Sentence Correction Notes

Sentence Correction Notes TOC
Guide to English Grammar ............................................................................................. 10

This site is very usefull for those who want to learn enlgish Grammar in a short amount of time.
It also has JAVA enabled tests that help one ahieve his or her goal. The topi on phrases is
very useful and is most important to solve modifier !uestions. The Grammar follows The
Amerian "eritage #oo$ %f English &sage. ...................................................................... 10
'earn about Grammar Traps at ...................................................................................... 10
Great lin$ ( http())www.agriulture.purdue.edu)agomm)traps.html ................................... 10
1. Just as ....* so .......................................................................................................... 10
This is a idiom. Just remember it. ................................................................................... 10
+. in that vs beause , in that is used to tal$ about some aspets* and beause is used to tal$
about all aspets .......................................................................................................... 10
E-ample ( .................................................................................................................... 10
Going to Ivy league ollege is very stressful beause it inludes huge e-penses. .................. 10
means ......................................................................................................................... 10
Going to Ivy league ollege is very stressful in all aspets .................................................. 10
Going to Ivy league ollege is very stressful in that it inludes huge e-penses. ..................... 10
means ......................................................................................................................... 10
Going to Ivy league ollege is very stressful from eonomi point of view. ........................... 10
.. ............................................................................................................................... 10
so / ad0etive)adverb)noun / that / sentene ................................................................ 10
E-ample , 1o hard that ................................................................................................. 10
so / ad0etive)adverb)noun / as / infinitive ................................................................... 10
E-ample , 1o hard as to ................................................................................................ 10
E-ample ( .................................................................................................................... 11
&sage , 1omething is so beautiful that... is preferred over so beautiful is soemthing that... . . . 11
2. Although all the shows teleast were not live , It means none of the shows were teleast live
................................................................................................................................... 11
Although not all the shows were teleast live , It means some of them were teleast live. ..... 11
3. suh as , 4eans for e-ample ...................................................................................... 11
5. in order to do , short form is to do .............................................................................. 11
6. I hate him* for he is a hristian , the word for means beause ........................................ 11
7. Greater numbers is preferrable to more numbers .......................................................... 11
8. usage of so as to and so that ..................................................................................... 11
9irst* you should $now that suh / noun / as to is muh less ommon than so / ad0)adv / as
to. .............................................................................................................................. 11
:ow* for the differene between these two. I thin$ these are best illustrated with e-amples( . 11
;ue 4ei spo$e in suh a way as to alm us down. ............................................................. 11
The sales materials are presented in suh a way as to enourage attendees to purhase the
produts on the spot. .................................................................................................... 11
These usages fous on doing an ation and paying to that ation while you are doing it so that
the ation reates ......................................................................................................... 11
a result. To simplify a bit* these usages answer the !uestion* <hy did you do it in that way= .11
1o* the most ommon words to use with this pattern are way* manner* et. ........................ 1+
>ompare these similar sentenes( .................................................................................. 1+
;ue 4ei spo$e so that we would stop as$ing her !uestions. ............................................... 1+
The sales materials are presented at the end of the meetings so that the partiipants won?t
reali@e the meeting ....................................................................................................... 1+
is atually a sales presentation. ...................................................................................... 1+
The part that omes after so... that... answers the !uestion <"A. ...................................... 1+
BY : DIVIJ- http://bestcatpreparationresource.blogspot.in/
10. e!ually well vs as well ............................................................................................. 1+
as well , means also ..................................................................................................... 1+
e!ually well , is used for omparision. ............................................................................. 1+
11. beause is preferrable to 1ine is preferrable to being ................................................. 1+
1+. Bather than is CusuallyD a on0untion* :%T a prepositionE instead of is a preposition* :%T a
on0untion. ................................................................................................................. 1+
1.. Absolute phrase e-ample ......................................................................................... 1+
I hose A* whih is the right answer* but I don?t really understand why. Is A an absolute
phrase= ....................................................................................................................... 1+
9or several deades after 17.0* Faterson was among the fastest growing ities* its population
nearly doubling every ten years. .................................................................................... 1+
a... ............................................................................................................................. 1+
b. with nearly doubled population every ten years. ........................................................... 1+
. its population was almost twie as muh every ten years. .............................................. 1+
d. every ten years its population was almost doubled ........................................................ 1+
e. almost every ten years population was twie as muh ................................................... 1.
Faterson was among the fastest growing ities* and its population was nearly doubling every
ten years. .................................................................................................................... 1.
That?s the main idea with absolute phrases* sine they never inlude the on0untion or the
verb. Aou should also $now that when the ,ing form or being is orret* it?s beause these
words are in an absolute phraseE .................................................................................... 1.
>ountry ; saw dramati inreases in many industries* with industry A being the industry with
the greatest inrease. ................................................................................................... 1.
12 &sage of li$elihood ................................................................................................... 1.
1. li$elihood that something will happen .......................................................................... 1.
+. li$elihood of something .............................................................................................. 1.
E-ample ...................................................................................................................... 1.
'i$elihood that violene will errupt. ................................................................................. 1.
'i$elihood of snowing today is low. ................................................................................. 1.
13 one of :%&: Cthis noun will always be pluralD / F'&BA' VEB# ...................................... 1.
15 Great usually desribes nouns whih e-press feelings or !ualities. .................................. 1.
e.g. great admiration* great anger* in great detail ............................................................ 1.
'arge is often used with nouns onerning numbers and measurements. It is not usually used
with unountable nouns. ................................................................................................ 1.
e.g. a large amount* a large number CofD* a large population* a large proportion .................. 1.
16 &sage of <here and <hen ........................................................................................ 12
where an be used in the sense of whereas* as an while. "owever* if you have to hoose
between while and whereas* you should go with whereas Cor where in this aseD if while an be
ambiguous in the sentene* sine it an mean whereas or at the same time that. ................. 12
"ere?s an e-ample of a sentene in whih while an have an ambiguous meaning( ............... 12
Giana prefers to eat at 4Gonald?s while Tomo eats at #urger Hing. ................................... 12
If while means although here* then we have the simple meaning of ontrast,,one prefers ;* but
the other prefers A. ...................................................................................................... 12
If while means at the same time that here* then we have a somewhat strange sentene that
says that Giana en0oys eating at 4G?s when Tomo goes to #urger Hing. In other words*
something li$e Giana will en0oy it only when Tomo is doing something else* $ind of an illogial
sentene. .................................................................................................................... 12
17 e!ual vs e!uivalent .................................................................................................. 12
The new resort hotel will serve +0*000 tourists at its ma-imum apaity* e!ualing the apaity
of a large stadium. ....................................................................................................... 12
CAD e!ualing the apaity of a large stadium .................................................................... 12
C#D whih e!uals a large stadium .................................................................................... 12
C>D whih e!uals that of a large stadium?s ....................................................................... 12
CGD the e!uivalent of that of a large stadium?s ................................................................. 12
CED the e!uivalent of a large stadium?s ............................................................................ 13
<ell* G4AT has written in one of their e-planations that e!ual should be used only in its
stritest sense* for e-ample* .......................................................................................... 13
2 / . is e!ual to 3 / +. ................................................................................................. 13
e!uivalent* G4AT says* is preferable when we are saying that two things are not entirely
idential* but are almost e!ual. 9or e-ample* >ountry ; spent I;; on something* e!uivalent to
the GGF of >ountry A. ................................................................................................... 13
18. whether vs if .......................................................................................................... 13
A proposal has been made to trim the horns from rhinoeroses to disourage poahersE the
!uestion is whether tourists will ontinue to visit game par$s and see rhinoeroses after their
horns are trimmed. ....................................................................................................... 13
CAD whether tourists will ontinue to visit game par$s and see rhinoeroses after their horns are
................................................................................................................................... 13
C#D whether tourists will ontinue to visit game par$s to see one one their horns are ........... 13
C>D whether tourists will ontinue to visit game par$s to see rhinoeroses one the animals?
horns have been ........................................................................................................... 13
CGD if tourists will ontinue to visit game par$s and see rhinoeroses one the animals? horns
are ............................................................................................................................. 13
CED if tourists will ontinue to visit game par$s to see one after the animals? horns have been 13
The real fous of the !uestion here is whether vs. if. There is a little rhyme to help you
remember( .................................................................................................................. 13
If you see whether and if... whether is better ................................................................... 13
%f ourse* this rhyme is 0ust to help you remember* it doesn?t e-plain the rule. ................... 13
<e use if for onditions( I will help you if I an. ............................................................... 13
and for things that might happen( .................................................................................. 15
If you need a hand* please let me $now. ......................................................................... 15
<e use whether when we have two options( .................................................................... 15
<e will have the pini whether or not it rains. CTwo options( rain)no rain.D ......................... 15
Another way to thin$ of this is if we an add or not* then we 4&1T use whether. C%f ourse*
you?ll remember that G4AT does :%T li$e to add or notE G4AT onsiders the or not redundant.D
................................................................................................................................... 15
9urthermore* in this sentene ........................................................................................ 15
!uestion... is... ............................................................................................................. 15
we are missing a noun omplement. ............................................................................... 15
1tritly spea$ing* we should :%T use an ad0etive lause as a noun omplementE we should use
a noun lause. .............................................................................................................. 15
Aou will reall that if an :EVEB be used in noun lauses Conly in adverb lausesD* but whether
>A: be used in noun lauses. ........................................................................................ 15
+0. for all vs along with ................................................................................................. 15
1eond* for all means despite* and along with means in addition to. I?m sure you?ll agree that
the meanings are different* right= ................................................................................... 15
+1. 1ub0untive rule ...................................................................................................... 16
The preferred rule for G4AT is this( ................................................................................ 16
sub0untive word Csuh as demand* suggest* reommend* re!uire* order* mandateD / that /
:%&: / #A1E 9%B4 of the VEB# Ce.g.* be* go* stop* run* e-elD i.e.* the infinitive without the
to part. ....................................................................................................................... 16
+D All five,hundred dollar and thousand,dollar bills were withdrawn from irulation in 1858*
and this left the one,hundred dollar bill to be the highest denomination of urreny. ............. 16
aD and this left the one,hundred dollar bill to be the highest denomination of urreny .......... 16
bD an at whih has left the hundred,dollar bill to be the highest rreny denomination. ........ 16
D leaving the highest denomination of urreny to be the one,hundred dollar bill ................. 16
dD leaving the one,hundred dollar bill as the highest denomination of urreny. ................... 16
this* whih* that* and other pronouns 4&1T replae nouns* not sentenes. .......................... 16
this in AD and whih #D refer to the entire sentene. .......................................................... 16
In A* this replaes the whole sentene All five,hundred dollar and thousand,dollar bills were
withdrawn from irulation in 1858. If we hoose G* we have a partiipial phrase* whih G4AT
allows to modify a sentene. .......................................................................................... 16
+1 Jui$ rules( ............................................................................................................. 16
beause / 1E:TE:>E ................................................................................................... 16
beause of / :%&: ...................................................................................................... 16
despite)in spite of / :%&: ............................................................................................ 17
due to should only be used as a omplement Ci.e.* after a be,verb Cyeah* stupid rule* but some
people are adamant about itDD :%T as a preposition Ci.e.* :%T at the beginning of the
senteneD. ................................................................................................................... 17
for as a subordinating on0untion is rare* but aeptable. I?d trust my ear on this one. ........ 17
++ one or the other vs one or another ............................................................................. 17
If the laims of oastal nations to +00,mile territorial seas were aepted on a worldwide basis*
more than thirty perent of the worlds oean area would ome under the 0urisdition of one or
other national states. .................................................................................................... 17
CAD one or other national states ...................................................................................... 17
C#D one or another national state .................................................................................... 17
C>D one or the other national state .................................................................................. 17
CGD some or another of the national states ...................................................................... 17
CED eah and every national state ................................................................................... 17
Generally* the other means the seond one. In other words* we an only use the other one
when we are tal$ing about only two things* suh as our eyes* feet* ears* hands* or legs. ....... 17
9or e-ample* I have two sisters. %ne is a dotor* and the other one is an artist. ................... 17
+.. who vs whom C >on0ution D ..................................................................................... 17
9irst* many of who is <B%:GE we need many of whom. .................................................... 17
CBule( !uantifier / of / ob0et. ...................................................................................... 17
E-amples( some of whom* half of whih* 22K of whom* et.D ............................................ 18
I saw two movies this wee$end* both of them were good. ................................................. 18
%n first listen* this sounds orret* but it?s not* for reasons that may seem at first hard to
e-plain. "owever* if we reali@e that we have two sentenes* I saw two movies this wee$end and
both of them were good* then we?ll also reali@e that we must have a on0untion between them
to 0oin them Cthe basi rule of on0untions and parallel strutureD. .................................... 18
The lassi orretions Cin desending order of li$eliness of appearing as orret answersD are(
................................................................................................................................... 18
, I saw two movies this wee$endE both of them were good. C0oining two sentenes with a semi,
olonD ......................................................................................................................... 18
, I saw two movies this wee$end* both of whih were good. Cusing a relative pronoun Ca$a
subordinating on0untionD ............................................................................................ 18
to 0oin two sentenesD ................................................................................................... 18
, I saw two movies this wee$end* and both of them were good. Cusing a oordinating
on0untion to 0oin two sentenesD .................................................................................. 18
+2. use of as suh ........................................................................................................ 18
>aesarea was "erods ity* founded as a Bomani@ed ounterweight to "ebrai Jerusalem* and
being suh it was regarded with loathing by the devout. .................................................... 18
CAD being suh ............................................................................................................. 18
C#D as suh .................................................................................................................. 18
C>D for this ................................................................................................................... 18
CGD so ......................................................................................................................... 18
CED so being ................................................................................................................. 18
This sentene has format( founded as / n. * and as suh / sentene .................................. +0
1. as suh , beause it is that thing ................................................................................ +0
E-ample (I?m a teaher* and as suh* I should try to help you. ........................................... +0
+. as here is a preposition and must therefore be followed by a noun. ................................. +0
.. so is used to replae verbs* ad0etives* and adverbs* but :%T nounsE we use suh for nouns.
................................................................................................................................... +0
+3. but not vs rather than ............................................................................................. +0
E-ample , .................................................................................................................... +0
Fui is not a dog but a at. ........................................................................................... +0
Fui is a at rather than a dog , means Fui has hosen to be a dog rather than at , sounds
terrible ........................................................................................................................ +0
I want a at rather than a dog. , 1hows preferene. ......................................................... +0
+5. resulting from vs as a result of ................................................................................. +0
<e should use resulting when we want to desribe a noun* e.g.( ........................................ +0
The fire resulting from the earth!ua$e aused a lot of damage. .......................................... +0
In this sentene resulting tells us more about the fire. ...................................................... +0
:ow let?s loo$ at how to use as a result of. ...................................................................... +0
<e should use as a result of when we want to establish a ausal relationship between two
things* e.g.( ................................................................................................................. +0
As a result of the fire* many people had to stay in temporary shelters. ................................ +1
In this sentene* we are saying that the fire aused people to stay in temporary shelters. ..... +1
E-ample ( .................................................................................................................... +1
The heetah seems to be headed for e-tintion beause* resulting from instensive inbreeding
generations ago* the speies has so little geneti variation that it is e-tremely vulnerable to
environmental hange. .................................................................................................. +1
AD .... .......................................................................................................................... +1
#D beause* as a result of intensive inbreeding generations ago* ........................................ +1
+6. ompare to vs ompare with ..................................................................................... +1
ompare to , use when two things are ali$e ..................................................................... +1
ompare with , use when two things are not ali$e ............................................................ +1
+7. The urrent administration* being worried over some foreign trade barriers being removed
and our e-ports failing to inrease as a result of deep uts in the value of the dollars* has
formed a group to study ways to sharpen our ompetitiveness. .......................................... +1
A. being worried over some foreign trade barriers being removed and our e-ports failing ...... +1
#. worrying over some foreign trade barriers being removed* also over the failure of our e-ports
................................................................................................................................... +1
>. worried about the removal of some foreign trade barriers and the failure of our e-ports .... +1
G. in that they were worried about the removal of some foreign trade barriers and also about
the failure of our e-ports ............................................................................................... +1
E. beause of its worry onerning the removal of some foreign trade barriers* also onerning
the failure of our e-ports ............................................................................................... +1
Although > must be the right hoie sine it uses worried about idiomatially and does not have
unneessary wording* it is hard to understand how FBE1E:T perfet CLhas formedLD an be
used with FA1T simple CLworried aboutLD in one sentene=== They are two different time
planes M ....................................................................................................................... +1
being worried over some foreign trade barriers being removed and our e-ports failing , is
supposed to be a phrase modifying the noun >urrent administration an be onverted to
Fartiiple phrase worried about the removal of some foreign trade barriers and the failure of our
e-ports ....................................................................................................................... ++
#alaning a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s with
another* twenty,three year,old Alan* paused in front of a first floor flat in the olony. ........... ++
A. #alaning a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s with
another ....................................................................................................................... ++
#. "aving a balane of a pi@@a with one hand and gripping a si-,pa$ of arton of soft drin$s
with the other .............................................................................................................. ++
>. #alaning a pi@@a with one hand and gripping a pa$ of si- soft drin$ arton with the other
................................................................................................................................... ++
G. #eing balaned a pi@@a with one hand and gripping a si-,pa$ arton of soft drin$s with the
another ....................................................................................................................... ++
E. "aving balaned a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s
with the other .............................................................................................................. ++
A and G , are wrong beause of word another .................................................................. ++
# , is wrong beause of having a balane of pi@@a ............................................................. ++
> , is worng beause of pa$ of si- soft drin$ arton vs a si-,pa$ arton of soft drin$s ......... ++
The rule to apply here is having / past partiiple .............................................................. ++
.0. &sage of that .......................................................................................................... ++
It is well $nown in the supermar$et industry that how items are plaed on shelves and how
fre!uently inventory turns over an be ruial to profits. ................................................... ++
A panel onluded that malnutrition is the most serious health problem faing the third world
ountries* but that it an and will be eradiated with the assistane of developed ountries. . . ++
The differene here is that the word that is not present after the word and in the first sentene.
................................................................................................................................... ++
'et?s say you have something li$e the following( .............................................................. ++
I $now that you are very smart and that you are strong as well. ........................................ +.
In this sentene* we have three things that are E;A>T'A the same( ................................... +.
, that .......................................................................................................................... +.
, you ........................................................................................................................... +.
, are ........................................................................................................................... +.
Gepending on the sentene* you might all or none of the repeated elements. ...................... +.
If the sentene is short and sweet* we an omit more stuff( ............................................... +.
I $now that you are very smart and strong. ..................................................................... +.
If there?s more stuff intervening* we might hoose to add one of these elements to remind ... +.
the reader 0ust what?s parallel( ....................................................................................... +.
I $now that you are very smart when it?s later in the day and you?ve had your offee and that
you are strong as well. .................................................................................................. +.
In this ase* the that serves to remind us 0ust what part of the previous sentene the ne-t part
is going to parallel. ....................................................................................................... +.
.1. &sage of whether or not .......................................................................................... +.
The Garia government faes the greatest risis of its mandate* and its politial future after the
ne-t eletion depends on if it an restore the publi?s onfidene and an move beyond the
urrent politial impasse in the >ongress. ........................................................................ +.
A if it an restore the publi?s onfidene and an move beyond ......................................... +2
# whether it an restore the publi?s onfidene and move beyond ..................................... +2
> the ability to restore the publi?s onfidene and moving ................................................ +2
G whether or not it an restore the publi?s onfidene and be able to move beyond ............. +2
E its apability for restoring the publi?s onfidene and move beyond ................................. +2
<ell* G4AT has said in their publiations that whether or not is redundant* sine whether ..... +2
already inludes the idea of two optionsE in other words* the e-at same idea is e-pressed
without or not. ............................................................................................................. +2
.+. ............................................................................................................................. +2
The guiding priniples of the ta- plan released by the Treasury Gepartment ould have even a
greater signifiane for the eonomy than the partiulars of the plan. ................................. +2
CAD even a greater signifiane for the eonomy than ........................................................ +2
C#D a signifiane that is even greater for the eonomy than .............................................. +2
C>D even greater signifiane for the eonomy than have ................................................... +2
CGD even greater signifiane for the eonomy than do ...................................................... +2
CED a signifiane even greater for the eonomy than have ................................................ +2
G is indeed best in 1AE. ................................................................................................ +2
In 1AE* we generally use do to replae regular verbs* i.e.* verbs that are not lin$ing verbs*
verbs that use modals* et. ............................................................................................ +2
9or e-ample( ............................................................................................................... +2
4egumi spea$s Japanese better than I do. ...................................................................... +3
#ut you already $new that* I?m sure. .............................................................................. +3
'oo$ at the following e-amples for something CperhapsD new( ............................................ +3
4egumi has visited more ountries than I have. ............................................................... +3
<e an use have again beause have is an au-iliary verb here. .......................................... +3
4egumi has more s$irts than I do. .................................................................................. +3
"ere* has is :%T an au-iliary verb* and in 1AE* we annot use the verb have in the seond bit.
