using modifiers correctly - wordpress.com · 11/8/2017 · lesson plans for language development...

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Practice & Review� Language & Sentence Skills Practice,

pp. 190–213

� Language & Sentence Skills Practice AnswerKey, pp. 79–87

Application & Enrichment� Language & Sentence Skills Practice,

pp. 189, 214–217

� Language & Sentence Skills Practice AnswerKey, pp. 79, 87–88

�

INTRODUCING THE CHAPTER

� The first part of the chapterdescribes one-word, phrase,and clause modifiers. Eighttroublesome modifiers and the positive, comparative, andsuperlative degrees of compari-son are discussed as are dan-gling and misplaced modifiers.

� The chapter closes with aChapter Review including aWriting Application featurethat asks students to write arestaurant review using modi-fiers correctly.

� For help in integrating this chap-ter with writing assignments,use the Teaching Strands charton pp. T24–T25.

Internet� go.hrw.com (keyword: HLLA)

Planning� One-Stop Planner CD-ROM

� On Course: Mapping Instruction

� At Home: A Guide to Standards Mastery,p. 30

Practice & Review

pp. 190–213

Application & Enrichment� Language & Sentence Skills Practice,

pp. 189, 214–217

Differentiating Instruction� Lesson Plans for Language Development

STANDARDSFOCUS

Grade-Level Standards(Boldface indicates concepts that aretaught and tested in this chapter.)

� Written and Oral English-Language Convention 1.0:Students write and speak witha command of standard Englishconventions.

� Grammar and Mechanics ofWriting 1.2: Understand sen-tence construction (e.g., parallelstructure, subordination, properplacement of modifiers) andproper English usage (e.g.,consistency of verb tenses).

� Grammar and Mechanics ofWriting 1.3: Demonstrate anunderstanding of proper Englishusage and control of grammar,paragraph and sentence struc-ture, diction and syntax.

Prerequisite/ReviewStandard� Grammar 1.4: Edit written man-

uscripts to ensure that correctgrammar is used.

Standard Coming Up inthe Next Grade Level� Written and Oral English-

Language Convention 1.1:Demonstrate control of gram-mar, diction, and paragraph andsentence structure and anunderstanding of English usage.

�

INTRODUCING THE CHAPTER

� The first part of the chapterdescribes one-word, phrase,

(continued)

C H A P T E R

Using ModifiersCorrectlyComparison and Placement

Diagnostic Preview

Chapter 8

A. Correcting ModifiersThe following sentences contain dangling modifiers, misplacedmodifiers, and mistakes in comparisons. Revise each sentence so that it is clear and correct.

EXAMPLE 1. When traveling through Scotland, I discovered that stories about monsters were more popular than any kind of story.

1. When traveling through Scotland, I discovered thatstories about monsters were more popular than anyother kind of story.

1. Having received a great deal of publicity, I had already read severalarticles about the so-called Loch Ness monster.

2. One article described how a young veterinary student spotted themonster who was named Arthur Grant.

3. While cycling on a road near the shore of Loch Ness one day,Grant came upon the most strangest creature he had ever seen.

4. Cycling closer, the monster took a leap and plunged into the lake.5. Numerous theories have been discussed about the origin and

identity of the monster in the local newspapers.

Using Modifiers Correctly

H E L P

A sentence inthe Diagnostic Previewmay contain more thanone error.

1.0 Written and OralEnglish-Language

ConventionsStudents write andspeak with a commandof standard English conventions.1.2 Understand sen-tence construction (e.g.,proper placement ofmodifers) and properEnglish usage.1.3 Demonstrate anunderstanding ofproper English usage.

1. [8i]2. [8j]3. [8g]4. [8i]5. [8j]

Numerals in bracketsrefer to rules testedby the items in theDiagnostic Preview.

C H A P T E RC H A P T E R

198


C H A P T E R R E S O U R C E SC H A P T E R R E S O U R C E S

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Differentiating Instruction� Developmental Language & Sentence Skills

Guided Practice, pp. 93–98

� Developmental Language & Sentence SkillsGuided Practice Teacher’s Notes and AnswerKey, p. 21

Assessment� Holt Handbook Chapter Tests with Answer

Key, pp. 15–16, 52

� Supporting Instruction in Spanish

� At Home: In Spanish

� Developmental Language & Sentence Skills,pp. 93–98

Assessment� Progress Assessment for the Holt Handbook,

pp. 15–16

� Test Generator (One-Stop Planner CD-ROM)

Other Language Resources� Vocabulary Development

� Daily Language Activities Transparencies

6. Of all the proposed theories, the better and more fascinating onewas that the monster must be a freshwater species of sea serpent.

7. Having found a huge, dead creature on the shore of the lake in1942, the mystery of the monster was thought to be solved finally.

8. One famous photograph of the monster has recently been revealedto be a hoax that seemed to confirm the creature’s existence.

9. Skeptical, stories about the Loch Ness monster have always strucksome people as unbelievable.

10. However, reported sightings of the monster have continued,perhaps more than of any mysterious creature.

B. Using Modifiers Correctly in SentencesMost of the following sentences have mistakes in the use of modifiers.Revise each incorrect sentence to correct these errors. If a sentence isalready correct, write C.

EXAMPLE 1. In the United States, is the use of solar energy morecommoner than the use of geothermal energy?

1. In the United States, is the use of solar energy morecommon than the use of geothermal energy?

11. Kay has a better understanding of both solar and geothermalenergy than anyone I know.

12. Yoko isn’t sure she agrees with me, but I have talked with Kay morethan Yoko.

13. Kay thinks that, of the two, solar energy is the best method forgenerating power.

14. She claims that the energy from the sun will soon be easier to harness than geothermal energy.

15. Arguing that the sun’s energy could also be less expensive to use,Kay says that more research into solar energy is needed.

16. Yoko disagrees and thinks that geothermal energy would providemore cheaper power than solar energy.

17. She told me that for centuries people in other countries have beenusing geothermal energy, such as Iceland and Japan.

18. However, she added that geothermal energy is less well knownthan any source of power in our country.

19. Although infrequently used in the United States, Yoko feels thatgeothermal energy has already proven itself to be safe and efficient.

20. Unconvinced, both points of view seem to me to offer promisingnew sources of energy.

Diagnostic Preview 199

H E L P

Although some sentences in Part B of the Diagnostic Preview can be correctly revised in more than one way, you need to give only one revision.

6. [8e]7. [8i]8. [8j]9. [8j]

10. [8j, f, h]

11. [8f]12. [8h]13. [8e]14. [8d, e, h]15. [8i, j, d]16. [8g]17. [8j]18. [8f]19. [8j]20. [8i]

Diagnostic Preview 199

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and clause modifiers. Eighttroublesome modifiers and thepositive, comparative, and superla-tive degrees of comparison arediscussed, as are dangling and mis-placed modifiers.

� The chapter closes with a ChapterReview including a WritingApplication feature that asks stu-dents to write a restaurant reviewusing modifiers correctly.

� For help in integrating this chap-ter with composition chapters,use the Teaching Strands chart onpp. T24–T25.

Entry-Level AssessmentDiagnostic Preview. You may wishto compile data on your class's mostcommon mistakes on the preview anduse this information as a guide forinstruction and for establishing a setof individual goals each student coulduse as guidelines when proofreadinghis or her writing assignments.

Diagnostic Preview: Part AP O S S I B L E A N S W E R S

1. I had already read several articlesabout the so-called Loch Nessmonster, which had received agreat deal of publicity.

2. One article described how ArthurGrant, a young veterinary student,spotted the monster.

3. . . . the strangest creature . . .

4. As Grant cycled closer, the mon-ster . . .

5. The local newspapers have dis-cussed numerous theories aboutthe . . .

6. Of all the proposed theories, thebest and most fascinating one . . .

7. When a huge, dead creature wasfound on the shore of the lake in1942, . . .

ASSESSINGASSESSING

CA_GUM_Hbk_ATE09_P1_C08_198-221 12/13/01 2:44 PM Page 199

What Is a Modifier?A modifier is a word or word group that makes the meaning ofanother word or word group more specific. The two kinds ofmodifiers are adjectives and adverbs.

One-Word Modifiers

Adjectives

8a. An adjective makes the meaning of a noun or pronoun morespecific.

