |
|
foundation work for writing (pyramid) |
|
selecting a reasonable amount as a topic |
|
creating your thesis sentence |
|
writing four types |
|
ethics and fair use; giving credit to other people's work |
|
determining what is or isn't copyrighted |
|
strategies for avoiding plagiarism |
|
identifying plagiarized work from an example paragraph |
|
What is MLA Style? Examples of in-text and bibliographic citations; resources |
|
(This page has been replaced by pages below, which include citation changes made in the year 2009.) |
|
MLA Citation Drag & Drop – Book: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Magazine: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Journal: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Newspaper: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Web: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Music: practice arranging elements into proper citation order |
|
MLA Citation Drag & Drop – Film: practice arranging elements into proper citation order |
|
identifying correctly written citations |
|
separating fact from fiction; resources |
|
web page criteria |
Resources
ESL Links
Contact Information
![]()
Julie Sevastopoulos
Contact / Bio information page
Previously, this web site was named “Grammar Check" when it resided on the San Mateo Community College District server from November 1998 - April 2008. In May of 2008, it was renamed “Grammar-Quizzes" (an available domain name) and moved to its current host server (May 2008 – present).