................................................................................................................................... +3
... eah other vs N)#Othe otherN)#O ................................................................................ +3
J +( The omple- ta- dispute between the >overed #ridge 4all and "arris Township is not
li$ely to be ad0udiated for several years* and* in the meantime* both sides are intent on
reating diffiulties for the other. .................................................................................... +3
CAD both sides are intent on reating diffiulties for the other ............................................. +3
C#D both sides are intent on reating diffiulties for eah other ........................................... +3
C>D eah side is intent on reating diffiulties for the other ................................................. +3
CGD eah side is intent on reating diffiulties for one another ............................................ +3
CED the sides are both intent on reating diffiulties for eah other ...................................... +3
The other issue is also important,,the differene between eah)the other and both)eah other.
................................................................................................................................... +3
&se eah when the parties are more separate* and use both when the parties are ollaborating.
................................................................................................................................... +5
9or e-ample* eah side was fighting the other sounds better than both sides were fighting eah
other* don?t you thin$= ................................................................................................... +5
Farallelism .................................................................................................................... +5
Ative vs. Fassive Voie .................................................................................................. +6
That vs. <hih ............................................................................................................. +6
:o vs. :ot .................................................................................................................... +7
&sage of P%neQ .............................................................................................................. +8
&sage of P4ore than oneQ( .............................................................................................. .0
#etween vs. Among) PerQ vs. PestQ forms) more vs. most ................................................... .1
%ne or other vs. %ne or another ...................................................................................... .+
<hether vs. If ............................................................................................................... .+
&se of P#eingQ in G4AT .................................................................................................. .+
&se of 1ine .................................................................................................................. .3
'i$e vs. As .................................................................................................................... .5
'i$e vs. 1uh As ............................................................................................................ .5
Fartiiple R Fartiipial Fhrases ......................................................................................... .5
1ub0untive 4ood .......................................................................................................... .6
1hould vs. <ould ........................................................................................................... .7
Infinitives R 1plit Infinitive .............................................................................................. .7
>ompare with vs. >ompare to ......................................................................................... .8
Although* Though* Even though* Gespite* In spite of .......................................................... .8
>ount Vs :on ount ....................................................................................................... 20
%b0etive ase of Fronouns ............................................................................................. 21
<ho vs. <hom .............................................................................................................. 2+
1ingular Fronouns R >olletive :ouns .............................................................................. 2+
<hat C1ingular or Flural=D .............................................................................................. 2+
#eause vs. Gue to ........................................................................................................ 2.
Bedundant Fhrases ........................................................................................................ 22
%ther ........................................................................................................................... 22
Idiomati ...................................................................................................................... 30
&nidiomati .................................................................................................................. 30
1ub0et) Verb Inversion .................................................................................................. 32
Frineton Beview ........................................................................................................... 62
>onditionals( ................................................................................................................. 65
Conditional Clause and Main Clause ............................................................................................................ 76
irst! "econd! and #hird Conditional ............................................................................................................. 76
$ses o% the Conditional ................................................................................................................................. 77
&e'e'ber( ................................................................................................................................................... 7)
#he Case o% *i+e and ,s ........................................................................................................................... )7
-'itting #hat ............................................................................................................................................. ))
Sentence Correction Notes
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$sage.
*earn about .ra''ar #raps at
.reat lin+ : http://222.agriculture.purdue.edu/agco''/traps.ht'l
5. Just as ....! so
#his is a idio'. Just re'e'ber it.
6. in that 0s because - in that is used to tal+ about so'e aspects! and because is used to tal+ about all
aspects
/7a'ple :
.oing to I01 league college is 0er1 stress%ul because it includes huge e7penses.
'eans
.oing to I01 league college is 0er1 stress%ul in all aspects
.oing to I01 league college is 0er1 stress%ul in that it includes huge e7penses.
'eans
.oing to I01 league college is 0er1 stress%ul %ro' econo'ic point o% 0ie2.
8.
so 9 ad:ecti0e/ad0erb/noun 9 that 9 sentence
/7a'ple - "o hard that
so 9 ad:ecti0e/ad0erb/noun 9 as 9 in%initi0e
/7a'ple - "o hard as to
/7a'ple :
$sage - "o'ething is so beauti%ul that... is pre%erred o0er so beauti%ul is soe'thing that...
;. ,lthough all the sho2s telecast 2ere not li0e - It 'eans none o% the sho2s 2ere telecast li0e
,lthough not all the sho2s 2ere telecast li0e - It 'eans so'e o% the' 2ere telecast li0e.
<. such as - Means %or e7a'ple
6. in order to do - short %or' is to do
7. I hate hi'! %or he is a christian - the 2ord %or 'eans because
). .reater nu'bers is pre%errable to 'ore nu'bers
=. usage o% so as to and so that
irst! 1ou should +no2 that such 9 noun 9 as to is 'uch less co''on than so 9 ad:/ad0 9 as to.
>o2! %or the di%%erence bet2een these t2o. I thin+ these are best illustrated 2ith e7a'ples:
?ue Mei spo+e in such a 2a1 as to cal' us do2n.
#he sales 'aterials are presented in such a 2a1 as to encourage attendees to purchase the products on the
spot.
#hese usages %ocus on doing an action and pa1ing to that action 2hile 1ou are doing it so that the action
creates
a result. #o si'pli%1 a bit! these usages ans2er the 3uestion! @h1 did 1ou do it in that 2a1A
"o! the 'ost co''on 2ords to use 2ith this pattern are 2a1! 'anner! etc.
Co'pare these si'ilar sentences:
?ue Mei spo+e so that 2e 2ould stop as+ing her 3uestions.
#he sales 'aterials are presented at the end o% the 'eetings so that the participants 2onBt realiCe the 'eeting
is actuall1 a sales presentation.
#he part that co'es a%ter so... that... ans2ers the 3uestion @4Y.
5D. e3uall1 2ell 0s as 2ell
as 2ell - 'eans also
e3uall1 2ell - is used %or co'parision.
55. because is pre%errable to "ince is pre%errable to being
56. &ather than is Eusuall1F a con:unction! >-# a prepositionG instead o% is a preposition! >-# a con:unction.
58. ,bsolute phrase e7a'ple
I chose ,! 2hich is the right ans2er! but I donBt reall1 understand 2h1. Is , an absolute phraseA
or se0eral decades a%ter 5)8D! Haterson 2as a'ong the %astest gro2ing cities! its population nearl1 doubling
e0er1 ten 1ears.
a...
b. 2ith nearl1 doubled population e0er1 ten 1ears.
c. its population 2as al'ost t2ice as 'uch e0er1 ten 1ears.
d. e0er1 ten 1ears its population 2as al'ost doubled
e. al'ost e0er1 ten 1ears population 2as t2ice as 'uch
Haterson 2as a'ong the %astest gro2ing cities! and its population 2as nearl1 doubling e0er1 ten 1ears.
#hatBs the 'ain idea 2ith absolute phrases! since the1 ne0er include the con:unction or the 0erb. You should
also +no2 that 2hen the -ing %or' or being is correct! itBs because these 2ords are in an absolute
phraseG
Countr1 ? sa2 dra'atic increases in 'an1 industries! 2ith industr1 Y being the industr1 2ith the greatest
increase.
5; $sage o% li+elihood
5. li+elihood that so'ething 2ill happen
6. li+elihood o% so'ething
/7a'ple
*i+elihood that 0iolence 2ill errupt.
*i+elihood o% sno2ing toda1 is lo2.
5< one o% >-$> Ethis noun 2ill al2a1s be pluralF 9 H*$&,* V/&B
56 .reat usuall1 describes nouns 2hich e7press %eelings or 3ualities.
e.g. great ad'iration! great anger! in great detail
*arge is o%ten used 2ith nouns concerning nu'bers and 'easure'ents. It is not usuall1 used 2ith
uncountable nouns.
e.g. a large a'ount! a large nu'ber Eo%F! a large population! a large proportion
57 $sage o% @here and @hen
2here can be used in the sense o% 2hereas! as can 2hile. 4o2e0er! i% 1ou ha0e to choose bet2een 2hile and
2hereas! 1ou should go 2ith 2hereas Eor 2here in this caseF i% 2hile can be a'biguous in the sentence!
since it can 'ean 2hereas or at the sa'e ti'e that.
4ereBs an e7a'ple o% a sentence in 2hich 2hile can ha0e an a'biguous 'eaning:
Diana pre%ers to eat at McDonaldBs 2hile #o'o eats at Burger Iing.
I% 2hile 'eans although here! then 2e ha0e the si'ple 'eaning o% contrast--one pre%ers ?! but the other
pre%ers Y.
I% 2hile 'eans at the sa'e ti'e that here! then 2e ha0e a so'e2hat strange sentence that sa1s that Diana
en:o1s eating at McDBs 2hen #o'o goes to Burger Iing. In other 2ords! so'ething li+e Diana 2ill en:o1 it
onl1 2hen #o'o is doing so'ething else! +ind o% an illogical sentence.
5) e3ual 0s e3ui0alent
#he ne2 resort hotel 2ill ser0e 6D!DDD tourists at its 'a7i'u' capacit1! e3ualing the capacit1 o% a large
stadiu'.
E,F e3ualing the capacit1 o% a large stadiu'
EBF 2hich e3uals a large stadiu'
ECF 2hich e3uals that o% a large stadiu'Bs
EDF the e3ui0alent o% that o% a large stadiu'Bs
E/F the e3ui0alent o% a large stadiu'Bs
@ell! .M,# has 2ritten in one o% their e7planations that e3ual should be used onl1 in its strictest sense! %or
e7a'ple!
; 9 8 is e3ual to < 9 6.
e3ui0alent! .M,# sa1s! is pre%erable 2hen 2e are sa1ing that t2o things are not entirel1 identical! but are
al'ost e3ual. or e7a'ple! Countr1 ? spent J?? on so'ething! e3ui0alent to the .DH o% Countr1 Y.
5=. 2hether 0s i%
, proposal has been 'ade to tri' the horns %ro' rhinoceroses to discourage poachersG the 3uestion is
2hether tourists 2ill continue to 0isit ga'e par+s and see rhinoceroses a%ter their horns are tri''ed.
E,F 2hether tourists 2ill continue to 0isit ga'e par+s and see rhinoceroses a%ter their horns are
EBF 2hether tourists 2ill continue to 0isit ga'e par+s to see one once their horns are
ECF 2hether tourists 2ill continue to 0isit ga'e par+s to see rhinoceroses once the ani'alsB horns ha0e been
EDF i% tourists 2ill continue to 0isit ga'e par+s and see rhinoceroses once the ani'alsB horns are
E/F i% tourists 2ill continue to 0isit ga'e par+s to see one a%ter the ani'alsB horns ha0e been
#he real %ocus o% the 3uestion here is 2hether 0s. i%. #here is a little rh1'e to help 1ou re'e'ber:
I% 1ou see 2hether and i%... 2hether is better
-% course! this rh1'e is :ust to help 1ou re'e'ber! it doesnBt e7plain the rule.
@e use i% %or conditions: I 2ill help 1ou i% I can.
and %or things that 'ight happen:
I% 1ou need a hand! please let 'e +no2.
@e use 2hether 2hen 2e ha0e t2o options:
@e 2ill ha0e the picnic 2hether or not it rains. E#2o options: rain/no rain.F
,nother 2a1 to thin+ o% this is i% 2e can add or not! then 2e M$"# use 2hether. E-% course! 1ouBll re'e'ber
that .M,# does >-# li+e to add or notG .M,# considers the or not redundant.F
urther'ore! in this sentence
3uestion... is...
2e are 'issing a noun co'ple'ent.
"trictl1 spea+ing! 2e should >-# use an ad:ecti0e clause as a noun co'ple'entG 2e should use a noun
clause.
You 2ill recall that i% can >/V/& be used in noun clauses Eonl1 in ad0erb clausesF! but 2hether C,> be used
in noun clauses.
6D. %or all 0s along 2ith
"econd! %or all 'eans despite! and along 2ith 'eans in addition to. IB' sure 1ouBll agree that the 'eanings
are di%%erent! rightA
65. "ub:uncti0e rule
#he pre%erred rule %or .M,# is this:
sub:uncti0e 2ord Esuch as de'and! suggest! reco''end! re3uire! order! 'andateF 9 that 9 >-$> 9 B,"/
-&M o% the V/&B Ee.g.! be! go! stop! run! e7celF i.e.! the in%initi0e 2ithout the to part.
6F ,ll %i0e-hundred dollar and thousand-dollar bills 2ere 2ithdra2n %ro' circulation in 5=6=! and this le%t the
one-hundred dollar bill to be the highest deno'ination o% currenc1.
aF and this le%t the one-hundred dollar bill to be the highest deno'ination o% currenc1
bF an act 2hich has le%t the hundred-dollar bill to be the highest crrenc1 deno'ination.
cF lea0ing the highest deno'ination o% currenc1 to be the one-hundred dollar bill
dF lea0ing the one-hundred dollar bill as the highest deno'ination o% currenc1.
this! 2hich! that! and other pronouns M$"# replace nouns! not sentences.
this in ,F and 2hich BF re%er to the entire sentence.
In ,! this replaces the 2hole sentence ,ll %i0e-hundred dollar and thousand-dollar bills 2ere 2ithdra2n %ro'
circulation in 5=6=. I% 2e choose D! 2e ha0e a participial phrase! 2hich .M,# allo2s to 'odi%1 a
sentence.
65 Kuic+ rules:
because 9 "/>#/>C/
because o% 9 >-$>
despite/in spite o% 9 >-$>
due to should onl1 be used as a co'ple'ent Ei.e.! a%ter a be-0erb E1eah! stupid rule! but so'e people are
ada'ant about itFF >-# as a preposition Ei.e.! >-# at the beginning o% the sentenceF.
%or as a subordinating con:unction is rare! but acceptable. IBd trust '1 ear on this one.
66 one or the other 0s one or another
I% the clai's o% coastal nations to 6DD-'ile territorial seas 2ere accepted on a 2orld2ide basis! 'ore than
thirt1 percent o% the 2orlds ocean area 2ould co'e under the :urisdiction o% one or other national states.
E,F one or other national states
EBF one or another national state
ECF one or the other national state
EDF so'e or another o% the national states
E/F each and e0er1 national state
.enerall1! the other 'eans the second one. In other 2ords! 2e can onl1 use the other one 2hen 2e are
tal+ing about onl1 t2o things! such as our e1es! %eet! ears! hands! or legs.
or e7a'ple! I ha0e t2o sisters. -ne is a doctor! and the other one is an artist.
68. 2ho 0s 2ho' E Con:uction F
irst! 'an1 o% 2ho is @&->.G 2e need 'an1 o% 2ho'.
E&ule: 3uanti%ier 9 o% 9 ob:ect.
/7a'ples: so'e o% 2ho'! hal% o% 2hich! ;;L o% 2ho'! etc.F
I sa2 t2o 'o0ies this 2ee+end! both o% the' 2ere good.
-n %irst listen! this sounds correct! but itBs not! %or reasons that 'a1 see' at %irst hard to e7plain. 4o2e0er! i%
2e realiCe that 2e ha0e t2o sentences! I sa2 t2o 'o0ies this 2ee+end and both o% the' 2ere good!
then 2eBll also realiCe that 2e 'ust ha0e a con:unction bet2een the' to :oin the' Ethe basic rule o%
con:unctions and parallel structureF.
#he classic corrections Ein descending order o% li+eliness o% appearing as correct ans2ersF are:
- I sa2 t2o 'o0ies this 2ee+endG both o% the' 2ere good. E:oining t2o sentences 2ith a se'i-colonF
- I sa2 t2o 'o0ies this 2ee+end! both o% 2hich 2ere good. Eusing a relati0e pronoun Ea+a subordinating
con:unctionF
to :oin t2o sentencesF
- I sa2 t2o 'o0ies this 2ee+end! and both o% the' 2ere good. Eusing a coordinating con:unction to :oin t2o
sentencesF
6;. use o% as such
Caesarea 2as 4erods cit1! %ounded as a &o'aniCed counter2eight to 4ebraic Jerusale'! and being such it
2as regarded 2ith loathing b1 the de0out.
E,F being such
EBF as such
ECF %or this
EDF so
E/F so being
#his sentence has %or'at: %ounded as 9 n. ! and as such 9 sentence
5. as such - because it is that thing
/7a'ple :IB' a teacher! and as such! I should tr1 to help 1ou.
6. as here is a preposition and 'ust there%ore be %ollo2ed b1 a noun.
8. so is used to replace 0erbs! ad:ecti0es! and ad0erbs! but >-# nounsG 2e use such %or nouns.
6<. but not 0s rather than
/7a'ple -
Hucci is not a dog but a cat.
Hucci is a cat rather than a dog - 'eans Huci has chosen to be a dog rather than cat - sounds terrible
I 2ant a cat rather than a dog. - "ho2s pre%erence.
66. resulting %ro' 0s as a result o%
@e should use resulting 2hen 2e 2ant to describe a noun! e.g.:
#he %ire resulting %ro' the earth3ua+e caused a lot o% da'age.
In this sentence resulting tells us 'ore about the %ire.
>o2 letBs loo+ at ho2 to use as a result o%.
@e should use as a result o% 2hen 2e 2ant to establish a causal relationship bet2een t2o things! e.g.:
,s a result o% the %ire! 'an1 people had to sta1 in te'porar1 shelters.
In this sentence! 2e are sa1ing that the %ire caused people to sta1 in te'porar1 shelters.
/7a'ple :
#he cheetah see's to be headed %or e7tinction because! resulting %ro' instensi0e inbreeding generations
ago! the species has so little genetic 0ariation that it is e7tre'el1 0ulnerable to en0iron'ental change.
,F ....
BF because! as a result o% intensi0e inbreeding generations ago!
67. co'pare to 0s co'pare 2ith
co'pare to - use 2hen t2o things are ali+e
co'pare 2ith - use 2hen t2o things are not ali+e
6). #he current ad'inistration! being 2orried o0er so'e %oreign trade barriers being re'o0ed and our e7ports
%ailing to increase as a result o% deep cuts in the 0alue o% the dollars! has %or'ed a group to stud1 2a1s
to sharpen our co'petiti0eness.
,. being 2orried o0er so'e %oreign trade barriers being re'o0ed and our e7ports %ailing
B. 2orr1ing o0er so'e %oreign trade barriers being re'o0ed! also o0er the %ailure o% our e7ports
C. 2orried about the re'o0al o% so'e %oreign trade barriers and the %ailure o% our e7ports
D. in that the1 2ere 2orried about the re'o0al o% so'e %oreign trade barriers and also about the %ailure o% our
e7ports
/. because o% its 2orr1 concerning the re'o0al o% so'e %oreign trade barriers! also concerning the %ailure o%
our e7ports
,lthough C 'ust be the right choice since it uses 2orried about idio'aticall1 and does not ha0e unnecessar1
2ording! it is hard to understand ho2 H&/"/># per%ect EMhas %or'edMF can be used 2ith H,"# si'ple
EM2orried aboutMF in one sentenceAAA #he1 are t2o di%%erent ti'e planes (
being 2orried o0er so'e %oreign trade barriers being re'o0ed and our e7ports %ailing - is supposed to be a
phrase 'odi%1ing the noun Current ad'inistration can be con0erted to Harticiple phrase 2orried about
the re'o0al o% so'e %oreign trade barriers and the %ailure o% our e7ports
Balancing a piCCa 2ith one hand and ha0ing gripped a si7-pac+ carton o% so%t drin+s 2ith another! t2ent1-
three 1ear-old ,lan! paused in %ront o% a %irst %loor %lat in the colon1.
,. Balancing a piCCa 2ith one hand and ha0ing gripped a si7-pac+ carton o% so%t drin+s 2ith another
B. 4a0ing a balance o% a piCCa 2ith one hand and gripping a si7-pac+ o% carton o% so%t drin+s 2ith the other
C. Balancing a piCCa 2ith one hand and gripping a pac+ o% si7 so%t drin+ carton 2ith the other
D. Being balanced a piCCa 2ith one hand and gripping a si7-pac+ carton o% so%t drin+s 2ith the another
/. 4a0ing balanced a piCCa 2ith one hand and ha0ing gripped a si7-pac+ carton o% so%t drin+s 2ith the other
, and D - are 2rong because o% 2ord another
B - is 2rong because o% ha0ing a balance o% piCCa
C - is 2orng because o% pac+ o% si7 so%t drin+ carton 0s a si7-pac+ carton o% so%t drin+s
#he rule to appl1 here is ha0ing 9 past participle
8D. $sage o% that
It is 2ell +no2n in the super'ar+et industr1 that ho2 ite's are placed on shel0es and ho2 %re3uentl1
in0entor1 turns o0er can be crucial to pro%its.