EXAMPLES Samia gave a broad smile. [The adjective broad makes themeaning of the noun smile more specific.]

Only she knows the answer. [The adjective only makes themeaning of the pronoun she more specific.]

The sweater is soft and warm. [The adjectives soft and warmmake the meaning of the noun sweater more specific.]

Isn’t he a well-mannered boy? [The compound adjectivewell-mannered makes the meaning of the noun boy morespecific.]

Adverbs

8b. An adverb makes the meaning of a verb, an adjective, oranother adverb more specific.

EXAMPLES Samia grinned broadly. [The adverb broadly makes themeaning of the verb grinned more specific.]

Sometimes I wonder about the future. [The adverb some-times makes the meaning of the verb wonder more specific.]

The dog is very hungry. [The adverb very makes the mean-ing of the adjective hungry more specific.]

The alarm rang surprisingly loudly. [The adverb surpris-ingly makes the meaning of the adverb loudly morespecific.]

Adjective or Adverb?While many adverbs end in –ly, others do not. Furthermore, not allwords with the –ly ending are adverbs. Some adjectives also end in –ly.

200 Using Modifiers CorrectlyChapter 8

Reference Note

For more about adjec-tives, see page 10. Formore about adverbs, seepage 21.

8a–c

Using Modifiers Correctly200

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Diagnostic Preview: Part AP O S S I B L E A N S W E R S c o n t i n u e d

8. One famous photograph thatseemed to confirm the creature’sexistence has recently beenrevealed to be a hoax.

9. Stories about the Loch Ness mon-ster have always struck some skep-tical people as unbelievable.

10. However, reported sightings ofthe monster have continued, perhaps more than of any other mysterious creature.

Diagnostic Preview: Part BP O S S I B L E A N S W E R S

11. . . . than anyone else I know.

12. Yoko may not agree with myopinion, but I have talked withKay more than Yoko has.

13. Kay thinks that, of the two, solarenergy is a better method for gen-erating power.

14. C

15. C

16. Yoko disagrees and thinks thatgeothermal energy would providecheaper power than solar energy.

17. She told me that for centuriespeople in other countries, such asIceland and Japan, . . .

18. However, she added that geother-mal energy is less well known thanany other . . .

19. Yoko feels that geothermalenergy, although infrequentlyused in the United States, hasalready proven . . .

20. Although I am unconvinced ofwhich plan is better, . . .

What Is a Modifier?Rules 8a–c (pp. 200–203)

O B J E C T I V E

■ To determine whether words,phrases, and clauses are modifiers

What Is a Modifier?Practice■ Language & Sentence Skills Practice, pp. 190–198

R E S O U R C E SR E S O U R C E S

CA_GUM_Hbk_ATE09_P1_C08_198-221 11/25/02 7:14 AM Page 200

Therefore, you can’t tell whether a word is an adjective or an adverbsimply by looking for the –ly ending. To decide whether a word is anadjective or an adverb, determine how the word is used in the sentence.

Some words can be used as either adjectives or adverbs.

8c. If a word in the predicate modifies the subject of the verb, usethe adjective form. If it modifies the verb, use the adverb form.

ADJECTIVE The gazelles were graceful. [Graceful modifies gazelles.]ADVERB The gazelles moved gracefully. [Gracefully modifies moved.]

ADJECTIVE The boy grew tall. [Tall modifies boy.]ADVERB The boy grew quickly. [Quickly modifies grew.]

Phrases Used as ModifiersLike one-word modifiers, phrases can also be used as adjectives andadverbs.

EXAMPLES It was time for celebration. [The prepositional phrase forcelebration acts as an adjective that modifies the noun time.]

Uprooting trees and bushes, the tornado swept acrossthe Panhandle. [The participial phrase Uprooting trees andbushes acts as an adjective that modifies the noun tornado.]

What Is a Modifier? 201

8a–c

Reference Note

For more about subjectsand predicates, see page 42.

Reference Note

For more about differentkinds of phrases, seepage 70.

Adverbs Not Ending in –ly

broadcast soon return home run loose

not sleepy stand here very happy

Adjectives Ending in –ly

elderly people only child silly behavior

curly hair holy building lonely person

Adjectives Adverbs

She is an only child. She has only one brother.

Tina has a fast car. The car goes fast.

We caught the last train. We left last.

What Is a Modifier? 201

Lesson StarterMotivating. To help students under-stand how adjectives modify words,consider using the following demon-stration. First, identify for the classobjects in the classroom, using onlynouns such as “desk, flag, chair.”Then, ask students to modify thosenouns by using descriptive wordscalled adjectives: “metal desk,American flag, swivel chair.” Next,ask them to use phrases to modifythe words: “desk in the front of theroom, flag with stars and stripes,chair leaning against the wall.”Finally, ask students to use adjectiveclauses to modify the nouns: “deskwhich I chose, flag which we salute,chair which will be replaced.” Invitestudents to repeat this exercise bydescribing the school cafeteria, gym-nasium, or library.

Modeling andDemonstrationOne-Word Modifiers. Model howto identify adjectives and adverbs byusing the examples Does Stephenknow the secret combination? andThe car backfired loudly. First, askwhich word in the first sentencespecifies what kind of combination.[secret] Then, ask what part of speechcombination is. [noun] Point out thatsince adjectives describe nouns, secretis an adjective. Next, ask which wordin the second example describes howthe car backfired. [loudly] Then, askwhat part of speech backfired is.[verb] Since adverbs describe verbs,loudly is an adverb. Now, have a vol-unteer use another example fromthis chapter to demonstrate how toidentify adjectives and adverbs.

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PRETEACHINGPRETEACHING

DIRECT TEACHINGDIRECT TEACHING

MathNumbers as Modifiers. Point out to yourstudents that modifiers have algebraic

equivalents. For example, in 3x, 3 is equiva-lent to the modifier and x is equivalent tothe word modified.

CONTENT-AREA CONNECTIONSCONTENT-AREA CONNECTIONS


Professor Martinez is the one to ask. [The infinitive phraseto ask acts as an adjective that modifies the pronoun one.]

Ray is becoming quite good at soccer. [The prepositionalphrase at soccer acts as an adverb that modifies the adjectivegood.]

Walk with care on icy pavements. [The prepositionalphrases with care and on icy pavements act as adverbs thatmodify the verb Walk.]

The guide spoke slowly enough to be understood. [Theinfinitive phrase to be understood acts as an adverb thatmodifies the adverb enough.]

Clauses Used as ModifiersLike words and phrases, clauses can also be used as adjectives andadverbs.

EXAMPLES Vermeer is the painter that I like best. [The adjective clausethat I like best modifies the noun painter.]

Before Toni left for work, she took the dog for a walk.[The adverb clause Before Toni left for work modifies theverb took.]

Identifying Modifiers

Identify the italicized word or word group in each of the followingsentences as a modifier or not a modifier.

EXAMPLES 1. Rudyard Kipling, who was born in India, wrote a won-derful story about a brave mongoose.

1. modifier

2. The mongoose’s name was Rikki-tikki-tavi.

2. not a modifier

1. Rikki-tikki was adopted by a very kind family.2. The family fed him meat and bananas and boiled eggs.3. Like all mongooses, Rikki-tikki was always curious.4. While exploring the garden, he heard Darzee and his wife, the

tailorbirds, crying in their nest.5. One of their babies had fallen out of the nest and been eaten by

a cobra.6. Rikki-tikki had to protect his family and friends against the snakes.

Exercise 1


Reference Note

For more about clauses,see Chapter 4.

M or Not M

1. M2. M

3. M

4. Not M

5. M6. M


Learners Having DifficultyTo help students visualize phrases andclauses used as modifiers, have themcreate captions using these forms.Provide students with magazinesfrom which to cut pictures, and havethem work in pairs to find and mounton construction paper pictures thatillustrate adjective or adverb phrasesor clauses. Then, have them addappropriate captions labeling theadjective or adverb phrases andclauses. [“Sitting in the car, she madeherself comfortable.” (participialphrase) or “By the door, she pausedand smiled.” (adverbial prepositionalphrase)] Post the labeled pictures onthe bulletin board.

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Continued on pp. 203–204

What Is a Clause? Quickly review the fol-lowing definitions:

• A clause is a group of words that containsa subject and a verb and that is used as asentence or as part of a sentence.