, panel concluded that 'alnutrition is the 'ost serious health proble' %acing the third 2orld countries! but
that it can and 2ill be eradicated 2ith the assistance o% de0eloped countries.
#he di%%erence here is that the 2ord that is not present a%ter the 2ord and in the %irst sentence.
*etBs sa1 1ou ha0e so'ething li+e the %ollo2ing:
I +no2 that 1ou are 0er1 s'art and that 1ou are strong as 2ell.
In this sentence! 2e ha0e three things that are /?,C#*Y the sa'e:
- that
- 1ou
- are
Depending on the sentence! 1ou 'ight all or none o% the repeated ele'ents.
I% the sentence is short and s2eet! 2e can o'it 'ore stu%%:
I +no2 that 1ou are 0er1 s'art and strong.
I% thereBs 'ore stu%% inter0ening! 2e 'ight choose to add one o% these ele'ents to re'ind
the reader :ust 2hatBs parallel:
I +no2 that 1ou are 0er1 s'art 2hen itBs later in the da1 and 1ouB0e had 1our co%%ee and that 1ou are strong as
2ell.
In this case! the that ser0es to re'ind us :ust 2hat part o% the pre0ious sentence the ne7t part is going to
parallel.
85. $sage o% 2hether or not
#he .arcia go0ern'ent %aces the greatest crisis o% its 'andate! and its political %uture a%ter the ne7t election
depends on i% it can restore the publicBs con%idence and can 'o0e be1ond the current political i'passe in
the Congress.
, i% it can restore the publicBs con%idence and can 'o0e be1ond
B 2hether it can restore the publicBs con%idence and 'o0e be1ond
C the abilit1 to restore the publicBs con%idence and 'o0ing
D 2hether or not it can restore the publicBs con%idence and be able to 'o0e be1ond
/ its capabilit1 %or restoring the publicBs con%idence and 'o0e be1ond
@ell! .M,# has said in their publications that 2hether or not is redundant! since 2hether
alread1 includes the idea o% t2o optionsG in other 2ords! the e7act sa'e idea is e7pressed 2ithout or not.
86.
#he guiding principles o% the ta7 plan released b1 the #reasur1 Depart'ent could ha0e e0en a greater
signi%icance %or the econo'1 than the particulars o% the plan.
E,F e0en a greater signi%icance %or the econo'1 than
EBF a signi%icance that is e0en greater %or the econo'1 than
ECF e0en greater signi%icance %or the econo'1 than ha0e
EDF e0en greater signi%icance %or the econo'1 than do
E/F a signi%icance e0en greater %or the econo'1 than ha0e
D is indeed best in ",/.
In ",/! 2e generall1 use do to replace regular 0erbs! i.e.! 0erbs that are not lin+ing 0erbs! 0erbs that use
'odals! etc.
or e7a'ple:
Megu'i spea+s Japanese better than I do.
But 1ou alread1 +ne2 that! IB' sure.
*oo+ at the %ollo2ing e7a'ples %or so'ething EperhapsF ne2:
Megu'i has 0isited 'ore countries than I ha0e.
@e can use ha0e again because ha0e is an au7iliar1 0erb here.
Megu'i has 'ore s+irts than I do.
4ere! has is >-# an au7iliar1 0erb! and in ",/! 2e cannot use the 0erb ha0e in the second bit.
88. each other 0s N/BOthe otherN/BO
K 6: #he co'ple7 ta7 dispute bet2een the Co0ered Bridge Mall and 4arris #o2nship is not li+el1 to be
ad:udicated %or se0eral 1ears! and! in the 'eanti'e! both sides are intent on creating di%%iculties %or the
other.
E,F both sides are intent on creating di%%iculties %or the other
EBF both sides are intent on creating di%%iculties %or each other
ECF each side is intent on creating di%%iculties %or the other
EDF each side is intent on creating di%%iculties %or one another
E/F the sides are both intent on creating di%%iculties %or each other
#he other issue is also i'portant--the di%%erence bet2een each/the other and both/each other.
$se each 2hen the parties are 'ore separate! and use both 2hen the parties are collaborating.
or e7a'ple! each side 2as %ighting the other sounds better than both sides 2ere %ighting each other! donBt
1ou thin+A
Parallelism
Fhrases or lauses must be parallel in form when they are in a series or when they are 0oined
by a on0untion. i.e. If there is one verb with ing or with a who-clause* then all of the verbs
must have ing or must be in the form of a who-clause.
If there is a omparison* use the omparison words as a hint for parallel onstrution.
Incorrect: The polie ame to arrest Jones* a devout hurh,goer who also belongs to the
fraternal order of the eagles.
Correct: The polie ame to arrest Jones* a devout hurh,goer and a member of the fraternal
order of the eagles.
9irst sentene mathes an appositive Pa devout hurh,goerQ with a PwhoQ,lause.
Also maintain parallelism with orrelative on0untions suh as( either) or* neither) nor and not
only) but also.

5. In a series of two or more elements* what you do on S+ determines what you do on ./. In
other words* everything after S+ must match S+(
I li$e to swim* to run* and to dane.
I li$e to swim* run* and dane.
are o$ay.

I li$e to swim* run* and to dane.
I li$e to swim* to run* and dane.
are :%T o$ay.
http())www.senteneorretion.om)forums)inde-.php=showtopiT70
+. Two gerunds / noun is o$ay
E-( "e li$ed sailing* swimming and girls.
#ut two infinitives / noun is :%T o$ay
E-( "e li$ed to sail* to swim and girls.
<e live in a world in whih rime is rampant* hildren are realitrant* hange is the only
onstant* and unertainty prevails.
CAD hildren are realitrant* hange is the only onstant* and unertainty prevails.
C#D hildren are realitrant* hange is the only onstant* and unertainty is prevalent.
C>D in whih hildren are realitrant* in whih hange is the only onstant* and in whih
unertainty is prevalent.
CGD where hildren are realitrant* where hange is the only onstant and where unertainty is
prevalent.
CED where hildren are realitrant* hange is the only onstant* and unertainty is prevalent
OA is C
What is wrong with B?
Lin whihL is part of a prepositional phrase. If we start the parallelism after Lin whihL we are
using parallel fragments. Also without Pin whihQ the subse!uent phrases seem to modify the
noun PrimeQ as opposed to PworldQ.
Active vs. Passive Voice
Ative voie is preferred over passive voie. In ative voie* the sub0et performs the ation of
the verb.
E-( I wrote a song
In passive voie* the sub0et reeives the ation e-pressed by the verb. :ormally* passive voie
is formed with some form of the verb PbeQ and the past partiiple Ca verb that usually ends with
Ued or UenD.
E-( A song was written by me.

One further caution about the passive voice: we should not mix active and passive constructions in
the same sentence: "The executive committee approved the new policy, and the calendar for next
year's meetings was revised" should be recast as "The executive committee approved the new policy
and revised the calendar for next year's meeting."
Passive is acceta!le i" it is #se$ to maintain "oc#s an$ ermit the correction o" a
non%grammatical sentence.
E-( Trying to find a par$ing spae* they were aosted by a vagrant.
That vs. Which
5. A testmagi tip( G4AT almost always CI say almost always beause I?ve seen two !uestions
that did not follow this rule* but the rule was violated in all five answer hoiesD wants you
to put a comma !e"ore which. In other words* if you see which without a omma before
it* it?s probably wrong.
If the person you?re tal$ing to* or the person who?s reading what you?ve written* needs that
e-tra bit of information to $now whih noun you?re referring to* we say that that e-tra
information is non%restrictive. This word doesn?t really desribe the funtion learly* so
many teahers say that this information is Pe-tra.L
%n the other hand* if you need that information to $now whih noun you are tal$ing about*
we say that the information is restrictive. Again* this word is not really a good hoie for
larity* and many teahers use the term Lneessary informationL instead
<e need a comma !e"ore non%restrictive cla#ses an$ hrases but it is not needed
before restritive lauses and phrases.
#oth the sentenes below are orret aording to G4AT* but have different meanings.
Flease go into the room and get me the big boo$* whih is mine. CE-( of non,restritiveD
Flease go into the room and get me the big boo$ that is mine. CE-( of restritiveD
+. &That' almost alwa(s re"ers to a restrictive cla#se or hrase an$ &which' to a non%
essential hrase.
E-( The bananas that I left on the table have gone bad.
#ananas* whih are high in potassium* are onsidered ideal for dieting.
8. Also* the relative pronoun &which' sho#l$ !e #se$ to re"er to a no#n and not an idea or
an ation presented in an entire lause. CE-( J.28* J.67 from %GD
J.67( The root systems of the most flowering perennials either beome too rowded* whih
results in loss of vigor* and spread too far outward* produing a bare enter. ,V &se of
PwhihQ is inorret.
2. Omitting &that'
Aou an omit Pthat in a relative lause when the sub0et of the lause is different from
the word or phrase the lause refers to. Thus* you an say either
The book that I was reading CorD
The book I was reading
Aou an also omit Pthat when it introdues a subordinate lause
Ex: I think we should try again.
Aou should NOT omit &that, however* when the subordinate lause begins with an
adverbial phrase or anything other than the sub0et(
E-( She said that under no circumstances would she allow us to ski the meeting.
The book argues that e!entually the housing suly will increase.
This last sentene would be ambiguous if that were omitted* sine the adverb e!entually
ould then be onstrued as modifying either argues or will increase.
http())www.bartleby.om)52)>001)05+.html
No vs. Not
No is a determiner e-pressing !uantity li$e ?all?* ?every?* ?many?* ?some?* ?any?* ?eah?* ?either?*
?one?* ?another? and is used before singular and plural nouns. It is similar in meaning to ?not a?
or ?not any? and is often our preferred hoie if we want to give emphasis to what we are
saying. >ompare(
I have no idea what he is referring to. Cmore emphatiD
I $on)t have any idea what he is referring to. Cless emphatiD
No students from the seondary shool in :ew Town ahieved the highest grades in
their end,of,year e-am. Cmore emphatiD
There weren)t any students from the seondary shool in :ew Town who ahieved the
highest grades in their end,of,year e-am. Cless emphatiD
I?m sorry. I?ve got no time for that this afternoon. Cmore emphatiD
I?m sorry. I haven)t any time for that this afternoon. Cless emphatiD
Not is used to ma$e a lause or sentene negative and usually ombines with the verb ?to be?
and with ad0etives* adverbs* noun groups or prepositional phrases. Ver( is often used after
not to moderate the negative aspet of the lause. Thus* we have(
It was not diffiult to understand why she was in love with him.
It is not always true that people who are in love li$e the same things.
"e swims well* but not very evenly.
It was not a huge meal* but enough for two people.
I $now I?ll probably fail my driving test* but I?m not in the least bit nervous about it.
?Good? is probably uni!ue as an ad0etive in that it an ombine with no and an( and also with
not* although there are sometimes subtle distintions in usage or meaning. >ompare(
?Is the mil$ good=? ?No* it?s not good.? CThe disussion here is about how fresh the mil$
is and not for me would be the preferred negativeD
?<as the play any good=? ?It was no good at all. The ating was poor and the diretion
was terrible.? C"ere* no goo$ in the answer reflets an( goo$ in the !uestion.D
?It?s no good. I an?t see how we an repair this fene. <e shall have to buy a new one. C"ere*
?It?s no good? ould be replaed by ?It?s no use?.D
:ote that goo$* li$e #se or oint is often used with %ing(
?It?s no good trying to apologise. Aou have really offended me.?
?It?s no use omplaining about the servie in this hotel. It will never improve.?
?There was no point CinD arrying on with this. <e deided to end the investigation.
Bemember to use ?there?s? with ?no point? and ?it?s? with ?no good)no use?.
http())www.bb.o.u$)worldservie)learningenglish)grammar)learnit)learnitv22.shtml
9reedmanWs survey showed that people living in small towns and rural areas onsider
themselves no happier than do people living in big ities.
CAD no happier than do people living
C#D not any happier than do people living
C>D not any happier than do people who live
CGD no happier than are people who are living
CED not as happy as are people who live
OA is A
*sage o" &One'
As a determiner* the word &one is sometimes #se$ !e"ore a roer no#n to $esignate*
partiularly* this person( L"e delivered the pa$age to one Bonald Fepin of >olhester.L The
artile LaL will also funtion in that position for the same purpose.
1ometimes we use the word &one as an a$+ective* as in LI?ll have 0ust one soop of ie,
ream*L and we seldom have trouble with that usage. #ut we also use Pone as a pronoun* and
this is where Pone beomes surprisingly omple-.
1ometimes the pronoun &one "#nctions as a n#merical e,ression(
Those are lovely sarves. I thin$ I?ll buy one.
The three brothers get along !uite wellE in fat they adore one another.
%ne of the senators will lead the group to the front of the apitol.
As a pronoun* one can also "#nction in an imersonal- o!+ective manner
The young omedian was awfulE one felt embarrassed for him.
If one fails* then one must try harder ne-t time.
"#nesel$ is used in formal writing and speeh as the proper refle-ive form of Pone(
If one slipped on this iy wal$* one ould hurt oneself badly.
:otie there is usually no apostrophe used in the spelling of onesel$. The onstrution one?s self
is used to refer to the onept of self.
The hrases .one in /l#ral n#m!er0. an$ .more than one. alwa(s ta1e a sing#lar
ver!:
%ne in four dentists reommends this toothpaste.
%ne out of every five instrutors gets this !uestion wrong.
There is more than one reason for this.
4ore than one lad has lost his heart to this lass.
The LoneL in the phrase Lmore than oneL apparently ontrols the number of the verb.
http())webster.ommnet.edu)grammar)one.htm
&one or more': >onstrutions using one or more or one or two always ta$e a plural verb(
%ne or more ars were par$ed in front of the house eah day this wee$.
%ne or two students from our department have won pri@es.
:ote that when "ollowe$ !( a "raction- &one' or$inaril( gets a l#ral ver!:
%ne and a half years have passed sine I last saw her.
The "raction r#le has an e,cetion in that amounts are sometimes treated as singular
entities(
%ne and a half ups is enough sugar.
A year and a half has passed sine I last saw her
:ote also that the plural rule does not apply to these one,plus,a,fration onstrutions that are
introdued by the indefinite artile CPaQ or PanQD in the +
nd
e-ample above.
&one o" those who': Sing#lar or l#ral ver!? It is a matter of whih word you feel is most
appropriate as the anteedent of the relative pronounXPone or the plural noun in the Po$
phrase that follows it.
Note also that when the hrase containing &one is intro$#ce$ !( the $e"inite article-
the ver! in the relative cla#se m#st !e sing#lar:
"e is the only one of the students who has already ta$en 'atin.
http())www.bartleby.om)52)>001)02..html
*sage o" &2ore than one':
%hen a noun hrase contains more than one and a singular noun, the !erb is normally
singular:
There is more than one way to skin a cat.
&ore than one editor is working on that ro'ect. &ore than one $ield has been lanted with oats
%hen more than one is $ollowed by of and a plural noun, the !erb is lural:
&ore than one o$ the aintings were stolen.
&ore than one o$ the cottages are $or sale.
%hen more than one stands alone, it usually takes a singular !erb, but it may take a lural
!erb i$ the notion o$ multilicity redominates:
The oerating rooms are all in good order. &ore than one is (or are) e*uied with the latest
imaging technology
Conduct unbecoming an officer and a gentleman" is one of those phrases that sounds as if
it comes out of Kipling.
The sentence caused considerable stir (as such things go), for the verb "sounds" should really
relate to the plural "phrases," not the singular "one." The sentence should probably read
(underlining things for our purpose):
"Conduct unbecoming an officer and a gentleman" is one of those phrases that sound as if
they came out of Kipling.
The rare device for figuring out which verb to use in this construction is as follows: turn
the sentence inside out:
Of those phrases that sound as if they came out of Kipling, "conduct unbecoming an officer
and a gentleman" is one.
In this situation, the subject of the subordinate clause usually a who or a that will
refer to the plural noun in the preceding prepositional phrase (not the one before it) and
require a plural verb to follow.
Between vs. Among3 &er' vs. &est' "orms3 more vs. most
If a sentene ompares two items use PbetweenQ or the PerQ form* but if it ompares more than
two use PamongQ or PestQ form.
Ad0etives and adverbs with three or more syllables re!uire omparison with more and most.
Thos with two syllables an re!uire either Uer) ,est or more)most.
E-( easy* easier* and easiest
#ut* ready* more ready and most ready
When in $o#!t ic1 the more3most "orm.
Incorrect: >ould you drive slower=
Correct: >ould you please drive more slowly=
NOT4: Avoid PamongstQ in G4AT.
One or other vs. One or another
one or other , means between first or seond that is out of two hoies
one or another , between multiple hoies not restrited to two
PGenerally* Lthe otherL means Lthe seond one.L In other words* we an only use Lthe other
oneL when we are tal$ing about only two things* suh as our eyes* feet* ears* hands* or legs.
E-( I have two sisters. %ne is a dotor* and the other one is an artist.Q , Test4agi Erin
If the laims of oastal nations to +00,mile territorial seas were aepted on a worldwide basis*
more than thirty per ent of the worldWs oean area would ome under the 0urisdition of one or
other national states.
CAD one or other national states
C#D one or another national state
C>D one or the other national state
CGD some or another of the national states
CED eah and every national state
OA is B
The three plays in Freston JonesWs PA Te-as TrilogyQ are ompletely independent* and eah has
only a peripheral relationship with the other.
CAD independent* and eah has only a peripheral relationship with the other
C#D independent* and eah has only a peripheral relationship one with another
C>D independent* and they have only a peripheral relationship with the others
CGD independent and have only a peripheral relationship with one another
CED independent and have only a peripheral relationship eah with the other
OA is 5
Whether vs. I"
On the 62AT- &whether' is more re"erre$ than &i"'
&Whether' is used when there are alternative hoies.
E-( I donWt $now whether I will ta$e the G4AT this month Cor notD.
Incorrect: "er lient didnWt tell her if he had sent his payment yet.
Correct: "er lient didnWt tell her whether he had sent his payment yet.
&I7' is used in a conditional sense.
E-( If you prepare well you will get a good sore.
*se o" &Being' in 62AT
In G4AT* "being in an answer hoie is wrong more often than it is right.
%rder pf preferene( !eing 8 since 8 !eca#se
There are a few e-eptions to the "being rule in whih Pbeing is often the right answer.
4,amles when &being is correct:
9. Some i$ioms allow onl( one str#ct#re: 4ost often* ideas an be e-pressed in more than
one way. 9or e-ample* I an sayY
I+m a$raid o$ being late. CorD
I+m a$raid that I+ll be late.
Eah has its own emphasis* but the point is that these two strutures e-ist. <hen there is :%
other alternative li$e idioms than usage of PbeingQ is o$.
#ut* the idiomati struture Pin addition to does not have a ounterpart that uses a sub0et and
a verb* so our only option here is to use Pbeing* whih is grammatially a noun* but is derived
from a verb.
In addition to being one of the first restaurants to ombine 4editerranean and Amerian
tastes* >he@ Fanisse in #er$eley is also one of the #ay Area?s most established restaurants.
:. In the case o" an a!sol#te hrase ;with < no#n < no#n comlement=
In the e-ample below Pwith increased career rosects being the most important for many 4#A
appliantsQ is an absolute phrase.
There are many reasons to get an 4#A* with increased career rosects being the most
important for many 4#A appliants.
1D#eing a year ahead in produing new omputer produts an give a ompany signifiant edge over its
ompetitors.
+D beause uranium is the heaviest* and therfore the most penetrating* of natural metals* it is being
inreasingly used in the prodution of bullets.
in both the ases the orret answer was that i have written.
another thing was does the onstrution in sentene + L *and thereforeL is better than L *therefore L
1D#eing a year ahead in produing new omputer produts an give a ompany signifiant edge over its
ompetitors.
In this ase* being is a gerund and is the sub0et of the sentene. There?s nothing inherently wrong
withusing being as a gerund in a sentene(
,eing happy is a wonderful thing.
This onstrution annot be faultedE other phrasings would hange the meaning.
>*OT4;avt# ? Nov @ :AAB- 9::B9 P2=
beause uranium is the heaviest* and therfore the most penetrating* of natural metals* it is being
inreasingly used in the prodution of bullets.
In this ase* we are orreting using the present progressive passive* whih* although not so ommon* is
orret.
"ere are some e-amples(
The Internet is great* but it often seems as if we are being bombarded with ads* soliitations* and other
information we don?t want or need.
It?s lamentable that we are being driven underground.
1ome voters resent being as$ed to pay higher pries in order to protet ertain national industries.
Aou had another !uestion about howe!erE howe!er is not a on0ution* so 0ust ignore it for a seond or
two to figure out the puntuation.
http())www.senteneorretion.om)forums)inde-.php=showtopiT.+.
Note:
No#n Comlement: A word or phrase that ould logially and grammatially omplete this pattern(
:%&: / 'I:HI:G VEB# / :%&: >%4F'E4E:T
Ex: She is a $riend. ,V LfriendL is a noun omplement. In this ase* we an see that a noun an be a noun
omplement.
A!sol#te Phrase: A modifier C!uite often a FABTI>IF'ED* or a modifier and a few other words*
that attahes to a sentene or a noun* with NO con+#nction. An absolute phrase cannot
ontain a 9I:ITE VEB#.
Ex: 1D The train running late* we deided to get off at the ne-t stop and ta$e a ta-i home.
+D -ll things being e*ual* the ative voie tends to be orret more often than the passive.
http())www.testmagi.om)grammar)e-planations)phrases)absolute,phrases,introdution.asp
The nurses went on stri$e to protest their being overwor$ed
CAD their being overwor$ed
C#D themselves being overwor$ed
C>D themselves as overwor$ed
CGD their overwor$ing
CED overwor$ing themselves
OA is A
4ore disussion at http())www.gmatlub.om)phpbb)viewtopi.php=tT1+72.
*se o" Since
1ine is used in a variety of different ways* both with the present perfet and with other tenses.
?sine? as preposition
<hen it is used as a preposition to introdue a date or a speifi time in the past* it is normally used with
present perfet and past perfet tenses. It refers to a period of time starting at a partiular point in the
past and ontinuing up till now Cpresent perfetD or up until another point in the past Cpast perfetD.
>ompare the following(
I havenWt seen my younger brother sine 12 July 1887.
TheyWve been on stri$e sine the beginning of April and thereWs no sign of it ending.
I hadnWt visited the area sine my hildhood days and I notied last summer how everything had hanged.
?sine? as on0untion
1ine an also be used as a on0untion* as in your e-amples* 4ihele* introduing a lause. The tense in
the sine,lause an be past or perfet* depending on whether it refers to a point in the past or to a period
of time leading up to the present or* in the ase of the past perfet* leading up to a point in the past.
1ine as a on0untion sometimes ombines with ever to ma$e ever sine. :ote also in these e-amples
that present and past tenses are possible in the main lause as well as the present perfet(
<eWve been patronising this pub CeverD sine weWve been living in this village.
<eWve been patronising this pub CeverD sine we moved to this village.
"enryWs been teetotal sine we got married.
"enryWs been teetotal sine weWve been married.
ItWs only a wee$ sine I met him* but weWre very muh in love.
ItWs only a wee$ sine weWve $nown eah other* but weWre very muh in love.
TheyWre a lot happier sine they separated.
TheyWre a lot happier sine theyWve been living apart.
AouWre loo$ing muh better sine you ame out of hospital.
AouWre loo$ing muh better sine youWve been out of hospital.
It was in the summer of +001 that I saw her and it was over +0 years sine we had last met.
?Go you reali@e*? I said* ?itWs over +0 years sine we last met=?
?sine then? ) ?ever sine?
:ote that sine an also be used as an adverb. 1ine then refers to a partiular point in time and ever
sine to a period of time. <hih one we use depends on whether we want to fous attention on the point
in time or on the ontinuing period of time. >ompare the following(
1he left home in 188+ and hasnWt ontated us sine then. The ompany started losing money in +00+ and
has been in serious deline sine then.
The ompany started losing money in +00+ and has been in serious deline ever sine. I too$ my final
e-ams five years ago and have been wor$ing as a dotor ever sine
Ci1e vs. As
Ci1e is used to comare no#ns.
As is used to comare actions.
In Tur$ey* offee is traditionally drun$ very strong* muh as the frenh do.
AD muh as the 9renh do
#D muh li$e the 9renh do
>D muh as it is by the 9renh
GD muh as it is in 9rane
ED muh li$e it is in 9rane
OA is 5
The omparison is between two ountries Tur$ey and 9rane* so the hoie is now G or E.
The fous of the sentene is on the ation Cof drin$ingD* so it should be LasL and not Lli$eL.
Ci1e vs. S#ch As
"like means similar to* and Psuch as means $or examle.
>an you buy me some fruit li1e oranges or grapefruit=
This sentene would mean that you do :%T want oranges or grapefruitE instead* you?d prefer
some fruit similar to oranges and grapefruit. 9or e-ample* you may want pomelo* lemons* or
limes.
>an you buy me some fruit s#ch as oranges or grapefruit=
%ranges and grapefruit are e-amples of the type of fruit we want.
As business grows more omple-* students ma0oring in speiali@ed areas li$e those of finane
and mar$eting have been beoming inreasingly suessful in the 0ob mar$et.
aD ma0oring in speiali@ed areas li$e those of finane and mar$eting have been beoming
inreasingly
bD who ma0or in suh speiali@ed areas as finane and mar$eting are beoming more and more
D who ma0ored in speiali@ed areas suh as those of finane and mar$eting are being
inreasingly
dD who ma0or in speiali@ed areas li$e those of finane and mar$eting have been beoming
more and more
eD having ma0ored in suh speiali@ed areas as finane and mar$eting are being inreasingly
OA is B ;O6 ::D=
Note: &S#ch' is also re"era!le to &these' "or resenting e,amles or instances.
Particile E Particiial Phrases
Particile: A verb used as an ad0etive. There are two $inds of partiiples. The ast articile
has the past form of the verb whih would go with the verb have and would usually end in %e$.
The resent articile ends in %ing.
Particiial hrase: It onsists of partiiple plus modifierCsD* ob0etCsD* and)or omplementCsD.
Astronomers have theori@ed that the #ig #ang governs the behavior of interstellar dust*
partiles that omprise the atoms and moleules reated in the progenitive e-plosion and
persisting in even the emptiest regions of spae
A. persisting
#. persists
>. persisted
G. they persist
E. are persisting
OA is A
This sentene basially has two partiipial phrases(
1. reated in the progenitive e-plosion
+. persisting in even the emptiest regions of spae.
#oth modifying Latoms and moleulesL
1o* you an maintain parallelism only by using the two partiiples LreatedL Cpast partiipleD
and LpersistingL Cpresent partiipleD.
4ore detailed e-planation at http())www.gmatlub.om)phpbb)viewtopi.php=tT1+7.0
S#!+#nctive 2oo$
The s#!+#nctive moo$ is used in dependent lauses that do the following(
1. e,ress a wish* mostly followed by PwereQ
She wishes her boy$riend were here.
2. begin with if and e,ress a con$ition that $oes not e,ist ;is contrar( to "act=
I$ .uan were more aggressi!e, he+d be a better hockey layer.
I$ she were coming, she would be here by now.
I$ I were you, I would not go there.
3. begin with as if and as though when suh lauses $escri!e a sec#lation or con$ition
contrar( to "act
/e acted as i$ he were guilty.
4. begin with that and e,ress a $eman$- reF#irement- reF#est- or s#ggestion.C%G
J.123D and seond verb is in infinitive form
I re*uested that he be resent at the hearing.
I insist that the chairman resign0
Their main demand was that the lawsuit be droed
&I"' cla#ses: Aording to traditional rules* you use the sub0untive to $escri!e an
occ#rrence that (o# have res#ose$ to !e contrar( to "act. The verb in the main
lause of these sentenes m#st then contain the ver! would or Cless fre!uentlyD should:
I$ I were ten years younger, I would consider entering the marathon.
I$ -merica were still a ,ritish colony, we would all be drinking tea in the a$ternoon.
<hen the situation desribed by the &if cla#se is NOT res#ose$ to !e "alse* however*
that lause m#st contain an in$icative ver!. The form of verb in the main lause will depend
on your intended meaning(
I$ "amlet was really written by &arlowe, as many ha!e argued, then we ha!e
underestimated &arlowe1s genius.
I$ 2e!in was out all day, then it makes sense that he couldn1t answer the hone.
Note: Bemember* 0ust beause the modal verb would appears in the main lause* this doesnWt
mean that the verb in the Pi$ lause must be in the sub0untive if the ontent of that lause is
not presupposed to be false(
I$ I was Cnot were D to accet their o$$er-which I1m still considering-I would ha!e to start
tomorrow.
/e would always call her $rom the o$$ice i$ he was Cnot were D going to be late $or dinner.
Another traditional rule states that you are not supposed to use the sub0untive following verbs
suh as ask or wonder in i$ lauses that e-press indiret !uestions* even if the ontent of the
!uestion is presumed to be ontrary to fat( %e wondered i$ dinner was Cnot wereD included in
the room rice. Some o$ the eole we met e!en asked us i$ 3ali$ornia was Cnot wereD an
island.
http())www.bartleby.om)52)>001)051.html
Note: Go NOT #se &sho#l$' in 1ub0untive mood.
Sho#l$ vs. Wo#l$
The two verbs are not always interhangeable. Aou can #se either should or would in the
"irst erson to e,ress the "#t#re "rom the oint o" view o" the ast. The same priniple
applies to the verb in sentenes that e-press a future ondition.
/e swore that I should Cor wouldD ay $or the remark.
I$ I had known that, I would Cor more formally* shouldD ha!e answered di$$erently.
In the secon$ an$ thir$ ersons- however- (o# onl( #se would:
She assured us that she would Cnot shouldD return.
I$ he had known that, he would Cnot shouldD ha!e answered di$$erently.
Onl( sho#l$ is correct: To e,ress $#t( or o!ligation* you use should as the e!uivalent of
ought to: I Cor you or heD should go.
Onl( wo#l$ is correct: Aou use would Cand not shouldD to e,ress willingness or romise
CI agreed that I would do itD and to e,ress ha!it#al action in the past C%e would walk along
the canal at nightD. %ould also has the advantage of being a polite substitute for will in
re!uests( %ould you lend me a dollar4
http())www.bartleby.om)52)>001)036.htmlS1"%&'G
In"initives E Slit In"initive
In"initive: the root of a verb plus the word to. To sleep* perhane to dream.
The resent in"initive desribes a present ondition( LI li$e to sleep.L
The er"ect in"initive desribes a time earlier than that of the verb( LI would li$e to have won
that game.L
Slit In"initive: An infinitive is said to be LsplitL when a word Coften an adverbD or phrase
snea$s between the Pto of the infinitive and the root of the verb( Lto boldly go*L
1plit infinitive is not onsidered aeptable in standard Amerian English.
If present metal pries ontinue to sharply rise* the value of the opper in a penny will soon be
greater than the fae value of the oin.
a. If present metal pries ontinue to sharply rise*
b. If present metal pries are ontinuing their sharp rise*
. 1hould present metal pries ontinue their sharp rise*
d. >ontinuation of sharply rising metal pries should mean that
e. 4etal priesW sharp rise ontinuing should mean that
OA is C
WhatGs wrong with A?
A uses slit in"initive* if A had said Pto rise sharplyQ it would have been aeptable.
Comare with vs. Comare to
H#le 9( Comare to ompares #nli1e things* whereas comare with ompares li1e things .
H#le :( Comare to is used to stress the resem!lance. Comare with an be used to
show either similarity or differene but is #s#all( #se$ to stress the $i""erence.
Comare with ( To evaluate things relative to eah otherE for e-ample* PI+m thinking o$ buying
either a /onda -ccord or a Toyota 3amry, so I+m comaring each with the other, trying to
$igure out which to buy. This meaning is muh more ommon.
Comare ta$es with when it refers to the at of e-amining two li1e things in order to disern
their similarities or differenes(
Z The polie comare$ the forged signature with the original.
Z The ommittee will have to comare the 1enate?s version of the bill with the version that
was passed by the "ouse.
Comare to ( To say that one thing is li$e another thing* often to try to e-plain what one is
li$e* but sometimes as an insultE for e-ample* P&y $riend didn+t know what a omelo was, so I
comared it to a grae$ruit. Then she was able to understand what it was. or P&y $riend got
mad at the way I handled her bags, so she comared me to a gorilla. This meaning is less
ommon.
Comare usually ta$es the preposition to when it refers to the ativity of desribing the
resemblanes between #nli1e things(
Z "e comare$ her to a summer day.
Z 1ientists sometimes comare the human brain to a omputer.
Altho#gh- Tho#gh- 4ven tho#gh- 5esite- In site o"
Altho#gh* tho#gh and even tho#gh are all con+#nctions* whilst in site o" and $esite are
both reositions. 1o usage re!uires(
altho#gh < cla#se
tho#gh < cla#se
even tho#gh < cla#se
$esite < no#n
in site o" < no#n
Altho#gh and tho#gh an be used in the same way. Tho#gh is perhaps more ommon in
informal speeh and writing* whereas altho#gh an be used in a wide variety of styles.
%ur new neighbors are !uite nie* tho#gh their dog is a bit of a nuisane.
1he insisted on $eeping her oat on* altho#gh it was e-tremely warm in the house as the
entral heating was on.
Altho#gh she was ommended for ompleting the 4illennium Gome pro0et on time and
within budget* management felt that it was now time for a new person with different talents
to ta$e over.
4ven tho#gh: Tho#gh is often used with PevenQ in order to give emphasis(
I managed to get good results in my e-ams* even though I went out four times a wee$
when I was supposed to be revising.
5esite might be thought more formal than in site o" but there is really very little differene
in usage between the two(
5esite the appalling weather* they sueeded in wal$ing to the top of #en :evis.
They deided to get married in site o" the huge differenes in their ages.
5esite and in site o" are normally used as prepositions* they an also be used in adverbial
onstrutions with %ing* thus(
I managed to pass my e-ams* $esite going out four times a wee$ during the revision
period.
In site o" "eeling terribly si$* I went to wor$ every day that wee$.
5esite !eing severely handiapped* he managed to omplete the rae.
http())www.bb.o.u$)worldservie)learningenglish)grammar)learnit)learnitv21.shtml
Co#nt Vs Non co#nt
>onrete things suh as tables* students* bottle* person et are ount nouns.
<hile others whih refer to abstrat ideas suh as air* beauty* money* water* furniture*
information* soap et are non,ount nouns. :on,ount nouns do not usually plurali@e. 9or
instane while plural of bottle is bottles* there is no plural of water.
To !uantify these words different words are used for ount and non,ount nouns.
If there were fewer cars on the road* there would be less tra""ic.
The number o" cars on the road ontributes to the amount o" tra""ic.
ThereWs too much tra""ic on this road beause there are too many cars.
Co#nta!le: n#m!er- "ew- "ewer- man(- ma+orit(- several
Not co#nta!le: amo#nt or F#antit(- little- less- m#ch- an(- a lot o"
4,cetion: <hen referring to time or money* less is often used even with numbers. 1peifi
units of time or money use fewer only in ases where individual items are referred to.
:on ount nouns generally ta$e singular verbs and ount nouns ta$e singular or plural
depending on the number.
E-( 4ost people areE 4ost of the water is
Ferentages and frations ta$e plural verb if referring to ount nouns. E-eption to this would if
the perentage or fration results in a single !uantity.
A !uarter of my homewor$ remains to be done.
Two thirds of the students were familiar with the !uestion.
O!+ective case o" Prono#ns
There is no ob0etive form for PyouQ and PitQ
1ub0etive I "e) 1he <e They <ho
O!+ective 2e Iim3 Ier *s Them Whom
Fossessive 4y "is) "er %ur Their <hose
Frediative 4ine "is) hers %urs Theirs <hose
H#le 9: %b0etive forms of pronouns are #se$ a"ter reositions suh as( to* at* in* of*
between* among* over et.
Incorrect: The ops had nothing on >hris and I.
Correct: The ops had nothing on >hris and me.
Incorrect: The English* among who are some fine musiians* annot write opera.
Correct: The English* among whom are some fine musiians* annot write opera.
H#le :: %b0etive forms of pronouns are #s#all( #se$ a"ter ver!s.
Incorrect: The ops li1e$ >hris and I
Correct: The ops li1e$ >hris and me.
Incorrect: The 1miths !elieve both the( and their story.
Correct: The 1miths !elieve both them and their story.
Test: The sentene should ma$e sense if you removed the on0untion either pronoun. E-(
PThe ops had nothing on meQ ma$es more sense than PThe ops had nothing on IQ.
4,cetion to H#le :: The e-eption to this rule is verb P!eQ.
Incorrect: It is me) ItWs me
Correct: It is I) ItWs I
Incorrect: They need the !uarterba$ to !e him who has a ool head and a strong throwing
arm.
Correct: They need the !uarterba$ to !e he who has a ool head and a strong throwing arm.
Note: PItWsQ is ontration of Pit / isQ. PItsQ is the possessive of PitQ. Never use PitQ to replae a
omplete idea* lause or a phrase.
Who vs. Whom
&se .who. when someone is the S*BJ4CT of a sentene* lause* or phrase.
4,: <ho alled the meeting=
&se .whom. when someone is the OBJ4CT of a verb or preposition.
4,: <hom did you invite to the meeting=
:ote( Try the !uestion test. If you answer the !uestion with &he' or &the(' ic1 &who' if you
answer the !uestion with &him' or &them' ic1 &whom'.
Fresenters at the seminar* one who is blind* will
demonstrate adaptive e!uipment that allows visually impaired people to use omputers.
CAD one who
C#D one of them who
C>D and one of them who
CGD one of whom
CED one of whih
OA is 5
In this statement* you are trying to say one of the presenters is blind. Cie( one of them is blindD
<hen in doubt substitute the PwhomQ with PthemQ or PtheyQ.
Sing#lar Prono#ns E Collective No#ns
No one No!o$( Nothing
Someone Some!o$( Something
4ver(one 4ver(!o$( 4ver(thing
An(one An(!o$( An(thing
None 4ach An(
Another 4ither 4ver(
The n#m!er Neither
Collective no#n e,amles: 9amily* 1hool* >ommittee
1ingular pronouns should always be followed by singular verbs. 9or olletive nouns* use a
singular verb if you want to stress the group as a whole and use plural verb if you want to
emphasi@e the individual units in the group.
What ;Sing#lar or Pl#ral?=
<hen Pwhat is the sub0et of a lause* it may either ta$e a singular or plural verb.
P%hat is sing#lar when ta$en as the eF#ivalent o" &that which or &the thing which:
I see what seems to be a dead tree.
P<hatQ is l#ral when ta$en as the eF#ivalent o" &those which or the things which:
/e sometimes makes what seem to be thoughtless mistakes.
<hen a lause that has Pwhat as its sub0et is itself the sub0et of a sentene* it may ta$e a
singular or plural verb. 4ost of these what lauses are singular* In fat* what lauses are
usually singular even when the verb is a lin$ing verb* suh as be or seem, followed by a plural
noun or a series of nouns(
%hat she ket in her drawer was ten sil!er dollars.
%hat truly commands resect is a large air $orce and a resolute $oreign olicy.
In some ases* you an treat a lause with what as the sub0et as singular or plural* depending
on the emphasis you want to onvey. In P%hat e-ite him most are money and ower, the
impliation is that money and power are distint elementsE in P%hat e-ites him most is money
and ower, the impliation is that money and power are a single entity.
The Pwhat lause as a whole is l#ral i" it has a l#ral ver!(
%hat seem to be two dead trees are blocking the road.
http())www.bartleby.om)52)>001)06+.html
The period when the great painted aves at 'asau- and Altamira were oupied by &pper
Faleolithi people has been established by arbon,12 dating* but what is muh more diffiult to
determine are the reason for their deoration* the use to whih primitive people put the aves*
and the meaning of the magnifiiently depited animals.
aD has been established by arbon,12 dating* but what is muh more diffiult to determine are
bD has been established by arbon,12 dating* but what is muh more diffiult to determine is
D have been established by arbon,12 dating* but what is muh more diffiult to determine is
dD have been established by arbon,12 dating* but what is muh more diffiult to determine are
eD are established by arbon,12 dating* but that whih is muh more diffiult to determine is
OA is B.
Wh( &is' an$ not &are'?
To simplify the rule here( To figure out whether the verb is singular or plural* we loo1 to the
le"t* not to the right.
:oun lauses are generally singular Can?t thin$ of any e-eptions* but I seem to reall one
sometime in the pastD* so we?d use a singular verb when the noun lause is the sub0et. 9or
e-ample(
%hat I need is many eole to hel me mo!e.