• An independent clause expresses a com-plete thought and can stand alone as asentence.

• A subordinate clause does not communi-cate a complete thought even though ithas a subject and a verb; it cannot stand

Grammar

DIFFERENTIATINGINSTRUCTION



7. Mongooses and snakes are natural enemies.8. Rikki-tikki overheard two cobras planning to kill the family.9. He attacked the first cobra while it was waiting for the father to

come into the room.10. The second cobra dragged Rikki-tikki down a hole in the ground,

but Rikki-tikki killed the snake and came out alive.

Eight Troublesome Modifiers

Bad and BadlyBad is an adjective. In most uses, badly is an adverb.

ADJECTIVE The dog was bad.ADVERB The dog behaved badly.

Remember that a word that modifies the subject of a verb shouldbe in adjective form.

NONSTANDARD The stew tasted badly.STANDARD The stew tasted bad.

In informal situations, bad or badly is acceptable after feel.

INFORMAL He feels badly about the incident.FORMAL He feels bad about the incident.

Good and WellGood is an adjective. It should not be used to modify a verb.

NONSTANDARD He speaks Italian good.STANDARD He speaks Italian well.STANDARD His Italian sounds good. [Good is an adjective

that modifies the noun Italian.]

Well may be used either as an adjective or as an adverb. As anadjective, well has two meanings: “in good health” and “satisfactory.”

EXAMPLES John is well. [John is in good health.]

All is well. [All is satisfactory.]

As an adverb, well means “capably.”

EXAMPLE They did well in the tryouts.

N O T E

Eight Troublesome Modifiers 203

7. M

9. M

10. Not M

8. M

Eight Troublesome Modifiers 203

Eight TroublesomeModifiers(pp. 203–204)

English-Language LearnersRomance Languages. Point outthat the English –ly suffix is equiva-lent to the Spanish and Portuguese–mente suffix and the French –ment.All of these endings convert adjec-tives to adverbs.

Learners Having DifficultyYou may want to place students inpairs to create illustrations of adjec-tives and adverbs. Assign one studentto illustrate the four troublesomeadjectives and the other to illustratethe four troublesome adverbs. Then,have students label their illustrationswith the appropriate word and partof speech. When they have finished,have them compare their drawingsand discuss whether or not the sameillustrations could be used for adjec-tives as for adverbs.

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alone as a sentence.

• An adjective clause is a subordinate clauseused to modify a noun or pronoun; it tellswhat kind or which one and starts with arelative pronoun like who, whom, whose,

which, or that or occasionally the relativeadverbs where or when.

• An adverb clause is a subordinate clauseused to modify a verb, adjective, oradverb; it tells why, where, when, how




Slow and SlowlySlow is used as both an adjective and an adverb.

EXAMPLES We took a slow drive through the countryside. [Slowis an adjective modifying the noun drive.]

Go slow. [Slow is an adverb modifying the verb Go.]

Slowly is an adverb. In most adverb uses, it is better to useslowly than to use slow.

EXAMPLES The train slowly came to a stop.

Drive slowly on slippery roads.

Real and ReallyReal is an adjective meaning “actual” or “genuine.” Really is an adverbmeaning “actually” or “truly.” Although real is commonly used as anadverb meaning “very” in everyday situations, avoid using it as anadverb in formal speaking and writing.

INFORMAL He batted real well in the game.

FORMAL He batted really well in the game.

Revising Sentences with Modifier Errors

Most of the following sentences contain at least one error in modifierusage. If a sentence contains an error, revise the sentence with the correct modifier. If a sentence is already correct, write C.

EXAMPLE 1. The ball was thrown so bad it went over the fence.

1. The ball was thrown so badly it went over the fence.

1. You have done very good today, Marcia.2. The nurse shark was moving very slow over the seabed.3. The fireworks exploded with a real loud bang.4. The team did not play badly, but they lost anyway.5. James thinks that Jakob Dylan is a well singer.6. The box was not damaged too bad when it fell.7. The turtle is very slowly on land, but it is much faster underwater.8. Is that really Sammy Sosa’s autograph?9. Even if your day is going bad, getting angry at me will not help.

10. Slowly but surely, the fawn improved until it could run real good.

Exercise 2


H E L P

A sentence inExercise 2 may containmore than one error.

1. well2. slowly

3. really4. C

5. good6. badly

9. badly

10. really well

8. C

7. slow


Modeling andDemonstrationSpecial Problems in UsingModifiers. Model how to use themodifiers good and well correctly byusing the examples The farmers hada good crop this year and The daystarted well. First, ask what the mod-ifier good describes in the first sen-tence. [crop] Then, ask what part ofspeech crop is. [noun] Point out thatsince good is an adjective, it is usedto modify the noun. Next, ask whatthe modifier well describes in thesecond sentence. [started] Then, askwhat part of speech started is. [verb]Point out that since well is an adverb,it is used to modify the verb. Adverbsalso can be used to modify adjectivesand other adverbs, but they cannotbe used to modify nouns. Now, havea volunteer use other examples fromthis chapter to demonstrate how toidentify the correct use of goodand well.

Correcting MisconceptionsLinking Verbs. Students may havedifficulty choosing correct modifiersbecause they often mistakenlybelieve that a modifier after a link-ing verb modifies that verb. Makesure that students understand that alinking verb is followed by an adjec-tive rather than an adverb becausethe adjective modifies the subject ofthe verb, not the verb itself.

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much, or to what extent and begins witha subordinating conjunction like after,although, because, if, when, and where(for more examples, see the Common

Subordinating Conjunctions chart on p. 105).

For more information and examples, see p. 99.

Grammar Continued from p. 203



Comparison of ModifiersPractice� Language & Sentence Skills Practice, pp. 199–202

Differentiating Instruction� Developmental Language & Sentence Skills, pp. 93–94


Comparison of Modifiers8d. Modifiers change form to show comparison.

There are three degrees of comparison: positive, comparative,and superlative.

Regular Comparison(1) Most one-syllable modifiers form the comparative degree byadding –er and the superlative degree by adding –est.

(2) Two-syllable modifiers may form the comparative degree byadding –er or by using more. They may form the superlativedegree by adding –est or by using most.

Comparison of Modifiers 205

8d

Reference Note

For guidelines on how tospell comparative andsuperlative forms cor-rectly, see page 363.Positive Comparative Superlative

large larger largest

deep deeper deepest

Positive Comparative Superlative

wealthy wealthier wealthiest

lovely lovelier loveliest

rapid more rapid most rapid

softly more softly most softly

common commoner commonestor or

more common most common

S T Y L E T I P

Most two-syllable modifierscan form their comparativeand superlative formseither way. If adding –er or–est makes a word soundawkward, use more ormost instead.

AWKWARD frugaler

BETTER more frugal

AWKWARD rapidest

BETTER most rapid


young younger youngest

fearful more fearful most fearful

rapidly more rapidly most rapidly

good better best

8 d


Comparison ofModifiersRule 8d (pp. 205–208)

O B J E C T I V E S

� To form and write comparative andsuperlative forms of given words

� To use the correct comparative andsuperlative forms of words

� To proofread sentences for correctcomparative and superlative formsof modifiers

Relating to LiteratureThe poem “The Girl Who Loved theSky” by Anita Endrezze will give stu-dents extra practice with compara-tive and superlative forms. Gothrough the poem line by line, ask-ing students to identify the modifiersand record the appropriate formsusing a three-column organizersimilar to the following one.

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POSITIVE COMPARATIVE SUPERLATIVE

yellowed more yellowed most yellowed

big bigger biggest

PRACTICEPRACTICE


Writing Comparative andSuperlative Forms

Write the comparative and superlative forms of the following words.

EXAMPLE 1. bright

1. brighter, brightest

1. fast 3. happy 5. simple 7. safe 9. calm2. soon 4. careful 6. hazy 8. wisely 10. pretty

(3) Modifiers that have three or more syllables form the compara-tive degree by using more and the superlative degree by using most.

(4) To show a decrease in the qualities they express, modifiersform the comparative degree by using less and the superlativedegree by using least.

Irregular ComparisonThe comparative and superlative degrees of some modifiers are irregu-lar in form.

Do not add –er / –est or more / most to irregularly comparedforms. For example, use worse, not worser or more worse.