%f ourse* many native spea$ers will say something li$e this(
%hat I need are many eole to hel me mo!e.
#ut again* it?s the s#!+ect- not the o!+ect that $etermines the n#m!er o" the ver!.
http())www.senteneorretion.om)forums)inde-.php=showtopiT.58
Beca#se vs. 5#e to
PBeca#seQ is used as an adverb while* P5#e toQ is used as an ad0etive. Try to substitute with
Paused byQ if it wor$s then PGue toQ is the right usage.
The eventWs postponement was due to rain
The event was postponed beause of rain.
Possi!le str#ct#res: [Gue to / :oun FhraseW and [Gue to the fat that / 4ain >lauseW* and
[#eause / 4ain >lauseW and [#eause of / :oun FhraseW.
NOT4: P1ineQ is less preferred than PbeauseQ.
He$#n$ant Phrases
Eliminate any hoies with redundant phrases. 1ome e-amples
1. reasonYbeause
+. o,operateYtogether
.. free gift
2. onsensus of opinion
3. retrospetiveYrefers ba$
5. few in number
6. grouped together
7. end result
8. new initiative
10. serious rises
11. ultimate onlusion
1+. deliberately hose
1.. at least as many as
12. bothYas well as
Other
1. The dotrinal dispute resulted in the dismissal of the president of the seminary* who was
harged with teahing false dotrine and with administrative misondut.
CAD harged with teahing false dotrine and with administrative misondut
C#D harged with teahing false dotrine and administrative misondut
C>D being harged that he taught false dotrine and administrative misondut
CGD harged with both false dotrine teahing and administrative misondut
CED teahing false dotrine and administrative misondut as harged
OA: A
Wh( is OA A- an$ not 5 or B?
In 5: The $ey here is to notie that $octrine is the ob0et of teaching and should therefore be
$ept as the ob0et* not as an ad0etive Cor* as we sometimes say* Lin attributionLD.
In other words* we should follow this pattern( FBEF / GEB&:G / %#JE>T %9 GEB&:G
%f ourse a good e-ample will ma$e this rule learer. >onsider the following sentenes(
The woman was fired "or !#(ing +#n1.
or
The woman was fired "or +#n1 !#(ing.
"ere are two more(
A"ter eating l#nch* I felt sleepy.
or
A"ter l#nch eating* I felt sleepy.
In B: if we don?t use with* we would have ambiguity about whether miscon$#ct was parallel
with teaching or with $octrine. In other words* it sounds li$e the president was teahing
administrative misondutMM
+. The legislature seems to tal$ at great length about reform but to do almost nothing to
ahieve that.
CAD to do almost nothing to ahieve that
C#D to do almost nothing ahieving suh
C>D to do almost nothing to ahieve It
CGD doing almost nothing in ahieving any
CED doing almost nothing to ahieve that
OA is C
<ell* the grammatial e-planation for why it is C>D is !uite simple,,that is what we all a
demonstrative* whih means that it is used to show whih one* $ind of li$e pointing at
something* saying that one.
Qit is a simple pronoun,,it simply replaes a singular noun that ame before. 1o* if you?re not
pointing out a noun* you should use Pit.
.. &nli$e modern feminism* whih derives muh of its strength from re0etion of an oppressive
home* 4arietta "olley in her novels made domestiity the basis of womenWs liberation.
CAD &nli$e modern feminism* whih derives muh of its strength from re0etion of an oppressive
home* 4arietta "olley in her novels
C#D &nli$e the modern feminist who derives muh of her strength from re0etion of an
oppressive home* 4arietta "olleyW s novels
C>D &nli$e modern feminism* deriving muh of its strength from re0etion of an oppressive
home* 4arietta "olleyWs novels
CGD &nli$e those of the modern feminist who derives muh of her strength from re0etion
of an oppressive home* novels of 4arietta "olley
CED &nli$e those of modern feminism* whih derive muh of their strength from re0etion of an
oppressive home* 4arietta "olleyW s novels
OA is 4
WhatGs wrong with 5?
G is almost orret* but it does have a ouple of errors. %ne of the easiest to point out is the
missing determiner the re!uired for the phrase no!els o$ &arietta /olley.
"owever* there are still a ouple other things to pay attention too* things that are atually more
important if you?re shooting for 600/.
>ompare the following two phrases(
who derives muh of her strength from re0etion of an oppressive home
whih derive muh of their strength from re0etion of an oppressive home
In the first lause( "who deri!e s much o$ her strength $rom re'ection o$ an oressi!e home we
are saying that the modern feminist gains strength.
In seond lause( Pwhich deri!e much o$ their strength $rom re'ection o$ an oressi!e home
we are saying that the novels gain strength.
<e $now what?s referring to what beause of the relative pronouns and the form of the verb.
<e $now that we should be tal$ing about the novels and Lthe feminist*L beause the latter part
of the sentene shows the ontrast,,"olley?s novels Cnot Lthe feministLD.
9inally* if we do indeed want to tal$ about feminism* then it would be better to do so by
referring diretly to $eminism* and not to the $eminist Cto represent all of feminismD.
2. Twenty,two feet long and 10 feet in diameter* the A4,1 is one of the many new satellites
that is a part of 13 years effort of sub0eting the interations of EarthWs atmosphere* oeans*
and land surfaes to detailed srutiny from spae.
CAD satellites that is a part of 13 years effort of sub0eting the interations of EarthWs
atmosphere* oeans* and land surfaes
C#D satellites* whih is a part of a 13,year effort to sub0et how EarthWs atmosphere* oeans*
and land surfaes interat
C>D satellites* part of 13 years effort of sub0eting how EarthWs atmosphere* oeans* and land
surfaes are interating
CGD satellites that are part of an effort for 13 years that has sub0eted the interations of
EarthWs atmosphere* oeans* and land surfaes
CED satellites that are part of a 13,year effort to sub0et the interations of EarthWs atmosphere*
oean* and land surfaes
OA is 4
Wh( not B?
http://www.gmatclub.com/phpbb/viewtopic.php?p=75641#75641
3. The omputer software being designed for a pro0et studying :ative Amerian assess to
higher eduation will not only meet the needs of that study* but also has the versatility and
power of failitating similar researh endeavors.
CAD but also has the versatility and power of failitating
C#D but also have the versatility and power to failitate
C>D but it also has the versatility and power to failitate
CGD and also have the versatility and power of failitating
CED and it also has suh versatility and power that it an failitate
OA is B
Wh( not A?
"ere the parallel onstrution with not onlyYbut also ompares Pwill meetL with Lwill haveL
L"e meetsL \\ with Lhe hasL. 1o* here software needs the plural have.
http())www.gmatlub.om)phpbb)viewtopi.php=tT1.112
5. >ity Flanners in Getroit hope that the renewal pro0et e-tending along the eastern riverfront
will establish a population that lives an$ wor1s $owntown an$ also rovi$es the offie
spae needed to attrat new businesses.
AD that lives and wor$s downtown and also provides
#D to live and wor$ downtown and also provide
>D that lives as well as wor$s downtown and also provide
GD whih lives as well as wor$s downtown and also provides
ED who live as well as wor$ downtown and also provides
OA is C
Wh( not A?
In A* G and E the LprovidesL implies that the population provides the offie spae while it should
be the Lity plannersL.
1o* the parallel onstrution is with Lwill establishL and Lwill provideL.
http())www.gmatlub.om)phpbb)viewtopi.php=tT1.112
http())www.testmagi.om)forums)showthread.php=modeThybridRtT1.+02
6. The Immigration 1ervie now has the disretionary power to $eep families united even
though all their members do not meet the five,year resideny re!uirement.
CAD all their members do not meet the five,year resideny re!uirement
C#D not all their members meet the five,year resideny re!uirement
C>D all their members have not met the re!uirement for a five,year resideny
CGD not all their members have resided for five years* a re!uirement
CED all their members have not resided for five years* as re!uired
OA is B
Wh( not A?
It is implied with L$eep families togetherL that only some of the members do not meet the
re!uirements.
%nly answers # and G ma$e that distintion. The others suggest that the whole family members
do not meet the re!uirements Cin that ase they ould all be deported together and the family
would still be united right=D.
7. Art historians are using a proess $nown as infrared sanning in analy@ing the 4ona 'isa to
determine if it has been altered sine ompletion and if 'eonardo da Vini first s$ethed the
figure in bla$* as done by many artists of the time.
CAD if it has been altered sine ompletion and if 'eonardo da Vini first s$ethed the figure in
bla$* as done
C#D if it had been altered sine ompletion and if 'eonardo da Vini first s$ethed the figure in
bla$* a pratie employed
C>D whether it has been altered sine ompletion and whether 'eonardo da Vini first s$ethed
the figure in bla$* a pratie employed
CGD whether it was altered sine ompletion and whether 'eonardo da Vini first s$ethed the
figure in bla$* as was done
CED whether it had been altered sine ompletion and whether 'eonardo da Vini first s$ethed
the figure in bla$* a pratie done
OA is C
Wh( not 5?
"as been altered is orret , u need present perfet with LsineL
9ew points(
1. <hih one is better here , ?I9? or ?<hether?. 1ine ?I9? is not followed by a ?T"E:? lause*
?<hether? is right. This means A and # are out.
+. 'oo$ing at G* we have ?whether it was done......* as was done+ . ?as was done? surely is
aw$ward. 1o G is out.
.. b)w > and E...* E has ?a pratie done? and > has ?a pratie employed?. ?A Fratie employed?
seems right. > also has ?has been? , whih is right. ?had been? and ?a pratie done? together
does?nt $eep the tenses intat.
8. Asset alloators reate portfolios* often in the form of mutual funds* with the intention to
turn in good results in both PbullQ and PbearQ mar$ets.
CAD with the intention
C#D the intention of whih is
C>D intended
CGD and intending
CED so intended as
OA is C.
Wh( not A?
Lwith the intention ofL is the orret idiom. A uses Pwith the intention toQ.
10. Although about 88 perent of the more than 30 million Tur$s are 4uslims* the republi
founded by 4ustafa Hemal Atatur$ in 18+. is resolutely seular.
aD Although about 88 perent of the more than 30 million
bD Although about 88 perent of over 30 million of the
D Although about 88 perent of more than 30 million
dD Gespite the fat that about 88 perent of more than 30 million
eD Gespite the fat that about 88 perent of over 30 million
OA is A
WhatGs the $i""erence !etween A E C?
If we use Lthe*L we are saying that there are only 30 million Tur$s in the whole worldE if we
don?t use Lthe*L we are saying that there are possibly more than 30 million Tur$s in the world
I$iomatic *ni$iomatic
A lot alot
A!le < in"initive
Access to
Acco#nt "or
A$ate$ to3 "or3 "rom
Agree toCidea or proposalD3 withCpeopleD
All o" which %f whih all
Allows "or
AllowKto !e !ase$ on Allow thatYfees be based on
Aeal to
al( to
As an instance o"
As goo$ as...or !etter than
as m#ch as ;as...as=
Associate with
attemt to
Atten$ to ;someone=
Attri!#te to Attribute as
Attri!#te , to (3, is attri!#te$ to (
Base$ on
Begin < in"initive
!elieve , to !e (
!etter serve$ !( , than !( (
!etween , an$ (
Both , an$ (
call ...to consi$er
Care a!o#t3 "or
Center on >enter around
Choose < in"initive
Comare a to !
Comare a with !
Comose$ o"
Concerne$ with
Con"orm to >onform with
Connection !etween x an$ y >onnetion of x and y
Consi$er ;< nothing= >onsider as
Conten$ that
Contrast a with !
Co#nt on < erson3thing
cre$it with
$e!ate over
5i""erent "rom Compare people and thingsD Gifferent thanCompare lauses,less preferredD
$i""ic#lt < in"initive ;to=
5isclose to < erson3organiLation
$isting#ish !etween , an$ (
$isting#ish , "rom (
5o#!t that Goubt whether
5rawn to erson3thing
5ream o"3a!o#t
5win$le "rom
4merges "rom
4ssential to
estimate$ to !e
4,cet "or E-epting
7ascinate$ !(
7lee "rom
7oc#s on < thing3erson
7or!i$ , to $o (
"rom , to (
6et cre$it "or3give cre$it "or
I$entical with Idential to
In an attemt to As attempt in
In contrast to In ontrast of
In regar$ to In regards to
In site o" Gespite
In$een$ent o" Independent from
In$icate that3 to
In$i""erent towar$s
inten$ to
intent on
Invest in Invest into) for
Cea$s to
Cess on x than on y
li1en , to ( li$en to be
metho$ o".. method to
2istoo1 x "or y 4istoo$Yto
more ...than ever
native o"
native to :ative in
Nee$ "or3 to
no less ...than
Not onl( K !#t also not onlyY and also
Not so m#chKas
or$ere$ ( to $o L
Originate in
Potential to
Prohi!its , "rom $oing (
Promise o" < thing
Promise to
range "rom , to (
rates "or Lrates ofL when rates56 Lpries hargedL
He"er to
regar$ as
Hegar$less Irregardless
reF#ire < thing3erson < in"initive re!uire of - to y
Hesonsi!le "or
Hesonsi!ilit( to
Hes#lt3Hes#lting in
Hes#lts "rom
Sacri"ice , "or (
same to , as to (
Save "or
Save "rom
See1 to3thing3erson
seem < in"initive
So in"reF#entl( that
so , as to (
sea1 to3 with
state ...that
S#!scri!e to
S#ch...as
Ta1e a$vantage o"
Targete$ at Targeted to
Thin1 o" , as ( Thin$ of - to be y
Tr( to Try and
#se ...as using - to be y
*se$ < in"initive
With the intention o"
you had better do it
S#!+ect3 Ver! Inversion
There are at least eighteen types of inversion(
Type E-amples :otes
1. neg intro
:ever do I sleep.
%nly at night an I study.
In no way ould I help you with
your Japanese grammar !uestion.
I believe that only rarely will I
need your help.
:ot until I got home did I reali@e
that my shoes were untied.
Juestion form is obligatory.
&sed with all verbs.
This one is very ommon on the T%E9'
and somewhat ommon on the G4AT
and GBE.
<e need to learn the various types of
words and phrases that re!uire this
type of inversion.
:otie that sometimes the inversion
ours right after the neg intro form
and sometimes it ours in the ne-t
sub0et
and verb.
1ee :eg Intro for more info.
+. intro
adverbial
Into the room ran the lady.
9irst omes love* then omes
Inversion is optional.
&sed with be,verbs* lin$ing verbs* and
Type E-amples :otes
marriage.
After A omes #* then omes >*
ne-t omes G.
Gown ame rain and washed the
spider out.
verbs of diretion.
This one is less ommon on the T%E9'*
but more ommon on the G4AT and
GBE.
:otie that sometimes we have an
adverb* li$e first and down and
sometimes we have an adverb phrase
li$e into the
room or after A. These adverbs and
adverb phrases usually show loation
or diretion.
This type of inversion usually only
ours with be,verbs* lin$ing verbs and
verbs that show diretion or
movement* li$e
ome* go* run* et.
.. intro Ued
9ound in 1an 9raniso is 'ombard
1treet* the so,alled roo$edest
street in the world.
'ost among the old tables and
hairs was the prieless Vitorian
des$.
'oated between 1an 9raniso
and 4arin >ounty is the Golden
Inversion is obligatory.
&sed with be,verbs.
This one is very ommon on the T%E9'*
G4AT* and GBE.
This type of inversion usually ours
with be,verbs* but sometimes with
Type E-amples :otes
Gate #ridge. lin$ing verbs.
:otie that the phrase is the
omplement of the be,verb.
2. omparatives
>heetahs run faster than do
antelopes.
Aou spea$ >hinese better than do
I.
Jessia is more interested in
>omputer 1iene than is
#en0amin.
This form of inversion is ommon on
the T%E9'* G4AT* and GBE.
<e normally only have inversion here if
we are omparing sub0ets of the verb*
not ob0ets. 9or e-ample* in the
following
two sentenes* we are omparing
ob0ets* arrots and potatoes* not the
sub0et I.(
I li$e arrots
more than I do potatoes.
I li$e arrots
more than do I li$e potatoes.
:ow* in this sentene* we are
Type E-amples :otes
omparing sub0ets* I and my friend
>arl(
I li$e arrots
more than does my friend >arl.
3. intro
omparative
#igger than an apatosaur is
the blue whale.
4ore important than
your personal statement is
your GFA.
:o less impressive
than the invention of the laser was
the development of the wheel.
&sed with be,verbs.
This form is more ommon on the
G4AT and GBE than it is
on the T%E9'.
:otie that we an only use this form of
inversion when
the verb is a be,verb sine in every
ase* the omparative
is the omplement of the be,verb.
Bemember that less than is also a
omparative.
5. as
4egumi is from Japan*
as is 1ato.
Type E-amples :otes
1o,eun wants to leave early
today* as does %i.
If thrown into the water* amels
an swim* as an ats.
<e an only use inversion if we are
using as for omparisons.
as is one of the tri$iest words in
EnglishE it an have many different
meanings.
6. soY thatY
1o happy was I that I bought
flowers for everybody in lass.
1o !ui$ly did she leave
that we did not even reali@e was
gone.
1o rarely does a omet appear
visible to the na$ed eye that when
one does* it is onsidered
a ma0or event.
Juestion form is obligatory.
This is not so ommon on the T%E9'*
but is fairly ommon on the G4AT and
GBE.
The soY thatY lause must before the
verb in for this type of inversion.
7. had, should,
were for i$,
lauses
"ad I remembered TomomiWs
birthday* she wouldnWt be mad at
me now.
1hould you need a hand* I will be
more than happy to help you.
This is somewhat ommon on the
Type E-amples :otes
<ere I you* I thin$
I would study more for your e-am
tomorrow.
T%E9' and more ommon on
the G4AT and GBE.
This type of inversion is $ind of speial.
:otie that we an only use this type of
inversion when we are using an if,
lause.
In other words* if is omitted( even
though the word if does not appear in
the lause* we still have the meaning of
an
if,lause.
9or more information* see had* should*
were.
8. there is*
there
are* there
e-ists* there
omes* et.
There is a good restaurant
nearby.
There omes a time in every
personWs life when she reali@es
that she is responsible for her own
happiness* not other people.
1ientists hypothesi@e that there
e-ists
a ertain type of partile
that an travel faster than the
speed of light.
&sually used only with these verbs.
This form of inversion is ommon on
the T%E9'* G4AT* and GBE* as well as
in spo$en and written English.
4ost people remember there is and
there are. #&T we must also remember
that there are other verbs that we an
use instead of is and are. The most
ommon ones are e-ist* ome* and go.
"ere is some good food for you to
try.
Type E-amples :otes
10. here is* here
are* here
omes* here
ome
"ere are the boo$s that I donWt
need anymore.
"ere omes the busM
&sually used only with these verbs.
Aou will probably not see this on the
grammar setion of the T%E9' or on
the G4AT or GBE. It ould* however*
appear
on the 'istening >omprehension
1etion of the T%E9'. <e use this form
mostly in spo$en English.
11. intro ,ing
#urning out of ontrol was the
forest
loated in the foothills of the
1ierra :evada mountains.
>oming in last in the rae was Joe
PElephant 'egsQ #low.
:ot helping the situation
was little 1usie* who was throwing
newspaper on the spreading
fire.
&sed only with be,verbs.
This form is not ommon on the T%E9'*
but might show up on the G4AT or
GBE.
:otie the intro Uing phrase is the
omplement of the be,verb.
1+. emphasis
#oy am I hungry.
Is it ever hot in hereM
Go you $now how to oo$M
Type E-amples :otes
the G4AT or GBE. It ould* however*
appear
on the 'istening >omprehension
1etion of the T%E9'. <e use this form
mostly in spo$en English.
1.. the bigger*
the
better
The loser an ob0et is to another
ob0et* the greater is the gravity
between the two ob0ets.
Juestion form is optional.
12. !uestions
Is this the last e-ample=
Go you en0oy reading these lists=
Are we finished yet=
It would* however* appear on the
'istening >omprehension setion of the
T%E9'. :ot for G4AT
13. Lstory
speehL
PI thin$ itWs time to go*Q said
1usan.
PItWs time for you* but not for me*Q
replied Gary.
P4aybe we should ollet our
thoughts for a moment*Q
&sed with verbs that report speeh.
the G4AT or GBE.
Type E-amples :otes
ommented 'any.
15. nor
:o one has volunteered for the
0ob* nor do we e-pet anyone to
volunteer in the future.
"o$,ming annot spea$
Fortuguese* nor an Jos] spea$
>antonese.
The @oo regulations will not permit
you to touh the animals* nor
would
most people advise you to do so.
Aou might see this on the adaptive
T%E9' if you are soring high and it
ould appear on the G4AT or GBE.
Bemember that nor is onsidered a
on0untion* but we use it between two
sentenes Cnot between any two
elements li$e the other on0untionsD.
16. Lso do IL)
Lneither do I.L
P1o do I.Q
P1o an Terry.Q
P:either do most people I $now.Q
Type E-amples :otes
the G4AT or GBE.
17. intro
ad0etive
#eautiful beyond belief was my
baby daughter.
"appy about their aeptane into
their dream shools were 'any
and Tomo.
Jui$ and painless will be your
medial proedure.
Inversion is obligatory in most ases.
&sed with be,verbs.
This one is fairly rare and probably
would not appear on the T%E9'* but
you might see it on the G4AT or GBE.
Inversion is sometimes not used in
poeti language.
If present metal pries ontinue to sharply rise* the value of the opper in a penny will soon be
greater than the fae value of the oin.
CAD If present metal pries ontinue to sharply rise*
C#D If present metal pries are ontinuing their sharp rise*
C>D 1hould present metal pries ontinue their sharp rise*
CGD >ontinuation of sharply rising metal pries should mean that
CED 4etal priesW sharp rise ontinuing should mean that
OA is C ;'oo$ at 1ub0et)Verb inversion notes* S7* had, should, were.D

When indefinite pronouns such as something, someone, anybody are modified by an adjective,
the adjective comes after the pronoun:
,n1one capable o% doing so'ething horrible to so'eone nice should be punished.
"o'ething 2ic+ed this 2a1 co'es
If the intensifier very accompanies the superlative, a determiner is also required:
She is wearing her very finest outfit for the interview.
They're doing the very best they can.
We do, however, definitely use less when referring to statistical or numerical expressions:
It's less than twenty miles to Dallas.
He's less than six feet tall.
Your essay should be a thousand words or less.
We spent less than forty dollars on our trip.
The town spent less than four percent of its budget on snow removal.
In these situations, it's possible to regard the quantities as sums of countable measures.
THE ROYAL ORDER OF ADJECTIVES
Determiner Observation Physica Descri!tion Ori"in #ateria $%ai&ier 'o%n
In stating the argument that the Fresident does not are about the plight of the poor* NuOa prominent
Gemorat inferred that Bepublians have never been onerned about themN)uO.
A. a prominent Gemorat inferred that Bepublians have never been onerned about them
#. a prominent Gemorat inferred that Bepublians have never been onerned about the poor.
>. a prominent Gemorat implied that Bepublians have never been onerned about them
G. a prominent Gemorat inferred that Bepublians have never been onerned about it.
E. a prominent Gemorat implied that Bepublians have never been onerned about it.
I thin$ this is CED* but it?s tri$y* one ould argue C>D
9irst* it?s an iml( vs. in"er issue. If you are doing the tal$ing* you are iml(ing. If you are listening*
then you are in"erring.
1o the Gemorat is implying* ruling out A* #* and G
At issue is an opinion about the PCI6IT of the poor and plight is a thing* an LitL not a LthemL.
Bepublians were never onerned about the F'IG"T. That* along with the previous opinion that them an
be ambigous anyway* ma$es me say CED
Insribed with the names of eah of the thousands of Amerians who lost their lives in the war* 4aya 'in?s
Veitnam veterans? memorial in <ashington* G.>. has beome a favorite stop for visitors to the nation?s
apitol.
1D
+Dthat lost their lives during the war
.Dwho lost his life in the war
2Dwhose life the war too$
3Dfrom whom the war too$ a life
I?d go with A
relative pronoun LwhoL refers to LameriansL* a plural noun. "ene* LtheirL properly refers to them.
&sually* when it ma$es sense* a relative pronoun will refer to the losest preeding noun. 9urthermore* >
uses LhisL... why not LherL= A?s plural form orrets for gender referene.
ie Eah of the boo$s reminds me of her
ie Eah of the boo$s that rest on the table reminds me of her
In first e-ample* there is no relative pronoun and the verb is then on0ugated with the sub0et LeahL
instead of the noun in the prepositional phrase.
The seond e-ample has pronoun LthatL whih an logially refer to immediately preeding noun Lboo$sL
so verb is on0ugated in plural tense. The portion in blue is there to omplete the independent lause.
<ithout it* the sentene would only have a sub0et LeahL* a prepositional phrase and a restritive lause.
"owever* you an see that in the seond e-ample* LremindsL is on0ugated with the sub0et LeahL
although it is a word that is very far away from it. This ma$es omple- sentenes more diffiult to
deipher beause they will introdue a bunh of prepositional phrases and obstales in between but you
have to ma$e sure that the independent lause itself is omplete.
#ased on my e-amples* you have to be able to identify what the independent lause is and what the other
bells and whistles splitting the independent lauses are.
9rom my first e-ample(
Eah of the boo$s reminds me of her
In red is the independent lause and in blue is the prepositional phrase. LremindsL in this ase is part of
the independent lause and should be on0ugated with the sub0et of the independent lause LeahL. In
blue is 0ust e-traneous information splitting the independent lause. Go not get bothered by it. LremindsL
should still be singularly on0ugated.
9rom my seond e-ample(
Eah of the boo$s that rest on the table reminds me of her
In the above sentene* the independent lause and prepositional phrase have the same e-planation as in
the first e-ample. "owever* there is an intruder* another obstale splitting the independent lauseE the
relative)restritive lause in green. A relative lause usually refers to the losest noun and in this ase* it
is Lboo$sL from the prepositional phrase. "ene* it is why LrestL will be on0ugated with Lboo$sL rather
than LeahL.
'et?s ompare this to the !uestion at hand(
Insribed with the names of eah of the thousands of Amerians who lost their lives in the warN...O
The above is at the base* a partiipial phrase modifying L4aya 'in?s Vietnam veterans? memorialL. It?s
struture inludes a multiple prepositional phrase in blue and a relative lause in green. As previously
e-plained* the relative lause should modify the losest noun and in this ase* it is LAmeriansL
eah of ; is singular. The way to on0ugate it depends on whether there is a relative lause after. If there
is* the relative lause should be on0ugated with ; although the sentene would then be inomplete. Aou
should then loo$ after ompleting the sentene with a verb whih would then be on0ugated with LeahL as
in my e-amples
Las well asL* as a preposition* usually introdues a parenthetial element and is not good to be used in
replaement of on0untion LandL as intended by your first meaning.
Las well asL used as a on0untion should replae on0untion LandL although its use is less fre!uent and
ertainly ambiguous so in G4AT world* Las well asL is usually ta$en as a preposition.
In either ase* Las well asL should not result in a ompound sub0et ase and should not be followed by a
plural verb.
9or e-ample(
1, my dog* as well as my at* is fluffy
+, my dog and my at are fluffy
In onlusion* your sentene seems fine and the seond onnotation is what I would thin$ is he intended
meaningCLas well asL as a prepositionD
9rom <ebster ditionnary( http())www..ommnet.edu)grammar)lauses.htmSrestritive
1ome relative lauses will refer to more than a single word in the preeding te-tE they an modify an
entire lause or even a series of lauses.
Some relati!e clauses will re$er to more than a single word in the receding text7 they can modi$y an
entire clause or e!en a series o$ clauses.
3harlie didn+t get the 'ob in administration, which really surrised his $riends.
3harlie didn+t get the 'ob in administration, and he didn+t e!en aly $or the 8ean+s osition, which really
surrised his $riends
Aording to some analysts* whatever its merits- the
roosal to ta, away all apital gains on short,term
investments would* if enated* have a disastrous
effet on <all 1treet trading and employment.
CAD its merits* the proposal to ta-
C#D its merits may be* the proposal of ta-ing
C>D its merits as a proposal* ta-ing
CGD the proposal?s merits* to ta-
CED the proposal?s merits are* ta-ing
when one says Lwhatever its meritsL* you automatially imply that Lwhatever those merits may be
AD Aording to some analysts* whatever its merits* the proposal to ta- away all apital gains on short,
term investments would* if enated* have a disastrous effet on <all 1treet trading and employment.
In red is a parenthetial element. Bemove it and you get(
Aording to some analysts* the proposal to ta- away all apital gains on short,term investments would* if
enated* have a disastrous effet on <all 1treet trading and employment.
This properly establish the sub0et of the main lause as Lthe proposalL for only La proposalL an be
LenatedL. >* G and E erroneously say that it is the ation of Lta-ingL whih ould be LenatedL. 9inally* #
is out beause proper idiom is Lproposal to / infinitiveL instead of Lproposal forL
it is o$ to have a pronoun anteede the noun it is supposed to refer to.
eg Gespite his generosity* Bob ould not give his ar away ,,V perfetly fine
the idiom is Lli$ening)to li$en ; to AL.
The fat of some fraternal twins resembling eah other greatly and others loo$ing !uite dissimilar
highlights an interesting and often overloo$ed feature of fraternal,twin pairs* namely they vary
onsiderably on a spetrum of geneti relatedness.
A. The fat of some fraternal twins resembling eah other greatly and others loo$ing !uite dissimilar
onsiderably
#. That some fraternal twins resemble eah other greatly while others loo$ !uite dissimilar highlights an
interesting and often overloo$ed feature of fraternal,twin pairs* namely that they vary onsiderably
>. <ith some fraternal twins resembling eah other greatly and others loo$ing !uite dissimilar* it
highlights an interesting and often overloo$ed feature of fraternal,twin pairs* namely onsiderable
variation
G. <ith some fraternal twins resembling eah other greatly and others loo$ing !uite dissimilar* it is a fat
that highlights an interesting and often overloo$ed feature of fraternal,twin pairs* namely a onsiderable
variation
E. #eause some fraternal twins resemble eah other greatly and others loo$ !uite dissimilar* this fat
onsiderably
# it is
E has two errors(
1, &se of demonstrative pronoun LthisL does not relate to the 1st dependent lause starting with
LbeauseL. Instead* a relative pronoun would have betterCie thatD
+, last part of sentene is a run,on sentene
# does not have run,on problem beause it uses primo on0untive adverb LnamelyL to put emphasis on
the LfeatureL of fraternal,twin pairs and seundo* relative pronoun LthatL lin$s what Lvary onsiderablyL to
Lfraternal,twin pairsL. The introdution of the on0untive adverb A:G relative pronoun ma$es the very
last sentene after the omma beome a deendent lause and eliminates the run,on sentene problem
whih the last sentene of E is plagued with.
LwhereL refers to loation or when used as a on0untion* it also means Lwith respet toL. The latter is not
as ommon as the former* obviously. Aou an see e-amples .,b and 2,b from the <ebster ditionary(
http())www.webster.om)gi,bin)ditionary
LwhileL usually refers to time but when used as a on0untion* it an also mean LwhereasL.
eg. <hile he is the rihest* I am the happiest.
Lto gradually instillL is a orret form of split infinitive whereas Lgradually to instillQ
All appositive phrases are parenthetial elements but not all parenthetial elements are appositive. An
appositive onstrution is a group of words Cwith no verbD whih gives an emphasis to the immediately
preeding word. %n the other hand* a parenthetial element* non,essential information* an have many
different forms among whih the appositive phrase.
ie &y dog, the best one in town, is an obedient dog.
The appositive phrase in red is the group of words whih gives Le-traL information on Lmy dogL. It is also
a parenthetial element beause you an remove that phrase and the sentene would still ma$e sense.
A parenthetial element an also be a non,restritive lause as follows(
&y dog, which I bought at the et sho, is an obedient dog.
In red is a non,restritive lause* non,essential information* and hene a parenthetial element. :ote that
the portion in red is a cla#se* not a hrase. This is beause that red portion* as opposed to the one in
the first e-ample* has a verb.
As you an see* parenthetial elements have many different forms among whih those above +.
it is 0ust ambiguous to have a relative lause after a prepositional phrase. As shown by your e-ample(
I have some flowers with thorns* whih would give you nasty stings
Is it the flowers or the thorns whih give you the stings= #oth an and the LwhihL lause seems to have
ambiguous referent. Instead* I would ma$e the relative lause beome and ad0etive so that it is lear
whih is stingy.
ie I have some stingy flowers with thorns
ie I have some flowers with stingy thorns
I thin$ it is why G sounds weird. It?s 0ust the relative lause is 0ust dangling at the end of the sentene and
seems dis0unt from the rest. Instead* transforming the relative lause into an introdutory modifier* as #
does* is muh better synta-iallyCand more oniseD.
Are in danger should be followed by of
Aou use Lli$eL to ompare similar)onsistent nouns....you use LasL when you ompare verbsM you shoule
use LasL when you ite e-amples....never use Lli$eLM
you should use LasL when you ompare two different things....whih are not similar.....remember li$e is
only used for similar ob0ets...usually nounsM
&se of two partiiples Ceg( having and beingD is ungrammatial
5een$s o" i" is ungrammatial
<hether or not redundany
After 1oYnot using 'that' is not ungrammatial
&nrealisti enough to onstitute is idiomati Cafter enough use toD
1oY..as is a orret idiom
1ine ^^timeVV indiates that whatever is desribed in the ensuing lause ontinued for some period of
time after it began hene #se resent er"ect to in$icate contin#it( over a erio$ o" time in the
astM
Allow that is an inorret e-pressionYit should be allow to
<henever you see a past perfet verbYsearh for a past verb in the senteneMM
1o manyYthat is an unidiomati for omparisons
; and A an be ruial where ; and A are parallel lauses
1eem / infinitive/ that / noun lause
Be!uires ofY.should not be followed by an infinitive
>ost should be followed immediately by a phrase that identifies the nature of the ost.
#elieved to have idiomati
Begarded as
>redited with
Besearh to NverbO orret idiom
Better serve$ by ; than A
&sed as T employed in the apaity of
<hat is an appositive=====
Fhrases in a sentene should be grammatially and logicall( parallel
After and when both annot)should not be used to indiate a temporal se!uene
%:'A as an be used to introdue a subordinate lause. &sing 'i$e to introdue a subordinate lause is
inorret
As is employed as a on0untion to introdue a subordinate lause
1ine the 18.0?s airraft manufaturers have tried to
build airplanes with fritionless wings* shaped so
smoothly and perfetly that the air passing over
them would not beome turbulent.
CAD wings* shaped so smoothly and perfetly
C#D wings* wings so smooth and so perfetly shaped
C>D wings that are shaped so smooth and perfet
CGD wings* shaped in suh a smooth and perfet manner
CED wings* wings having been shaped smoothly and
perfetly so
AD Lshaped so smoothly...L is a dependent lause with no sub0et
#D orretly introdues the dependent lause with the sub0et LwingsL
>D Lsmooth and perfetL are ad0etives. <e need adverbs Lsmoothly and perfetlyL in order to modify verb
LshapedL
GD again* the dependent lause is introdued with no sub0et or pronoun Cie whih or thatD whih refers to
the sub0et of the independent lause
ED to onvey the idea of magnitude* LsoL should have been plaed before the adverbs whih intend to
modify the verb LshapedL. Also* use of present perfet is unappropriate
Aording to publi health offiials* in 1887 4assahusetts beame the first state in whih more babies
were born to women over the age of thirty than under it.
A. than
#. than born
>. than they were
G. than there had been
E. than had been born
These are one of those tough ones. It?s b)w A and # and A is best
A?s omparison(
...in whih more babies were born to women over the age of thirty
than
#n$er it
LitL refers to Lthe age of thirtyL
Beonstrut the sentene and you have(
...in whih more babies were born to women over the age of thirty than Nto womenO #n$er the age of
thirty
the portion italii@ed in bra$ets properly ma$es the omparison b)w the two group of women and the
portion in blue is what replaes LitL to properly refer to the ones over the age of thirty and the ones
#n$er the age of thirty
#?s omparison(
in whih more babies were born to women over the age of thirty than born under it
#y repeating the verb* the omparison is b)w(
babies born to women over the age of thirty , to , babies born under Nwomen over the age of thirtyO
The portion in bra$ets illogially replaes LitL and indeed* the sub0et beomes LbabiesL instead of
LwomenL as mentioned by fresinha1+
Be!uiring ; to A
Be!uiring that ; A
1ome of the tenth,entury stave hurhes of :orway are still standing* demonstrating that with sound
design and maintenane* wooden buildings an last indefinitely.
CAD standing* demonstrating that with sound design and maintenane* wooden buildings an last
indefinitely
C#D standing* demonstrating how wooden buildings* when they have sound design and maintenane* an
last indefinitely
C>D standingE they demonstrate if a wooden building has sound design and maintenane it an last
indefinitely
CGD standing* and they demonstrate wooden buildings an last indefinitely when there is sound design and
maintenane
CED standing* and they demonstrate how a wooden building an last indefinitely when it has sound design
and maintenane
<hile #*>* G and E are out as demonstrated by prep_gmat and noilis* I 0ust want to desribe A?s
struture and how it is good. A has a omple- sentene struture whih has a first layer loo$ing li$e this(
1ome of the tenth,entury stave hurhes of :orway are still standing* demonstrating ;
The first portion before the omma is the independent lause followed by the portion in blue* an absolute
phrase. An absolute phrase does not modify any word in partiular( it modifies the whole sentene that
either preedes or follows it. Therefore* it is not the hurhes whih demonstrate anything. Instead* it is
the $act that they are still standing whih demonstrate ;.
:ow* the absolute phrase in and of itself has a sub,struture whih loo$s li$e this(
N...Odemonstrating that with sound design and maintenane* wooden buildings an last indefinitely
In red is a prepositional phrase whih if you remove* you are left with(
N...Odemonstrating that wooden buildings an last indefinitely.
As we see* the absolute phrase has within itself a restritive lause* in green* introdued by LthatL. The
omma mentioned by 0pv is neessary in order to separate the prepositional away from the split restritive
lause. Try to read the seond half of the sentene without that omma and you will wonder whether
Lwooden buildings an last indefinitelyL is part of the prepositional phrase. It 0ust does not sound $osher
Aes* the LeditL made sense.
Ta$ing your e-ample with a slight modifiation to fit the onte-t(
/e said that I will do $ine
Add a prepositional phrase to the above(
/e said that with a little luck and much studying, I will do $ine
1ame struture. The omma is 0ust better beause it allows to set the prepositional phrase from the split
restritive lause so as to not ma$e the sentene too intertwined. In shorter* less ompliated sentenes*
however* the omma ould be omitted.
/e said that with some luck I will do $ine
1ee that the omma is omitted here beause the prepositional phrase is simple enough.
omma at the end of the prepositional phrase was preferred to separate it from whatever lause it is
embedded within. The presene of the omma at the beginning of the prepositional phrase is not re!uired
and even seems umbersome by introduing an uneessary pause. 9or ompound prepositional phrases*
use a omma at the end( 1st e-ample would be best. 9or simple prepositional phrase* no suh omma is
re!uired. Again* what I really mean is that the presene of the omma is not a flaw but the la$ of it
would not neessary be an error
1ine the 18.0?s airraft manufaturers have tried to
build airplanes with fritionless wings* shaped so
smoothly and perfetly that the air passing over
them would not beome turbulent.
why A is not as good as # is simply beause the relative pronoun LthemL at the end of the sentene does
not have any lear referrent. Goes it refer to LairplanesL or LwingsL= The same goes for A?s partiipial
phrase form whih ould refer to either one of those + preeding nouns.
9or e-ample* you have these + partiipial phrase strutures(
eg The airplane $it model in the loset* built with suh perfetion that it ama@ed the whole family* was
part of his olletion.
As you an see above* there is an ambiguity as to what was built with suh perfetion. Is it the sub0et of
the prepositional phrase in red or is it the Lairplane $it modelL= #eause of this ambiguity* relative
pronoun LitL also have an ambiguous referrent. If the author meant that it was the loset whih was built
with...* then he should repeat the word loset to lear suh ambiguity. #y the same to$en* LitL should then
have a lear referrent.
eg The airplane $it model in the loset* a loset built with suh perfetion that it ama@ed the whole
family* was part of his olletion.
Aou an apply this same onept to the original !uestion
>ontrary to the sholarly wisdom of the 1830Ws and
early 1850Ws that predited the proesses of
moderni@ation and rationali@ation would gradually
undermine it* ethniity is a worldwide phenomenon
of inreasing importane.
CAD would gradually undermine it
C#D to be a gradual undermining of it
C>D would be a gradual undermining of ethniity
CGD to gradually undermine ethniity
CED gradually undermining it
A it is
it is fine to have a relative pronoun anteede its orresponding noun
verb LpreditedL needs past onditional onstrution with verb will in the past tense T wo#l$
; predited that A would...
%nly A and > remain. > is way too wordy so A wins
When the participle of an absolute phrase is a form of to be, such as being or having been, the
participle is often left out but understood.
The season (bein") over, they were mobbed by fans in imes !quare.