N O T E

Exercise 3


bad worse worst

good/well better best

many/much more most

far further/farther furthest/farthest

little less least



helpful less helpful least helpful

frequently less frequently least frequently

S T Y L E T I P

The word little also hasregular comparative andsuperlative forms: littler,littlest. These forms areused to describe physicalsize (the littlest puppy).The forms less and least areused to describe an amount(less homework).


energetic more energetic most energetic

significantly more significantly most significantly


WritingComparative and SuperlativeForms

P O S S I B L E A N S W E R S

1. faster, fastest

2. sooner, soonest

3. happier, happiest

4. more careful, most careful

5. simpler, simplest

6. hazier, haziest

7. safer, safest

8. more wisely, most wisely

9. calmer, calmest

10. prettier, prettiest

Comparative andSuperlative FormsActivity. To make students aware ofthe common use of comparative andsuperlative modifiers, involve themin a sports commentary. Provide orhave students bring to class picturesof sports events such as swim teamcompetitions, track meets, or basket-ball games. Have students work inpairs to prepare an oral presentationfor the class; one student can hold upa picture while the other plays therole of a sports announcer, providinga commentary using comparative- andsuperlative-degree words to describethe sports event. Then, have partnersreverse roles.

Exercise 3

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RETEACHINGRETEACHING

World LanguagesTranslations of Irregular Comparisons.Ask your students for equivalents in otherlanguages of each of the words in the tableunder Irregular Comparison. Have students

write responses on the chalkboard usingthe table as a guide; ask the students whooffer the examples if the forms are regularor irregular.

CONTENT-AREA CONNECTIONSCONTENT-AREA CONNECTIONS


Using Comparative andSuperlative Forms

In the blank in each of the following sentences, write the correct formof the modifier in italics.

EXAMPLE little 1. Both pairs of jeans are on sale, but I will buy the expensive pair.

1. less

1. well I can skate now than I could last year.2. many She caught the fish of anyone in our group that day.3. bad That is the movie I have ever seen.4. much We have homework today than we had all last week.5. good Felicia has the attendance record of anyone.6. many Are there plays than poems in your literature

book?7. good Tyrone is the pitcher on our baseball team this

year.8. much Of the three groups of volunteers, our group cleaned

up the litter.9. bad My notebook looks than Joshua’s.

10. little I have time to finish than he does.

Identifying Comparative andSuperlative Forms

Read the following modifiers aloud, and give the comparative andsuperlative forms of each. Do not include decreasing comparisons.

EXAMPLE 1. meaningful

1. more meaningful, most meaningful

1. bad 6. loose 11. far 16. much2. good 7. well 12. special 17. unlikely3. early 8. noisy 13. happily 18. elaborate4. many 9. patiently 14. eager 19. quiet5. fuzzy 10. graceful 15. sleepy 20. rich

Proofreading Sentences for CorrectComparative and Superlative Forms

Identify the comparative and superlative modifiers in the followingsentences. If the form of a modifier is incorrect or awkward, write thecorrect form. If the form is already correct, write C.

Exercise 5

Oral Practice

Exercise 4


H E L P

A dictionary will tell you when a wordforms its comparative orsuperlative form in someway other than by adding–er / –est or more / most.Look in a dictionary if youare not sure whether aword has irregular compar-ative or superlative formsor whether you need tochange the spelling of aword before adding –er or –est.

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UsingComparative and SuperlativeForms


1. better 6. more

2. most 7. best

3. worst 8. most

4. more 9. worse

5. best 10. less

WritingComparative and SuperlativeForms


1. worse, worst

2. better, best

3. earlier, earliest

4. more, most

5. fuzzier, fuzziest

6. looser, loosest

7. better, best

8. noisier, noisiest

9. more patiently, most patiently

10. more graceful, most graceful

11. farther, farthest; further, furthest

12. more special, most special

13. more happily, most happily

14. more eager, most eager

15. sleepier, sleepiest

16. more, most

17. more unlikely, most unlikely

18. more elaborate, most elaborate

19. quieter, quietest

20. richer, richest

Guided and Independent

You may want tohave students complete Exercise 4 asindependent practice after doing theOral Practice. HOMEWORKHOMEWORK

Exercise

Oral Practice

Exercise 4

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PRACTICEPRACTICE


EXAMPLE 1. The Romany make up one of Europe’s interestingestcultures.

1. interestingest—most interesting

1. The Romany are commonlier found in EasternEurope than anywhere else in the world.

2. Although most Romany live in Romania,Hungary, and other European countries, the cul-ture of the Romany suggests that they migratedto Europe from other lands.

3. The bestest theory about the origin of theRomany is that they came from India.

4. As this photograph shows, the Romany wearsome of their colorfulest traditional clothing fortheir celebrations.

5. They also brighten their lives with the most wildviolin music they can play.

6. On the move frequentlier than most otherEuropeans, they used to travel in brightlypainted wagons.

7. The Romany usually live in groups, with thelargest groups consisting of several hundredfamilies.

8. The most high law in Romany society is the kris, a system of rulesbased on the religious beliefs of the Romany.

9. The Romany generally earn their living as migrant agriculturalworkers and, less frequently, as entertainers.

10. Although change has come slowlier to these wanderers than tomost other ethnic groups in Europe, some Romany now are livingin settled communities.

Use of Comparative andSuperlative Forms8e. Use the comparative degree when comparing two things. Usethe superlative degree when comparing more than two.

COMPARATIVE Writing mysteries seems more challenging than writingnonfiction.In my opinion, Dorothy L. Sayers is a better writer thanAgatha Christie.


S T Y L E T I P

In informal situations andin standard expressions,people sometimes use thesuperlative degree in com-paring two things: Put yourbest foot forward. Gener-ally, however, you shoulduse the comparativedegree in formal situationswhen you are comparingtwo things.

1. morecommonly

2. C

3. best

4. most colorful

5. wildest

6. more frequently

7. C

8. highest

9. C

10. more slowly

8e–h


English-Language LearnersVietnamese. The comparativeforms used in English—more than oradjective+er than and the form (not)as . . . as—are expressed differently inVietnamese and must be learned andpracticed.

The comparison in Vietnamese followsthe pattern noun+adjective+morethan+noun being compared, as inMr. Nguyen old more than Mr. Tran.Students may use such constructionsin English and may prefer the more+adjective form to the adjective+erform. Students need to practice mak-ing comparisons in formal and infor-mal class situations.

Julio is taller than Maria.

Which story was more exciting?

Use of Comparativeand SuperlativeFormsRules 8e–h (pp. 208–212)

O B J E C T I V E S

■ To identify and correct comparativeand superlative forms of modifiersin sentences

■ To revise faulty comparisons forlogic and clarity

■ To revise sentences to eliminatedouble comparisons

■ To rewrite sentences to correctunclear comparisons

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Use of Comparative and Superlative FormsPractice■ Language & Sentence Skills Practice, pp. 203–205



SUPERLATIVE Writing a mystery story is the most challenging assign-ment I’ve had so far.This is the best Sherlock Holmes story that I have everread.

Identifying Correct Comparative andSuperlative Forms

Identify the comparative and superlative modifiers in the followingsentences. If the form of a modifier is incorrect, write the correct form.If the form is correct for the number of items compared, write C.

EXAMPLE 1. Nina’s report on American Indian star legends was themore interesting report in the class.

1. most interesting

1. Although Nina and I both researched our reports carefully, herreport was the most thorough one of the two.

2. The American Indian stories about the stars and the sky are morediverse than the Norse myths, in my opinion.

3. Nina told several stories; I found the myth that she told about thecluster of stars known as the Pleiades to be the more fascinating.

4. The stranger tale, which is from the Monache Indian people ofcentral California, tells how a little girl and six women whowouldn’t give up eating onions became the Pleiades.

5. The scariest of the tales is the Skidi Pawnee myth about sixbrothers and an adopted sister who fight the Rolling Skull.

6. That story was the longer legend that Nina told, and Franksaid it was the more interesting.

7. Of all the earthly creatures in the stories Nina told, Coyote isperhaps the more important.

8. In fact, in some stories people often play a least important rolethan Coyote plays.

9. I told Nina that, compared with my report, hers was the best.10. She said that telling the stories was easier than finding them.

8f. Include the word other or else when comparing onemember of a group with the rest of the group.