(Havin" been) Stars a their a*%t ives, they seemed used to the attention
As long as the main clause's verb is in neither the past nor the past perfect tense, the verb of the
subordinate clause can be in any tense that conveys meaning accurately. When the main clause verb
is in the past or past perfect, however, the verb in the subordinate clause must be in the past or past
perfect. The exception to this rule is when the subordinate clause expresses what is commonly
known as a general truth:
In the 1950s, English teachers still believed that a background in Latin is essential for
an understanding of English.
Columbus somehow knew that the world is round.
Slaveowners widely understood that literacy among oppressed people is a dangerous
thing
3ausati!e 9erb :hel: re*uires:
... hel ; (<oun=>ronoun i$ re*uired) ; in$initi!e $orm without :to:
Bather than Vs Instead of
9irst of all* rather than is a generally used as a on0untion on the G4AT* whereas instead o$ is always a
preposition. Aou will notie that people often try to use instead o$ as a on0untion(
N 'et?s do it later instead of now.
This construction would be incorrect on the GMAT because now is an adverb and
GMAT grammar re!uires that we use a noun after instead of:
'et?s do it now rather than later.
1eond* there is a slight meaning differene between the two. rather than is used to to show preferene
while instead o$ is used to show more of a substitution.
Princeton Heview
#1pes o% 'odi%iers:
,d:ecti0e descripti0e 2ord placed ne7t to the noun it describes
,ppositi0e descripti0e phrases set o%% %ro' the 'ain sentence b1 co''as
Hrepositional Hhrases co'bine proposition and a noun
@hen one 2ord 'odi%ies another! the t2o should be ne7t to each other
, clause contains a sub:ect and a 0erb
, phrase lac+s either a sub:ect or a 0erb
#he 'isplaced 'odi%ier rule applies onl1 to phrases but not clauses( #here%ore! change a phrase into a clause
to correct sentences 2hich 0iolate this rule.
/g:
@hile lea0ing the ban+! /l0inPs purse 2as stolen Incorrect
,s she 2as lea0ing the ban+! /l0inPs purse 2as stolen correct
Harallelis':
Incorrect:
In order to change the co'pan1Ps i'age! the 'ar+eting director suggested a 'odi%ied strateg1 targeted at
1ounger consu'ers! ne2 'ar+et research %or designing the ne2 co'pan1 logo! and searching %or 2ell-+no2n
actors to appear in its #V co''ercials
Correct:
In order to change the co'pan1Ps i'age! the 'ar+eting director suggested a 'odi%ied strategy targeted at
1ounger consu'ers! ne2 market research %or designing the ne2 co'pan1 logo! and search %or 2ell-+no2n
actors to appear in its #V co''ercials
In order to change the co'pan1Ps i'age ,ppositi0e
Harallelis' in nouns see's to be a 2ea+ point be care%ul abt. It(
/g: Incorrect: The first task to acco'plish 2hen 2riting an application essa1 is formulating an outline that
lists all the things 1ou 2ant to sa1
Correct: The first task to acco'plish 2hen 2riting an application essa1 is formulation of an outline that lists
all the things 1ou 2ant to sa1
Incorrect: @hen he reached the age o% si7t1! '1 %ather chose to retire o0er searching %or another :ob
Correct: @hen he reached the age o% si7t1! '1 %ather chose to retire o0er search %or another :ob
&e'e'ber((( Hroperl1 constructed sentences re3uire a sub:ect and a 0erb the rest all is %lu%%E'odi%iers
ad:ecti0es! prepositional phrases and appositi0esF
>orret Idiom more beause of ; than beause of A
E-tra Bead(
When a parenthetical element an interjection, adverbial modifier, or even an adverbial
clause follows a coordinating conjunction used to connect two independent clauses, we do not put
a comma in front of the parenthetical element.
The Red Sox were leading the league at the end of May, but of course, they always do
well in the spring. [no comma after "but"]
The Yankees didn't do so well in the early going, but frankly, everyone expects them
to win the season. [no comma after "but"]
The Tigers spent much of the season at the bottom of the league, and even though
they picked up several promising rookies, they expect to be there again next year. [no
comma after "and"]
(This last piece of advice relies on the authority of William Strunk's Elements of Style. Examples our own.)
When both a city's name and that city's state or country's name are mentioned together, the
state or country's name is treated as a parenthetical element.
We visited Hartford, Connecticut, last summer.
Paris, France, is sometimes called "The City of Lights."
When the state becomes a possessive form, this rule is no longer followed:
Hartford, Connecticut's investment in the insurance industry is well known.
Also, when the state or country's name becomes part of a compound structure, the second comma is
dropped:
Heublein, a Hartford, Connecticut-based company, is moving to another state.
Con$itionals:
Conditional Clause and Main Clause
I% I ha0e enough 'one1!
conditional clause
I 2ill go to Japan.
main clause
I 2ill go to Japan!
main clause
i% I ha0e enough 'one1
conditional clause
First, Second, and Third Conditional
1. irst conditional: I% I ha0e enough 'one1! I 2ill go to Japan.
!. "econd conditional: I% I had enough 'one1! I 2ould go to Japan.
#. Third conditional: I% I had had enough 'one1! I 2ould ha0e gone to Japan.

Conditional clause $ain clause
1. I% 9 Hresent #ense 2ill 9 in% / present tense / i'perati0e
a. If you help me with the dishes (if + pres),
I will help you with your homework. (will + inf)
b. If the sum of the digits of a number is divisible by
three,
the number is divisible by three (Pres. tense)
c. If you see Mr Fox tonight, tell him I am ill.
(imperative).
!. I% 9 Hast #ense 2ould 9 in%
#. I% 9 Hast Her%ect #ense 2ould ha0e 9 past participle
@e do not nor'all1 use 2ill or 2ould in the conditional clause!
onl1 in the 'ain clause.
Uses of the Conditional
5.irst conditional
a. Nature: Open condition, what is said in the condition is possible.
b. Time: This condition refers either to present or to future time.
e.g. If he is late, we will have to go without him.
If my mother knows about this, we are in serious trouble.
6."econd conditional
a. Nature: unreal (impossible) or improbable situations.
b. Time: present; the TENSE is past, but we are talking about the present, now.
e.g. If I knew her name, I would tell you.
If I were you, I would tell my father.
Compare: If I become president, I will change the social security system. (Said by a
presidential candidate)
If I became president, I would change the social security system. (Said by a schoolboy:
improbable)
If we win this match, we are qualified for the semifinals.
If I won a million pounds, I would stop teaching. (improbable)
8.Third conditional
a. Nature: unreal
b. Time: Past (so we are talking about a situation that was not so in the past.)
e.g. If you had warned me, I would not have told your father about that party.(But you
didn't, and I have).
%emember&
1. #he conditional construction does not nor'all1 use will or would in i%-clauses. EXE!T"#$% I% will
or would e7press 2illingness! as in re3uests! the1 can be used in i%-clauses.
e.g. I% 1ou 2ill co'e this 2a1! the 'anager 2ill see 1ou no2.
I 2ould be grate%ul i% 1ou 2ould gi0e 'e a little help.
EQ R please! co'e this 2a1G please! gi0e 'e...F
!. or the second conditional! were replaces was%
I% I 2ere a rich 'an...
#. ,%ter if! 2e can either use Mso'eE-one! -2here...FM or Man1E-one! -2here...F.
I% I ha0e so'e spare ti'e ne7t 2ee+end....or :
I% I ha0e an1 spare ti'e...
'. Instead o% if not& 2e can use unless.
e.g. IBll be bac+ to'orro2 unless there is a plane stri+e.
4eBll accept the :ob unless the salar1 is too lo2.
(.#here is a M'i7ed t1peM as 2ell! %or the present results o% an unreal condition in the past:
I% 9 Hast Her%ect - 2ould 9 in%.
I% 1ou had 2arned 'e NthenO! I 2ould not be in prison Nno2O.
,lso re%er to http://2ebster.co''net.edu/gra''ar/conditional.ht' %or 'ore in%or'ation
)*cellent material on $isplaced modifiers: http://2ebster.co''net.edu/gra''ar/'odi%iers.ht'
+nd for conciseness refer to: http://2ebster.co''net.edu/gra''ar/concise.ht'Se7pleti0e
,ery best of -aul.s e*planations:
.reat e7planation about ,bsolute Hhrases and Harticiple Hhrases
@hen to ha0e Tpredicted thatU or :ust TpredictedU http://222.g'atclub.co'/phpbb/0ie2topic.phpA
tQ5;68;Vpostda1sQDVpostorderQascVstartQD
O!erlin College in Ohio was a renegade institution at its 17.. founding for deiding to aept
both men and women as students.
CAD at its 17.. founding for deiding to aept
C#D for the deision at its 17.. founding to aept
C>D when it was founded in 17.. for its deision to aept
CGD in deiding at its founding in 17.. to aept
CED by deiding at its founding in 17.. on the aeptane of
<hen referring to a founding year* you annot tal$ of it in a possessive form. Thus* A and #* reworded*
would mean Lthe 17.. founding of O!erlin College...L This is illogial. Instead* it should have had the
form LO!erlin College was founded in 17.....L or LO!erlin College...at its founding in 17..L. In the
latter ase* it is not L17..L but Lthe foundingL whih belonged to O!erlin College. <e are left out with >*
G and E.
E Ldeiding on the aeptane ofL is plain wordy
The differene b)w > and G is more subtle but involves a ruial differene in logial understanding. >
means that O!erlin College was founded "or the $ecision to aept both men and women and that?s
why it was onsidered a renegade institution. Alright* you an found ; for some cause but for a decision...
I don?t thin$ so .
ie >entraide was founded for the protetion of underprivileged hildren
ie >entraide was founded for the deision to protet underprivileged hildren ,,V
G is the best answer hoie. 'et?s brea$ it down(
"berlin #ollege in "hio was a renegade institution in deciding at its $ounding in ?@AA to accet both
men and women as students.
The portion in red is a preposition phrase. Bemove it and you will the lear logi. <hy was O!erlin
College a renegade institution= #eause it deidedCin deidingD to aept both men and women as
students
%A is not >* but G
Asset alloators reate portfolios* often in the form of of mutual funds* with the intention to turn in good
results in both PbullQ and PbearQ mar$ets.
CAD with the intention
C#D the intention of whih is
C>D intended
CGD and intending
CED so intended as
%A is not A* it is >MMM
AD portfolios annot have any intention
>D portfolios however an be intended for some given goal
As a stand,alone word and as a olletive noun* Ln#m!erL an ta$e a singular or a plural form.
eg Two hundreds persons were at the partyE the n#m!erCsD is 0ust astounding. ,,V either form an be
used
"owever* when preeded by an artile and followed by preposition LofL* Ln#m!erL is singular and the verb
that follows Ln#m!erL will be on0ugated singular or plural depending on whether there is a definite or
indefinite artile in front.
eg The n#m!er of alls is overwhelming ,,V definite artile so verb is singular
eg A n#m!er of people are responding ,,V indefinite artile so verb is plural
Fertaining to the star e-ample* I believe that the use of definite or indefinite artile depends on the
onte-t.
eg The n#m!er of stars in the 4il$y <ay is overwhelming ,,V <e are tal$ing about stars as a olletive
group and referring to the ones in the 4il$y <ay. :otie how the verb rule applies
eg A n#m!er of stars in the 4il$y <ay are giganti ,,V <e are tal$ing about a speifi luster of stars*
many ones* in the 4il$y <ay
As you an see* both Lthe n#m!er of starsL and La n#m!er of starsL an be used but in different
onte-ts
In the gala-y 4il$yway* the n#m!er of stars has !een redued beause of unontrolled nulear
e-plotion*by population*and by various other threats to star?s e!ualibrium.
&eans, in general, $or all stars...
In the gala-y 4il$yway* a n#m!er of stars have !een redued beause of unontrolled nulear
&eans $or some set o$ stars in the milkyway...
or
In the gala-y 4il$yway* n#m!ers of stars have !een redued beause of unontrolled nulear
1ame as last one( &eans $or some set o$ stars in the milkyway...
http://222.g'atclub.co'/phpbb/0ie2topic.phpAtQ5;6)8VhighlightQnu'bers9nu'ber
4any environmentalists believe that the widespread planting of trees* along with the onservation of
e-isting forests* would be one of the surest* easiest* and least e-pensive ways to begin to halt or even to
reverse the buildup of arbon dio-ide in the air.
CAD one of the surest* easiest* and least e-pensive ways to begin to halt or even to reverse
C#D one of the most sure* easy* and least e-pensive ways to begin a halt or even reverse
C>D one of the surest* easiest* and least e-pensive ways that would begin halting or even reversing
CGD a most sure* easy* and ine-pensive way beginning the halting and even reversing of
CED the most sure* easiest* and ine-pensive way that would begin halting or even reversing
G sounds as if the LwayL itself is beginning the halting and the reversing... beause of the present
ontinous tense. Fresent ontinous tense is better used to desribe a onte-t* setting rather than desribe
a ondition. A* with the infinitve form* properly refers to Lthe widespread planting of treesL as one of the
ways to reah the given goal. I?ll give you + e-amples(
The person guarding the door is 4i$e,,V desribes a onte-t
4i$e would be a good person to guard the door,,V a ondition met by 4i$e. 1imilarly* you would not say
L4i$e would be a good person guarding the doorL.
'oo$ at the first part of the original sentene and see how the first non,underlined part is the element that
meets the ondition desribed by the underlined part in A.
http://222.g'atclub.co'/phpbb/0ie2topic.phpAtQ7575
I did some research in terms o$ idiomatic exression. -s a matter o$ $act, both are $ine.
$omething % has proved helpful % in % gerund
htt:==aknews.com=$lash.h4id5?ABdate?5CDDA-?C-AD
Eook at headline
$omething % has proved helpful % to % verb&
htt:==www.cambridge-e$l.org=rsFnotes=DDD?=rsFnotes?FG.c$m
Eook at the $irst sentence o$ the third aragrah
,oth are idiomatic. I would re$er the $ormer with the gerund $orm but I belie!e that while the the original
*uestion+s error is clearly exlained, the chicken *uestion has an error which makes it re$erable to
choose E o!er -
-) a cannon shooting dead chickens at airlanes has ro!ed hel$ul to demonstrate what kind o$ damage
In the abo!e, the emhasis is ut on the sub'ect in bold :a cannon:. The ortion in green is an ad'ecti!e
clause and it is gi!en second order imortance !is a !is the sub'ect. It seems that it is the sub'ect, the
cannon itsel$ which has ro!ed hel$ul to... while it should really be the act o$ shooting which has ro!ed
hel$ul to...
E) a cannon that shoots dead chickens at airlanes has ro!ed hel$ul in demonstrating
In the abo!e, the ortion in red is a restricti!e clause. The emhasis is shi$ted to the restricti!e clause and
it is because o$ it that whate!er haens haens. /ence, it is because the cannon shoots chicken and the
!ery act o$ shooting chickens which has ro!ed hel$ul in demonstrating... not the cannon itsel$ $or not
e!ery cannon can demonstrate...
I+ll try to show another examle o$ the :shi$t o$ emhasis: when using restricti!e clauses.
Ex: The garage that belongs to my uncle is $illed with cars. --6 why is the garage $illed with cars4 ,ecause
i$ belongs to my uncle. -s you can see, a restricti!e clause gi!es crucial in$ormation to whate!er !erb
comes a$ter7 it exlains why the !erb is.
Ex: The garage belonging to my uncle is $illed with cars --6 the ortion in blue is an ad'ecti!e clause. It is
not crucial in exlaining the !ery reason o$ the !erb coming a$ter. The ad'ecti!e clause could be relaced
by a simle ad'ecti!e. Eet+s change it by ad'ecti!e :blue:
The blue garage is $illed with cars: Is it because the garage is blue that makes it being $illed with cars4
<o. It is 'ust a garage which haens to be blue and which is $illed with cars.
-ll o$ this to say the imortance o$ restricti!e !s ad'ecti!e clauses. %hene!er there is a restricti!e clause,
you should know that it is that clause which exlains why what comes a$ter has a !ery reason o$ being.
There$ore, in the :chicken: *uestion, the use o$ either idioms is $ine but it is the use o$ restricti!e !s
ad'ecti!e clause which makes the di$$erence
N o" O
N( K* perent* number* fration et.
O( sub0et
is a ase where the ombined sub0et is singular or plural* based on whether A is singular or plural.
1o*
A high perentage of the population _____is____ voting for the new shool.
A high perentage of the people ____were_____ voting for the new shool.
are the orret answers as oulation is a singular and eole is a lural sub0et.
1ome more e-amples(
10K of the students are not in the lass CpluralD
%ne third of the a$e has been eaten CsingularD
One more note:
The following words an result in either a sing#lar or l#ral s#!+ect based on the sub0et it ats on
1D Some o" (
E-ample(
1ome of the oo$ies are missing , %H
1ome of the a$e is missing , %H
+DAn( o"
.D2ost o"
2DAll o"
http://222.ccc.co''net.edu/gra''ar/gerunds.ht' Eread through the list o% 0erbs 2hich ta+e in%initi0es and
gerundsF
who vs whom( http())www..ommnet.edu)grammar)pronouns.htmSwho
will vs would( http())www..ommnet.edu)grammar)au-iliary.htmSwould
will vs shall vs should( http())www..ommnet.edu)grammar)au-iliary.htmSshall
whih vs that( http())www..ommnet.edu)grammar)notorious)that.htm
"C TI-: @e began 2or+ing on this pro:ect t2o 1ears ago. @e %inished 2or+ing on this pro:ect a 'onth ago.
E'inish al2a1s ta+es a gerund.F
http://2ebster.co''net.edu/gra''ar/gerunds.ht'
+er%n*, a "erb form, ending in -ing, which acts as a noun. #unning in the par$ after dar$ can
be dangerous. %erunds are frequently accompanied by other associated words ma$ing up a gerund
phrase &'running in the par$ after dar$'(.
)ecause gerunds and gerund phrases are nouns, they can be used in any way that a noun can be used*
as subject: Being king can be dangerous for your health.
as object of the verb: He didn't particularly like being king.
as object of a preposition: He wrote a book about being king
rather than
he phrase rather than consists of an ad"erb and a con+unction and often means ,and
not,- as in decided to s!ip lunch rather than eat in the cafeteria again. It is
grammatically similar to sooner than in that it is used with a ,bare- infiniti"e.an
infiniti"e minus to: would stay here and eat flies sooner than go with them.
"
#ather than can also be used with nouns as a compound preposition meaning ,instead
of-* bought a mountain bi!e rather than a ten-speed. )ut some people ob+ect to this use,
insisting that than should be used only as a con+unction. hey therefore ob+ect to
constructions in which rather than is followed by a gerund, as in #ather than buying a
new car, !ept my old one.
$
In some cases, howe"er, rather than can only be followed by a gerund and not by a bare
infiniti"e. If the main "erb of the sentence has a form that does not allow parallel
treatment of the "erb following rather than, you cannot use a bare infiniti"e, and you
must use a gerund. his is often the case when the main "erb is in a past tense or has a
participle. hus, you must say The results of the study, rather than ending &not end or
ended( the controversy, only added to it. If the main "erb was in the present tense &add(,
you could use the bare infiniti"e end.
%
/uriously, when the rather than construction follows the main "erb, it can use other
"erb forms besides the bare infiniti"e. hus you can say The results of the study added to
the controversy rather than ended it.
&
he o"erriding concern in all of this should be to a"oid faulty parallels, as in sentences
li$e #ather than buy a new car, have !ept my old one and #ather than ta!e a cab, she is
going on foot.
'
/learly, it is grammatically defensible to follow rather than with a gerund, but if you
prefer to a"oid the contro"ersy, use instead of with gerunds.
(
The word YET functions sometimes as an adverb and has several meanings: in addition ("yet
another cause of trouble" or "a simple yet noble woman"), even ("yet more expensive"), still ("he is
yet a novice"), eventually ("they may yet win"), and so soon as now ("he's not here yet"). It also
functions as a coordinating conjunction meaning something like "nevertheless" or "but." The word
yet seems to carry an element of distinctiveness that but can seldom register.
John plays basketball well, yet his favorite sport is badminton.
The visitors complained loudly about the heat, yet they continued to play golf every
day.
In sentences such as the second one, above, the pronoun subject of the second clause ("they," in this
case) is often left out. When that happens, the comma preceding the conjunction might also
disappear: "The visitors complained loudly yet continued to play golf every day."