NONSTANDARD Juan is more considerate than any boy in his school.[Juan is a boy in his school, and he cannot be more con-siderate than himself. The word other should be added.]

STANDARD Juan is more considerate than any other boy in hisschool.

Exercise 6


8e, f

Reference Note

For a discussion ofstandard and non-standard English, see page 223.

1. more thorough

2. C

3. most fascinating

4. strangest

5. C

6. longestmost interesting

7. most important

8. less important

9. better10. C


D I S T R I B U T E D R E V I E WHave students find the followingitems in sentences 1, 2, and 5 inExercise 6.

1. an adverb clause [Although Ninaand I both researched our reportscarefully]

2. compound objects of a preposition[stars, sky]

5. a subordinate clause [who fight theRolling Skull]

English-Language LearnersGeneral Strategies. Because manylanguages use only one form to showcomparisons, you may need to explainto English-language learners thatEnglish may differ from their firstlanguages by having a special formfor comparing more than two items.

Learners Having DifficultySo that students can understand thethought process involved in choosingbetween the comparative andsuperlative forms, discuss Exercise 6sentence by sentence, asking stu-dents to point out the number ofpeople or things compared in eachsentence. Remind students that thenumber of people or things beingcompared determines whether thecomparative (two) or the superlative(more than two) form is used.

Exercise 6

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NONSTANDARD Dana arrived earlier than anyone. [Anyone includes allpeople, and Dana is a person. Since she cannot arriveearlier than herself, else should be added.]

STANDARD Dana arrived earlier than anyone else.

Correcting Faulty Comparisons

Correct each of the following sentences by adding either other or else tomake the comparison logical and clear.

EXAMPLE 1. Rodney spells better than anyone in his class.

1. Rodney spells better than anyone else in his class.

1. Today has been colder than any day this year.2. Kumiko eats more slowly than anybody in this cafeteria.3. Flying is faster than any type of travel.4. My sunflowers grew taller than any flowers I planted this year.5. Luís enjoys swimming more than anyone in his family.6. Dad bought that sedan because it gets better mileage than any car.7. This hot-and-sour soup is spicier than any soup I’ve ever tasted.8. Does Renee study harder than anyone?9. Whales are bigger than any animals.

10. In my opinion, cycling is more fun than any type of exercise.

8g. Avoid using double comparisons.

A double comparison is incorrect because it contains both –er andmore (less) or –est and most (least).

NONSTANDARD She is more funnier than he.STANDARD She is funnier than he.

NONSTANDARD It was the least cloudiest night of the year.STANDARD It was the least cloudy night of the year.

Revising Modifiers to Correct Double Comparisons

Write each incorrect modifier in the following sentences. Then, correctthe double comparison by crossing out the unnecessary part.

EXAMPLE 1. Today is more colder than yesterday.

1. more colder

1. That is the most softest sweater I have ever had.2. You seem to be trying more harder in school this year.

Exercise 8

Exercise 7


1. other2. else3. other4. other5. else6. other7. other8. else9. other

10. other

MEETING THECHALLENGE

A haiku is an unrhymedJapanese poem of threelines consisting of five sylla-bles, seven syllables, andfive syllables, respectively.Write a haiku in whicheach line contains the samemodifier used in a differentdegree: positive, compara-tive, or superlative. Youcan include these degreesin any order to suit themeaning of your poem.

ANSWER

Haiku will vary butshould have a modifierused in different degreesin each of the three lines.


Learners Having DifficultyHave students work in small groupsto complete Exercise 7 orally. Tellthem to read each sentence aloud asit is written and then to read it again,making the necessary corrections.

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Personal Marketing. Tell students thatone life skill they must learn is to marketthemselves. They will need to “sell” them-selves to employers, organizations, andcolleges.

Explain to students that during an appli-cation process they may be asked to answerquestions in a way that they might considerto be bragging. Encourage them to see thatthose interviewing them are trying to get

Continued on pp. 211–212


3. Is she the least tiredest runner on the team?4. Illustrations help make the explanations more clearer to

the readers.5. Georgia is more larger in area than any other state east of the

Mississippi.6. We had the most best basketball team in our division.7. The first day of winter is the most shortest day of the year.8. Parrots are more smarter than other birds.9. Cynthia’s room is much less cleaner than John’s.

10. Did you know that Rome is one of the most oldest capitals in the world?

8h. Be sure your comparisons are clear.

UNCLEAR Weeds in the lawn are harder to get rid of than the garden. [This sentence incorrectly compares weeds to a garden.]

CLEAR Weeds in the lawn are harder to get rid of than weeds inthe garden.

UNCLEAR Is the skin of the rhinoceros harder than the alligator?CLEAR Is the skin of the rhinoceros harder than the skin of the

alligator?or

Is the skin of the rhinoceros harder than the alligator’s?

Both parts of an incomplete comparison should be stated if thereis any chance of misunderstanding.

UNCLEAR Theresa called Greg more than Maria.CLEAR Theresa called Greg more than Maria did.CLEAR Theresa called Greg more than she called Maria.

Correcting Unclear Comparisons

Rewrite the following sentences to correct unclear comparisons.

EXAMPLE 1. The annual rainfall in Seattle is higher than London.

1. The annual rainfall in Seattle is higher than that inLondon.

1. A kangaroo’s jump is higher than a rabbit.2. The power of that truck’s engine is greater than a sports car.3. In those days, the Pottstown Panthers’ winning streak was longer

than the Lindale Lions.4. Is a baboon’s grip stronger than a human?

Exercise 9


8g, h

H E L P

Although some sentences in Exercise 9 may be correctly revised in more than one way, youneed to give only one revi-sion for each sentence.


Critical ThinkingChallenge students to explain whythe comparative degree is sometimesused instead of the superlativedegree. For example, a realtor witha listing of hundreds of houses forsale may say “This is one of our bet-ter homes.” After many years ofleading a high school football team,a coach might say, “He was one ofour better quarterbacks.” [Possibleresponses may include that thesuperlative degree has been overusedand the comparative now soundsstronger or that the comparativesuggests a modest reaction or usesthe power of understatement.]

Relating to LiteratureIf students’ textbooks contain O. Henry’s story “The Gift of theMagi,” have students study the finalparagraph and discuss the effect ofO. Henry’s repeated use of forms ofthe adjective wise as he commentson the “foolish” young people. [O. Henry plays with words and usescomparison and repetition poeticallyin this paragraph.]

CorrectingUnclear Comparisons


1. . . . than a rabbit’s.

2. . . . than a sports car’s.

3. . . . than that of the Lindale Lions.

4. . . . than a human’s?

Exercise 9

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clear information to form an opinion abouttheir abilities. Provide the following prompt.

What skills and accomplishments qualifyyou for this opening? Provide specificexamples to support your position.

Tell students to think of a job interview,college application, and so forth. Then, askstudents to prepare an answer using spe-cific adjectives and adverbs, particularlyones in the comparative and superlative

EXTENSIONEXTENSION


5. Tony’s bike is as new and gleaming as Juan.6. The canals in Venice, Italy, are wider than Venice, California.7. Rome’s climate is milder than Houston.8. Our new windows are bigger than the Costellos’ house.9. The kudu’s horns are longer than the ibex.

10. Pat’s assignments are usually better written than Jessica.

Correcting Modifiers in a Paragraph

Identify and correct the incorrect comparative and superlative formsin each sentence in the following paragraph. Some sentences containmore than one incorrect or unclear comparison. If a sentence isalready correct, write C.

EXAMPLE [1] Eagles are widely regarded as more majestic than anybird in the world.

1. Eagles are widely regarded as more majestic than anyother bird in the world.

[1] Many cultures have revered the eagle as one of their moststrongest symbols of bravery and power. [2] In fact, the eagleseems to be the most popular bird used as a national symbol.[3] Mexico, Austria, and Egypt are some of the more best-known countries with eagles on their national flags. [4] In theUnited States, early colonial leaders thought that the bald eaglewould be a more better symbol for their new country than theturkey. [5] Benjamin Franklin had argued that the turkey wasthe most practical choice of the two birds, but he was outvoted.

[6] I think most people wouldagree that the eagle is the bestchoice of the two. [7] Whileeagles are not more larger thanall birds, they are among themore effective hunters and fliers. [8] As you can see fromthese pictures, the eagle’s sharpbeak and long claws are morepowerful than the turkey.[9] The eagle’s wings are also more strong and very wide.[10] I think the eagle is beauti-fuller, too.

Review A



CorrectingUnclear Comparisons

P O S S I B L E A N S W E R Sc o n t i n u e d

5. . . . as Juan’s.

6. . . . than those in Venice,California.

7. . . . than Houston’s.

8. . . . than those in the Costellos’house.

9. . . . than those of the ibex.

10. . . . Jessica’s.

CorrectingModifiers in a Paragraph


1. . . . as one of their strongest symbols . . .

2. C

3. . . . some of the best-knowncountries . . .

4. . . . a better symbol . . .

5. . . . the more practical choice . . .

6. . . . the better choice of the two.

7. While eagles are not larger thanall other . . . [More effective canalso be most effective.]

8. . . . than the turkey’s.

9. The eagle’s wings are alsostronger and very wide.

10. . . . the eagle is more beautiful,too.

Review A

Exercise 9

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Continued from p. 211

degrees. A student might write, “My typingskills have improved greatly over the lastyear since I have spent more hours than everusing my computer, both to write betterschool compositions and to research mate-rial for personal and academic reasons.”

Next, assign students to write answersand present them in a peer-editing session.Then they may type a formal copy or pre-pare an audiotape or videotape of theirresponse.


Dangling Modifiers8i. Avoid using dangling modifiers.

A modifying word, phrase, or clause that does not clearly and sensiblymodify a word or a word group in a sentence is a dangling modifier.

DANGLING Together, the litter along the highway was picked up,bagged, and hauled away. [Was the litter together?]

CORRECT Together, we picked up, bagged, and hauled away the litteralong the highway.

DANGLING Time seemed to stand still, watching the sunset and listeningto the cicadas. [Was time watching and listening?]

CORRECT Time seemed to stand still as we watched the sunset andlistened to the cicadas.

When a modifying participial or infinitive phrase comes atthe beginning of a sentence, the phrase is followed by a comma.Immediately after that comma should come the word or word groupthat the phrase modifies.

DANGLING Jogging in the park, a rabbit peered at me from the under-brush. [Was the rabbit jogging?]

CORRECT Jogging in the park, I saw a rabbit peering at me from theunderbrush.

DANGLING Listening closely, distant thunder could be detected. [Was thethunder listening?]

CORRECT Listening closely, she could detect distant thunder.

DANGLING To master a musical instrument, practice or natural talent is usually needed. [Is practice or talent mastering an instru-ment?]

CORRECT To master a musical instrument, a musician usually needspractice or natural talent.

DANGLING Even when equipped with the best gear, the rock cliff wasdifficult to climb. [Was the rock cliff equipped?]

CORRECT Even when equipped with the best gear, the mountaineershad difficulty climbing the rock cliff.

A sentence may appear to have a dangling modifier when you isthe understood subject. In such cases, the modifier is not dangling;instead, it is modifying the understood subject.

EXAMPLE To find the correct spelling, (you) look up the word.

Dangling Modifiers 213

8i

Reference Note

For more information on participial phrases,see page 79. For moreinformation on infinitivephrases, see page 86.

Reference Note

For more about theunderstood subject,see page 51.

8 i

Dangling Modifiers 213

Dangling ModifiersRule 8i (pp. 213–215)

O B J E C T I V E S

� To write sentences with introduc-tory modifiers

� To revise sentences by correcting dangling modifiers

Modeling andDemonstrationPlacement of Modifiers. Modelhow the placement of a modifier canchange the meaning of a sentence byusing the example The diplomatfrom Australia gave a speech for thevisitors. First, ask what the preposi-tional phrase from Australia modi-fies. [diplomat] Point out that fromAustralia immediately follows thenoun it describes. Move the phraseto the beginning of the sentence andask what word it modifies. [gave]Point out that moving the phrasechanges the meaning of the sen-tence. Then, move the phrase to theend of the sentence and ask whatword it modifies. [visitors] The phraseimmediately follows the noun itmodifies. Now, have a volunteer useanother example from this chapterto demonstrate how the placementof a modifier can change the mean-ing of a sentence.

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Dangling ModifiersPractice� Language & Sentence Skills Practice, p. 206




Writing Sentences with IntroductoryModifiers

Write complete sentences that begin with the following introductorymodifiers.

EXAMPLE 1. Having solved one problem,

1. Having solved one problem, Joe Harris found thatanother awaited him.

1. Leaping from branch to branch,2. Yawning,3. While eating our lunch,4. Surrounded by the cheering crowd,5. To make sure he wouldn’t be late,6. Alone,7. Following Leila’s example,8. Not wanting to wake them up,9. Having filled out the forms,

10. To solve this riddle,

Correcting Dangling ModifiersTo correct a dangling modifier, rearrange the words in the sentenceand add or change words to make the meaning logical and clear.

DANGLING While lighting the birthday candles, the cake startedto crumble.

CORRECT While I was lighting the birthday candles, the cake started tocrumble.

orWhile lighting the birthday candles, I noticed the cake starting to crumble.

DANGLING To become a physicist, years of study and researchare required.

CORRECT To become a physicist, you must spend years studyingand doing research.

orIf you want to become a physicist, you must spend yearsstudying and doing research.

orIf a person wants to become a physicist, he or she mustspend years studying and doing research.

Exercise 10



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Writing Sentenceswith Introductory Modifiers


1. Leaping from branch to branch,the squirrel entertained us.

2. Yawning, JoAnn stretched.

3. While eating our lunch, wewatched a fashion show.

4. Surrounded by the cheeringcrowd, the athlete waved.

5. To make sure he wouldn’t be late,Lance set three alarms.

6. Alone, Melanie walked throughthe storm.

7. Following Leila’s example, Jasonsearched the Internet for informa-tion.

8. Not wanting to wake them up,Jon tiptoed past the kittens.

9. Having filled out the forms,Mother mailed the family’s taxreturn.

10. To solve this riddle, the childrenthought and thought.

Exercise 10


Correcting Dangling Modifiers

Most of the following sentences contain dangling modifiers. If asentence has a dangling modifier, revise the sentence to correct it.If a sentence is already correct, write C.

EXAMPLE 1. While mopping the kitchen, my baby brother woke upfrom his nap.

1. While I was mopping the kitchen, my baby brother wokeup from his nap.

1. Walking through the gate, the swimming pool is on the right.2. Lost, the small village was a welcome sight.3. To earn money, Mom suggested shoveling snow for our neighbors.4. After studying hard, a long walk can be refreshing.5. Walking in the woods, listening to the singing birds is enjoyable.6. To understand a sentence, even little words can be important.7. To become a great athlete, you need dedication and self-discipline.8. Standing on the beach, a school of dolphins suddenly appeared.9. After winning the last game of the season, the celebration lasted

nearly all night.10. Tired and sore, the job was finally finished.

Misplaced Modifiers8j. Avoid using misplaced modifiers.

A word, phrase, or clause that seems to modify the wrong word or wordgroup in a sentence is a misplaced modifier. Place modifying words,phrases, and clauses as near as possible to the words they modify.

MISPLACED My cousin’s dog was chasing the geese, yapping and barking.CORRECT Yapping and barking, my cousin’s dog was chasing the

geese.

MISPLACED I read about the bank robbers who were captured in thismorning’s paper.

CORRECT I read in this morning’s paper about the bank robberswho were captured.

MISPLACED Blackened beyond recognition, even the birds refused to eatthe toast.

CORRECT Even the birds refused to eat the toast blackened beyondrecognition.

Exercise 11

Misplaced Modifiers 215

8j

S T Y L E T I P

Be sure to place modifierscorrectly to show clearlythe meaning you intend.

EXAMPLESOnly Uncle Jim sells bikes.[Uncle Jim, not anybodyelse, sells bikes.]

Uncle Jim only sells bikes.[Uncle Jim sells bikes; hedoes not repair them.]

Uncle Jim sells only bikes.[Uncle Jim does not sellcars or motorcycles.]

.

.

.1. As you walk2. I welcomed the sight of3. that I earn money by4. he finds that5. I enjoy6. remember that7. C8. As we were9. players celebrated

10. we finally finished

Answers may vary.

8 j


Dangling ModifiersIf students have difficulty visualizingthe errors in Exercise 11, try anotherapproach. Have students in smallgroups create graphic aids that helpthe class visualize the errors inExercise 11. Assign each group a sen-tence. Have students brainstormwhat to include in their illustrationand how to produce it. [Studentsmight use computer graphics, createcartoons, make collages, draw orpaint, or pantomime or act out thesentence with props.] Students maydivide tasks so that one person givesdirections, another gathers necessarymaterials, and a third creates theactual illustration.

Misplaced ModifiersRule 8j (pp. 215–218)

O B J E C T I V E S

� To revise sentences by correctingmisplaced modifiers

� To revise sentences by correctingmisplaced clauses

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Misplaced ModifiersPractice� Language & Sentence Skills Practice, pp. 207–209




Correcting Misplaced Modifiers

Revise the following sentences to correct misplaced modifiers. Inrevising a sentence, be sure not to misplace another modifier.

EXAMPLE 1. The security guard was watching for the arrival of thearmored car through the window.

1. The security guard was watching through the windowfor the arrival of the armored car.

1. Michiko went outside to trim the bonsai trees with Uncle Saburo.2. I could see the scouts marching over the hill with my binoculars.3. As a child, my grandfather taught me how to make tortillas.4. One advertiser handed out roses to customers with dollar bills

pinned to them.5. I borrowed a radio from my sister with a weather band.6. Did you find any of the hats your mother used to wear in the attic?7. Our cat waited on the porch for us to come home patiently.8. In a tank at the aquarium, we watched the seals play.9. She ate two peaches and a plate of strawberries watching TV.

10. We gave the boxes of cereal to the children with prizes inside.

Correcting Dangling and MisplacedModifiers

Most of the following sentences contain dangling or misplacedmodifiers. If a sentence is incorrect, revise it. If a sentence is alreadycorrect, write C.

EXAMPLE 1. Only the American Falls are slightly higher than theHorseshoe Falls.

1. The American Falls are only slightly higher than theHorseshoe Falls.

1. Arriving at Niagara Falls, the sight of nature’s tremendous forcewas awe inspiring.

2. When reading about the falls, many facts impressed me.3. Separated by Goat Island, we discovered that the falls are in two

principal parts.4. Forming the border between Canada and the United States, most

visitors admire both the Horseshoe Falls and the American Falls.5. While climbing the tower, Niagara Falls, shown on the next page,

looked magnificent to us.6. Trying to see and do everything around Niagara Falls, the days

passed quickly.

Review B

Exercise 12

216 Chapter 8 Using Modifiers Correctly

Answers may vary.

?

..

1. with Uncle Saburo2. With my binoculars3. When I was4. roses

5. From my sister,6. in the attic7. patiently8. in a tank at the

aquarium9. Watching TV,

10. children


Learners Having DifficultyBefore students begin Exercise 12,remind them that unlike danglingmodifiers, misplaced modifiers domodify a word in the sentence. Itmight be helpful for students to askthemselves what the phrase or clausemodifies or to sketch the image cre-ated by both the properly placed andthe misplaced modifiers.

CorrectingDangling and Misplaced Modifiers


1. Seeing the tremendous force ofNiagara Falls was awe inspiring.

2. When reading about the falls, Iwas impressed by many facts.

3. We discovered that Goat Islandseparates the two principal partsof the falls.

4. Most visitors admire both sets offalls, the Horseshoe Falls and theAmerican Falls, which form theborder between Canada and theUnited States.

5. While we were climbing thetower, Niagara Falls, shown on thenext page, looked magnificent.

6. Because we were trying to see anddo everything around NiagaraFalls, the days passed quickly.

Review B

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7. While riding in a tour boatcalled the Maid of the Mist, thespray from the base of the fallsdrenched us.

8. Roaring constantly, an awesomeamount of power is generated.

9. After walking through QueenVictoria Park, a hearty lunch atthe restaurant was refreshing.

10. To see the waterfalls at theirmost beautiful, a visit atnight—when they are illumi-nated—was recommended bythe tour guide.

Misplaced Clause ModifiersAdjective clauses should be placed near the words they modify.

MISPLACED There is a car in the garage that has no windshield.CORRECT In the garage, there is a car that has no windshield.

MISPLACED The money and tickets are still in my wallet that I meant toreturn to you.

CORRECT The money and tickets that I meant to return to you arestill in my wallet.

Correcting Misplaced Clauses

Revise each of the following sentences by placing the misplacedclause near the word it modifies.

EXAMPLE 1. Alejandro searched the sand dunes for shells, whichwere deserted.

1. Alejandro searched the sand dunes, which weredeserted, for shells.

1. Birds are kept away by scarecrows, many of which eat seeds.2. The disabled truck is now blocking the overpass that suddenly

went out of control.3. There was a bird in the tree that had a strange-looking beak.4. A huge dog chased me as I rode my bicycle that was growling and

barking loudly.5. An old log sat in the fireplace that was covered with moss.

Exercise 13


Reference Note

For more information onadjective clauses, seepage 101.

1. , many of which eat seeds,

2. that suddenly went out of control

3. In the tree4. chased me as I rode

my bicycle

5. sat in the fireplace

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P O S S I B L E A N S W E R Sc o n t i n u e d

7. While riding in a tour boat calledthe Maid of the Mist, we weredrenched by the spray from thebase of the falls.

8. Roaring constantly, the falls generate an awesome amount of power.

9. After walking through QueenVictoria Park, we enjoyed a heartylunch at the restaurant.

10. A guide recommended that wevisit the waterfalls at night to seethem when they are illuminatedand at their most beautiful.

Misplaced and DanglingModifiersTo offer an alternative to using logi-cal thought processes and memoriza-tion, you might suggest that studentsuse their imaginations. For each sen-tence in Exercise 13 and Review C,ask students what images are evokedby the mistakes in modification. [Forexample, Exercise 13, sentence 1,might inspire the image of scare-crows eating seeds; sentence 2 mightsuggest thoughts of overpasses outof control.]

Guided and Independent

You may wish to useExercise 13 as guided practice. Then,have students complete Review C asindependent practice.

HOMEWORKHOMEWORK

Exercise

Review B

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PRACTICEPRACTICE


6. We thanked the clerk at the post office that had helped us with ouroverseas packages.

7. There are several books on our shelves that were written byRolando Hinojosa-Smith.

8. A boy was standing at the bus stop that looked remarkably like my cousin.

9. She crossed the river on a ferry, which was more than a mile wide.10. There is a flower garden behind the shed that is planted with prize-

winning dahlias.

Correcting Dangling and MisplacedModifiers

Revise each of the following sentences by correcting the placement of amodifier or by rephrasing the sentence.

EXAMPLE 1. Feeling nervous about flying, the twin-engineplane looked small but dependable.

1. Feeling nervous about flying, we thought thetwin-engine plane looked small but dependable.

1. Awakening from a nap, the island of Puerto Rico came into viewthrough my airplane window.

2. Our guide was waiting to take us to our hotel inside the baggage-claim area.

3. To understand the guide’s presentation, some knowledge of bothSpanish and English proved to be helpful.

4. Driving along the Panoramic Route, the scenery was breathtaking!5. We stopped for lunch at a stall along the road that was made from

palm branches.6. Hungry, the spicy rice and beans was delicious.7. We bought a souvenir rock from a young boy that was decorated

with island scenes.8. Look at that strange fish in the water that is puffing up!9. Anxious to shower and unpack, our hotel room was the next stop.

10. To fully appreciate all the island had to offer, more time wasneeded.

Review C


6. At the post office

7. On our shelves

8. was standing at the bus stop

9. , on a ferry10. Behind the shed




1. Awakening from a nap, I saw theisland of Puerto Rico through myairplane window.

2. Our guide was waiting inside thebaggage-claim area to take us toour hotel.

3. To understand the guide’s presenta-tion, we found some knowledge ofboth Spanish and English helpful.

4. Driving along the PanoramicRoute, we saw breathtakingscenery!

5. We stopped for lunch at a roadsidestall made from palm branches.

6. To hungry people, the spicy riceand beans was delicious.

7. From a young boy, we bought asouvenir rock decorated with islandscenes.

8. Look at that strange fish that ispuffing up in the water!

9. Anxious to shower and unpack,we stopped next at our hotelroom.

10. To fully appreciate all the islandhad to offer, we needed moretime.

Review C

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CA_GUM_Hbk_ATE09_P1_C08_198-221 11/25/02 7:16 AM 8

A. Identifying Modifiers

Identify the italicized word or word group in each of the followingsentences as a modifier or not a modifier.

1. My brother is a natural baseball talent.

2. The elephant ambled out of the trees into the clearing.

3. Two well-known Mexican authors are Carlos Fuentes andOctavio Paz.

4. Austin, Texas, is a pleasant place to live.

5. As Stan entered the house, the cat dashed under the bed.

6. Amrit the waiter is a very helpful person, don’t you think?

7. Jean-Marc joined the resistance to fight against the enemy.

8. The group Los Lobos is well established as a major force in theLatino music world.

9. Chi fed the three horses in the stables.

10. Gustav Mahler was a gifted Austrian composer and conductor.

B. Correcting Dangling and Misplaced Modifiers

For each of the following sentences, identify the dangling or misplacedmodifier and revise the sentence to correct the error.

11. Growing up in a big family, that family movie rings true to me.

12. To paint landscapes, patience and a steady hand are helpful.

13. Almost hidden under the pile of old books, Janelle saw the letter.

14. In different parts of the world I read about unusual customs.

15. A tree was almost destroyed by a bulldozer that was two hundredyears old.

16. Jogging in the park, it was a sunny day.

17. The convicts were caught by the police trying to escape from jail.

18. Rushing out the door, Ben’s homework was left on the table.

19. When told of the potential threat, nothing was done.

20. The mayor pledged she would build more roads at thepolitical rally.


Chapter Review

Chapter Review 219

M or Not M

1. M [Modifier]2. M [Modifier]3. Not M [Modifier]4. M [Modifier]5. Not M [Modifier]6. M [Modifier]7. M [Modifier]8. M [Modifier]9. Not M [Modifier]

10. M [Modifier]

11. [8i]12. [8i]13. [8j]14. [8j]15. [8j]16. [8i]17. [8j]18. [8i]19. [8i]20. [8j]

Numerals and termsin brackets refer torules and conceptstested by the items inthe Chapter Review.

Chapter Review 219

Monitoring ProgressChapter Review. To assess studentprogress, you may want to comparethe types of items missed on theDiagnostic Preview to those missedon the Chapter Review. If studentshave not made significant progress,you may want to refer them toChapter 17: Correcting CommonErrors, Exercises 16–22 for addi-tional practice.

Chapter Review

B. Correcting Dangling andMisplaced Modifiers


11. Because I grew up in a big family, Ifind that family movie rings true.

12. To paint landscapes, one needspatience and a steady hand.

13. Janelle saw the letter that wasalmost hidden under the pile of oldbooks.

14. I read about unusual customs fromdifferent parts of the world.

15. A two-hundred-year-old tree wasalmost destroyed by a bulldozer.

16. The team jogged in the park on asunny day.

17. The police caught the convicts try-ing to escape from jail.

18. Rushing out the door, Ben left hishomework on the table.

19. Although the potential threat wasreported, nothing was done.

20. At the political rally, the mayorpledged she would build moreroads.

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Using Modifiers CorrectlyReview■ Language & Sentence Skills Practice, pp. 210–213

Assessment■ Holt Handbook Chapter Tests with Answer Key, pp. 15–16, 52

Using Modifiers CorrectlyReview■ Language & Sentence Skills Practice, pp. 210–213

Assessment■ Progress Assessment for the Holt Handbook, pp. 15–16

■ Test Generator (One-Stop Planner CD-ROM)


ASSESSINGASSESSING


C. Identifying Correct Comparative andSuperlative Forms and Revising FaultyComparisons

Identify the comparative and superlative modifiers in the followingsentences. If the form of the modifier is incorrect, write the correctform. If the form is already correct, write C. Add words to sentences inwhich a faulty or unclear comparison is made.

21. Which plan is more easier to follow, his or hers?

22. My bowling was worse than usual last night.

23. This paella is more delicious than any dish I’ve ever eaten.

24. His problem is more worse than yours.

25. I like both shirts, but I think I like this one the most.

26. That was one of the interestingest movies he’s seen.

27. The tomatoes from our garden taste sweeter than those fromthe store.

28. This is the nicest surprise I’ve ever had!

29. Which route is better—upstream, downstream, or overland?

30. The sun is brighter than anything in our solar system.

31. The water in the pond was more deep than Nicky expected.

32. Arnie is the least helpful of the two brothers.

33. Doesn’t Granddad feel more better now that he’s rested?

34. Did you know that the Nile is more longer than any other riverin the world?

35. When Marcos was five, he was carefuller than he is now.

36. Which do you like better—Theseus Flatow’s older or more recentmusic?

37. Ken completed the exercise faster than anyone.

38. The last problem is the most complicated one in the entire exercise.

39. Jesse is feeling more badly about the accident today than he did yesterday.

40. The tree in our yard is bigger than our neighbors.

D. Correcting Misplaced Clause ModifiersRevise each of the following sentences by placing the misplaced clausenear the word it modifies.

41. There is a magazine on the table that has no cover.


‘

21. easier [8g]22. C [8d, e]23. other [8f]24. worse [8g]25. more [8e]26. most [8d]27. C [8d, e, h]28. C [8d, e]29. best [8e]30. else [8f]31. deeper [8d]32. less [8e]33. better [8g]34. longer [8g]35. more [8d]36. C [8d, e, h]37. else [8f]38. C [8d, e]39. worse [bad, badly;

8d]40. the tree in / yard

[8h]

41. [8j]


Chapter Review

D. Correcting Misplaced ClauseModifiers


41. On the table is a magazine thathas no cover.

42. The test papers that I want tohand in to Mr. Saenz are still in mylocker.

43. In that display case is a vase thatwas made during the Ming dynasty.

44. In the street was a Dalmatian thathad a silver collar.

45. The young chestnut mare that justwon the steeplechase is drinkingwater.

46. We called the helpful lady at thenursing home.

47. Tom looked for dents on the carson the dealer’s lot.

48. A trailer covered with rust sat inthe empty field.

49. There is a five-thousand-year-oldmummy in the museum.

50. A woman that I thought was myfriend Fran was running along thelake.

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221Chapter Review

42. The test papers are still in my locker that I want to hand in toMr. Saenz.

43. There is a vase in that display case that was made during theMing dynasty.

44. There was a Dalmatian in the street that had a silver collar.

45. The young chestnut mare is drinking water that just wonthe steeplechase.

46. We called the lady at the nursing home that had been so helpful.

47. Tom inspected the cars for dents, which were on the dealer’s lot.

48. A trailer sat in the empty field that was covered with rust.

49. There is a mummy in the museum that is five thousand years old.

50. A woman was running along the lake that I thought was my friendFran.

Writing Application

Using Modifiers in a Restaurant Review

Comparative and Superlative Forms As the restaurantcritic for Good Food magazine, you always give a year-end summary of the best restaurants and their foods. Discuss your choices in a par-agraph in which you use five comparative and five superlative forms of both adjectives and adverbs.

Prewriting Using either real or imaginary restaurants, make a listof several places and their best dishes. Think of some ways to comparethe restaurants (food, atmosphere, service, price).

Writing As you write your first draft, use your list to help you makeaccurate comparisons.

Revising Read your paragraph to a classmate to see if your com-parisons are clearly stated. Revise any comparisons that are confusing.

Publishing As you correct any mistakes in spelling, grammar, andpunctuation, pay special attention to the spelling of comparative andsuperlative forms made by adding –er and –est. You and your class-mates could prepare a Good Food newcomer’s guide to local restau-rants. Decide how you want the guide to look. Then, type the guideand make photocopies or input the guide on a computer and printit out.

Reference Note

For information aboutspelling words withsuffixes, see page 363.

42.–50. [8j]

Chapter Review 221

Writing ApplicationPrewriting Tip. You may wish tobring in newspaper and magazinereviews of local restaurants for stu-dents to study and use as resources.

Scoring Rubric. While you willwant to pay particular attention tostudents’ use of comparative andsuperlative modifiers, you will alsowant to evaluate students’ overallwriting performance. You may wantto give a split score to indicate devel-opment and clarity of the composi-tion as well as usage skills.

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APPLICATIONAPPLICATION


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