Yet is sometimes combined with other conjunctions, but or and. It would not be unusual to see and
yet in sentences like the ones above. This usage is acceptable
The Case of Like and As
"trictl1 spea+ing! the 2ord like is a preposition! not a con:unction. It can!
there%ore! be used to introduce a prepositional phrase EMM1 brother is tall li+e
'1 %atherMF! but it should not be used to introduce a clause EMM1 brother canBt
pla1 the piano li+e as he did be%ore the accidentM or MIt loo+s li+e as i%
bas+etball is 3uic+l1 o0erta+ing baseball as ,'ericaBs national sport.MF. #o
introduce a clause! itBs a good idea to use as! as thou(h! or as if! instead.
Like As I told you earlier, the lecture has been postponed.
It looks like as if it's going to snow this afternoon.
Johnson kept looking out the window like as though he had someone waiting for him.
In %or'al! acade'ic te7t! itBs a good idea to reser0e the use o% like %or
situations in 2hich si'ilarities are being pointed out:
This community college is like a two-year liberal arts college.
4o2e0er! 2hen 1ou are listing things that ha0e si'ilarities! such as is probabl1
'ore suitable:
The college has several highly regarded neighbors, like such as the Mark Twain
House, St. Francis Hospital, the Connecticut Historical Society, and the UConn Law
School.

Omitting That
#he 2ord that is used as a con:unction to connect a subordinate clause to a
preceding 0erb. In this construction that is so'eti'es called the Me7pleti0e
that.) Indeed! the 2ord is o%ten o'itted to good e%%ect! but the 0er1 %act o% eas1
o'ission causes so'e editors to ta+e out the red pen and stri+e out the
con:unction that 2here0er it appears. In the %ollo2ing sentences! 2e can
happil1 o'it the that Eor +eep it! depending on ho2 the sentence sounds to
usF:
Isabel knew [that] she was about to be fired.
She definitely felt [that] her fellow employees hadn't supported her.
I hope [that] she doesn't blame me.
"o'eti'es o'itting the that creates a brea+ in the %lo2 o% a sentence! a brea+
that can be ade3uatel1 bridged 2ith the use o% a co''a:
The problem is, that production in her department has dropped.
Remember, that we didn't have these problems before she started working here.
,s a general rule! i% the sentence %eels :ust as good 2ithout the that& i% no
a'biguit1 results %ro' its o'ission! i% the sentence is 'ore e%%icient or elegant
2ithout it! then 2e can sa%el1 o'it the that. #heodore Bernstein lists three
conditions in 2hich 2e should 'aintain the con:unction that :
When a time element intervenes between the verb and the clause: "The boss said
yesterday that production in this department was down fifty percent." (Notice the
position of "yesterday.")
When the verb of the clause is long delayed: "Our annual report revealed that some
losses sustained by this department in the third quarter of last year were worse than
previously thought." (Notice the distance between the subject "losses" and its verb,
"were.")
When a second that can clear up who said or did what: "The CEO said that Isabel's
department was slacking off and that production dropped precipitously in the fourth
quarter." (Did the CEO say that production dropped or was the drop a result of what he
said about Isabel's department? The second that makes the sentence clear.)
Correlative Conjunction(always come up in pairs): Whether you win this race or lose it doesn't
matter as long as you do your best
If you are beginning a sentence with because, make sure that there is no sentence fragment
Prefer to use Such when trying to give a list of examples/example.
To use ?during? ,, the time period should be speifi.
Good Gisussion from Test magi(
http://000.testmagic.com/forums/sho0thread.php1
s2(be'34b5edc#5(f!5f64c513!b143e4#7p2'5!4(8post'5!4(
+ gerund is al0ays preceded by a possessi9e form and succeeded by an ob:ecti9e or an accusati9e
form
older than is used 0ith reference to chronological age. you could be speaking about a person, shelf;
life of a product or a concept/idea, but ancient is more appropriate 0hen you are referring to a
practice or a ci9ilisation, because it goes back in time< you are not talking about age but ho0 old
something is.
)=: In his eagerness to find a ity worthy of Friam* the German arhaeologist 1hliemann ut through
Troy and unovered a ivili@ation a thousand years older as was the ity "omerWs heroes $new.
CAD older as was the ity "omerWs heroes $new
C#D more anient than the ity $nown to "omerWs heroes
C>D older than was the ity $nown to "omerWs heroes
CGD more anient of a ity than "omerWs heroes $new
CED older of a ity than was the one $nown to "omerWs heroes
"o>that 9s "o>as to
1. so.. that...( answers why did you do that=
+. so.. as to..( answers why did you it that way=
Grammatially(
1. so / ad0etive)adverb)noun / that / 9ull >lause
+. so / ad0etive)adver)noun / as / Infinitive.
Eg(
"e wor$ed so hard that he fell si$.
"e wor$ed so hard as to be a rih poerson.
+ fe0 tricky ?uestions:
http://000.sentencecorrection.com/forums/inde*.php1sho0topic21@3(
The 9irst :ational #an$ of #oston pleaded guilty in a federal distrit ourt for failing to report
I1.+ billion in ash transfers
to 1wiss #an$.
CAD for failing to report
C#D for its failure to report
C>D for its failure in reporting
CGD to its failure in reporting
CED to failing to report
5o we sa( plead guilty for or plead guilty to? Or- plead guilty for vs. plead guilty to.
7irst- I agree with (o#: 4 is the !est answer.
O1a(- here)s wh(:
We sa(:
%N was "ine$ PNN "or "ailing to $o sth.
We #se for here to e,lain the ca#se.
%N lea$e$ g#ilt( to "ail#re to $o sth.
The correct i$iom here is: lea$ g#ilt( to /name o" crime0
I wo#l$ sa( that (o#r "rien$)s e,lanation that one lea$s g#ilt( "or /$escrition o" crime0 is
acc#rate- !#t that this #sage is a !it colloF#ial.
loo$ forward to Ving
ommit to Ving
dediate to Ving
austom to Ving
own up to Ving
get around to Ving
lead up to Ving
put down to Ving
put a stop to Ving
ta$e e-eption to Ving
1everal years ago the diet industry introdued a variety of appetite suppressants* but some of these drugs
aused stomah disorders severe enough to have them banned by the 9ood and Grug Administration.
CAD stomah disorders severe enough to have them
C#D stomah disorders that were severe enough so they were
C>D stomah disorders of suh severity so as to be
CGD suh severe stomah disorders that they were
CED suh severe stomah disorders as to be
%A(
In the traditional Japanese household* most lothing ould be pa$ed flatly* and so it was not neessary to
have elaborate loset failities.
CAD flatly* and so it was not neessary to have elaborate loset failities
C#D flat* and so elaborate loset failities were unneessary
C>D flatly* and so there was no neessity for elaborate loset failities
CGD flat* there being no neessity for elaborate loset failities
CED flatly* as no elaborate loset failities were neessary
9or the farmer who ta$es are to $eep them ool* providing them with high,energy feed* and mil$ing them
regularly* "olstein ows are produing an average of +*+63 gallons of mil$ eah per year.
A. providing them with high,energy feed* and mil$ing them regularly* "olstein ows are produing
#. providing them with high,energy feed* and mil$ed regularly* the "olstein ow produes
>. provided with high,energy feed* and mil$ing them regularly* "olstein ows are produing
G. provided with high,energy feed* and mil$ed regularly* the "olstein ow produes
E. provided with high,energy feed* and mil$ed regularly* "olstein ows will produe
0 recent study of ancient clay deposits has pro"ided new e"idence supporting the theory of global
forest fires ignited by a meteorite impact that contributed to the e1tinction of the dinosaurs and many
other creatures some 23 million years ago.
&0( supporting the theory of global forest fires ignited by a meteorite impact that
&)( supporting the theory that global forest fires ignited by a meteorite impact
&/( that supports the theory of global forest fires that were ignited by a meteorite impact and that
&4( in support of the theory that global forest fires were ignited by a meteorite impact and that
&5( of support for the theory of a meteorite impact that ignited global forest fires and
http())www.gmatlub.om)phpbb)viewtopi.php=
tT66.8RhighlightTstudy/anient/lay/deposits/provided
0 substance deri"ed from the 6adagascar periwin$le, which has pro"ed useful in decreasing
mortality among young leu$emia patients, is culti"ated in /hina as part of a program to integrate
traditional herbal medicine into a contemporary system of health care.
&0( 0 substance deri"ed from the 6adagascar periwin$le, which has pro"ed useful in decreasing
mortality among young leu$emia patients,
&)( 0 deri"ati"e, which has pro"ed useful in decreasing mortality among young leu$emia patients,
of the 6adagascar periwin$le,
&/( 0 6adagascar periwin$le deri"ati"e, which has pro"ed useful in decreasing mortality among
young leu$emia patients,
&4( he 6adagascar periwin$le has a deri"ati"e which has pro"ed useful in decreasing mortality
among young leu$emia patients, that
E/F #he Madagascar peri2in+le! a deri0ati0e o% 2hich has pro0ed use%ul in decreasing 'ortalit1 a'ong
1oung leu+e'ia patients!
Chose C W but the -, is /. 4o2 can a deri0ati0e be culti0ated in chinaA >eed to be 0er1 care%ul W should not
:ust go b1 Tsounds good to the earU approach! i% 1ou are targeting 7<D
0ccording to a recent poll, owning and li"ing in a freestanding house on its own land is still a goal
of a ma+ority of young adults, li$e that of earlier generations.
&0( li$e that of earlier generations
&)( as that for earlier generations
&/( +ust as earlier generations did
&4( as ha"e earlier generations
&5( as it was of earlier generations
This is the third time I am getting it wrongMMM 1till a goal TT it was of earlier generations. 'oo$s plain and
simpleM
0ccording to his own account, 7rederic80uguste )artholdi, the sculptor of the !tatue of 9iberty,
modeled the face of the statue li$e his mother:s and the body li$e his wife:s.
&0( modeled the face of the statue li$e his mother:s and the body li$e his wife:s
&)( modeled the face of the statue after that of his mother and the body after that of his wife
&/( modeled the face of the statue li$e his mother and the body li$e his wife
&4( made the face of the statue after his mother and the body after his wife
E/F 'ade the %ace o% the statue loo+ li+e his 'other and the bod1 loo+ li+e his 2i%e
"o stupid to choose E,F W ho2 can the sculptor 'odel the %ace li+e his 'otherPsAAAAA he can 'odel it a%ter
that o% his 'other
0ccording to some analysts, whate"er its merits, the proposal to ta1 away all capital gains on short8
term in"estments would, if enacted, ha"e a disastrous effect on Wall !treet trading and employment.
&0( its merits, the proposal to ta1
&)( its merits may be, the proposal of ta1ing
&/( its merits as a proposal, ta1ing
&4( the proposal:s merits, to ta1
&5( the proposal:s merits are, ta1ing
E-ellent e-planation by Faul( http())www.gmatlub.om)phpbb)viewtopi.php=tT++76
:ew tehni!ues in thermal,sanning photography* a proess that reords radiation from surfae areas*
ma$es it possible to study the effets of alefation* or warming* of a river in greater detail than ever
before.
CAD ma$es it possible to study the effets of alefation* or warming* of a river in greater detail than ever
before
C#D ma$e it possible to study* in greater detail* the effets of alefation* or warming* of a river than ever
before
C>D have made it possible to study in greater detail than ever before the effets of alefation* or
warming* of a river
CGD ma$e possible the study of the effets of alefation* or warming* of a river in greater detail than it
ever was before
CED has made it more possible than ever before to study in greater detail the effets of alefation* or
warming* of a river
:ew tehni!uesY.annot ma$e ^^somethingVV* it should be have made and hene > is the answer
%ne of five omputers are now purhased by people aged fifty years or more* ompared with 0ust one of
nine purhased in +001.
CAD of five omputers are now purhased by people aged fifty years or more* ompared with 0ust one of
nine purhased
C#D of five omputers is now purhased by a person whose age is fifty or older* ompared to 0ust one of
nine omputers that were purhased
C>D omputer in five are now purhased by people aged fifty or older* ompared to 0ust one in nine
CGD omputer in five is now purhased by a person aged fifty or older* ompared with 0ust one in nine
CED in five omputers is now purhased by people aged fifty years or more* ompared with 0ust one of nine
purhased
1urprisingly %A is G and not E U E has fifty years or more whih ma$es it inorret
At the height of 4anhu power* the situation was not unli$e that whih an e-ist between a superpower
and a satellite or protetorate* and therefore one whih* though politially signifiant* does not e-tinguish
the independent e-istene of the wea$er state.
A. the situation was not unli$e that whih an e-ist between a superpower and a satellite or protetorate
#. the situation was not unli$e between a superpower to a satellite or protetorate
>. the situation was li$e between a superpower to a satellite or protetorate
G. there was a situation whih was li$e that whih an e-ist between a superpower and a satellite or
protetorate
E. the situation was as that whih an e-ist between a superpower to a satellite or protetorate
Anandn$Ws notes from G4AT>'&#
If his arents ____________ more areful in his upbringing* "olden >aulfield would have been !uite
different.
A. had been
#. were
The orret response is A. If the information in the LifL lause points to a ondition that is or was probable
or li1el(* the verb should be in the indiative* not the sub0untive.
The sub0untive mood overs both hypothetial situations and also situations in the past. The ase you are
tal$ing about is in the past. This has to use Lhad beenL.
This is my olletion after visiting few sites and going through some e-amples* answers and their
e-plainations.
I dont $now how to ma$e this editable by others.
Than$s.
http())webster.ommnet.edu)grammar
Guide to English Grammar
This site is very usefull for those who want to learn enlgish Grammar in a short amount of time. It also
has JAVA enabled tests that help one ahieve his or her goal. The topi on phrases is very useful and is
most important to solve modifier !uestions. The Grammar follows The American Ieritage Boo1 O"
4nglish *sage.
'earn about Grammar Traps at
Great lin$ ( http())www.agriulture.purdue.edu)agomm)traps.html
1. Just as ....* so
This is a idiom. Just remember it.
+. in that vs !eca#se , in that is used to tal$ about some aspets* and !eca#se is used to tal$ about all
aspets
Examle (
Going to 'vy league college is very stressfull because it includes huge expenses(
means
Hoing to I!y league college is !ery stress$ull in all asects
Going to 'vy league college is very stressfull in that it includes huge expenses(
means
Going to 'vy league college is very stressfull from economic point of view(
..
so / ad0etive)adverb)noun / that / sentene
Examle , So har$ that
so / ad0etive)adverb)noun / as / infinitive
Examle , So har$ as to
Examle (
&sage , Something is so !ea#ti"#l that... is preferred over so !ea#ti"#l is soemthing that...
2. Altho#gh all the shows telecast were not live , It means none of the shows were teleast live
Altho#gh not all the shows were telecast live , It means some of them were teleast live.
3. s#ch as , 4eans for e-ample
5. in or$er to $o , short form is to $o
6. I hate him* for he is a hristian , the word "or means beause
7. 6reater n#m!ers is preferrable to more n#m!ers
8. usage of so as to and so that
9irst* you should $now that suh / noun / as to is muh less ommon than so / ad0)adv / as to.
:ow* for the differene between these two. I thin$ these are best illustrated with e-amples(
;ue 4ei spo$e in suh a way as to alm us down.
The sales materials are presented in suh a way as to enourage attendees to purhase the produts on
the spot.
These usages fous on doing an ation and paying to that ation while you are doing it so that the ation
reates
a result. To simplify a bit* these usages answer the !uestion* Wh( $i$ (o# $o it in that wa(?
1o* the most ommon words to use with this pattern are way* manner* et.
>ompare these similar sentenes(
;ue 4ei spo$e so that we would stop as$ing her !uestions.
The sales materials are presented at the end of the meetings so that the partiipants won?t reali@e the
meeting
is atually a sales presentation.
The part that omes after so... that... answers the !uestion <"A.
10. eF#all( well vs as well
as well , means also
eF#all( well , is used for omparision.
11. !eca#se is preferrable to Since is preferrable to !eing
1+. Hather than is CusuallyD a on0untion* :%T a prepositionE instea$ o" is a preposition* :%T a
on0untion.
1.. Absolute phrase e-ample
I hose A* whih is the right answer* but I don?t really understand why. Is A an absolute phrase=
9or several deades after 17.0* Faterson was among the fastest growing ities* its population nearly
doubling every ten years.
a...
b. with nearly doubled population every ten years.
. its population was almost twie as muh every ten years.
d. every ten years its population was almost doubled
e. almost every ten years population was twie as muh
Faterson was among the fastest growing ities* and its population was nearly doubling every ten years.
That?s the main idea with absolute phrases* sine they never inlude the on0untion or the verb. Aou
should also $now that when the ,ing form or being is orret* it?s beause these words are in an absolute
phraseE
>ountry ; saw dramati inreases in many industries* with industry A being the industry with the greatest
inrease.
12 &sage of li$elihood
1. li$elihood that something will happen
+. li$elihood of something
Examle
'i$elihood that violene will errupt.
'i$elihood of snowing today is low.
13 one of :%&: Cthis noun will always be pluralD / F'&BA' VEB#
15 Great usually desribes nouns whih e-press feelings or !ualities.
e.g. great admiration* great anger* in great detail
'arge is often used with nouns onerning numbers and measurements. It is not usually used with
unountable nouns.
e.g. a large amount* a large number CofD* a large population* a large proportion
16 &sage of Where and When
where an be used in the sense of whereas* as an while. "owever* if you have to hoose between
while and whereas* you should go with whereas Cor where in this aseD if while an be ambiguous in the
sentene* sine it an mean whereas or at the same time that.
"ere?s an e-ample of a sentene in whih while an have an ambiguous meaning(
Giana prefers to eat at 4Gonald?s while Tomo eats at #urger Hing.
If while means although here* then we have the simple meaning of ontrast,,one prefers ;* but the other
prefers A.
If while means at the same time that here* then we have a somewhat strange sentene that says that
Giana en0oys eating at 4G?s when Tomo goes to #urger Hing. In other words* something li$e Giana will
en0oy it only when Tomo is doing something else* $ind of an illogial sentene.
17 eF#al vs eF#ivalent
The new resort hotel will serve +0*000 tourists at its ma-imum apaity* e!ualing the apaity of a large
stadium.
CAD e!ualing the apaity of a large stadium
C#D whih e!uals a large stadium
C>D whih e!uals that of a large stadium?s
CGD the e!uivalent of that of a large stadium?s
CED the e!uivalent of a large stadium?s
<ell* G4AT has written in one of their e-planations that e!ual should be used only in its stritest sense*
for e-ample*
2 / . is e!ual to 3 / +.
e!uivalent* G4AT says* is preferable when we are saying that two things are not entirely idential* but are
almost eF#al. 9or e-ample* >ountry ; spent I;; on something* e!uivalent to the GGF of >ountry A.
18. whether vs i"
A proposal has been made to trim the horns from rhinoeroses to disourage poahersE the !uestion is
whether tourists will ontinue to visit game par$s and see rhinoeroses after their horns are trimmed.
CAD whether tourists will ontinue to visit game par$s and see rhinoeroses after their horns are
C#D whether tourists will ontinue to visit game par$s to see one one their horns are
C>D whether tourists will ontinue to visit game par$s to see rhinoeroses one the animals? horns have
been
CGD if tourists will ontinue to visit game par$s and see rhinoeroses one the animals? horns are
CED if tourists will ontinue to visit game par$s to see one after the animals? horns have been
The real fous of the !uestion here is whether vs. if. There is a little rhyme to help you remember(
If you see whether and i"... whether is better
%f ourse* this rhyme is 0ust to help you remember* it doesn?t e-plain the rule.
<e use i" for onditions( I will help you if I an.
and for things that might happen(
If you need a hand* please let me $now.
<e use whether when we have two options(
<e will have the pini whether or not it rains. CTwo options( rain)no rain.D
Another way to thin$ of this is if we an add or not- then we 4&1T use whether. C%f ourse* you?ll
remember that G4AT does :%T li$e to add or notQ G4AT onsiders the or not redundant.D
9urthermore* in this sentene
!uestion... is...
we are missing a noun omplement.
1tritly spea$ing* we should :%T use an ad0etive lause as a noun omplementE we should use a noun
lause.
Aou will reall that if an :EVEB be used in noun lauses Conly in adverb lausesD* but whether >A: be
used in noun lauses.
+0. "or all vs along with
1eond* for all means despite* and along with means in addition to. I?m sure you?ll agree that the
meanings are different* right=
+1. 1ub0untive rule
The preferred rule for G4AT is this(
sub0untive word Csuh as demand* suggest* reommend* re!uire* order* mandateD / that / :%&: /
#A1E 9%B4 of the VEB# Ce.g.* be* go* stop* run* e-elD i.e.* the infinitive without the to part.
+D All five,hundred dollar and thousand,dollar bills were withdrawn from irulation in 1858* and this left
the one,hundred dollar bill to be the highest denomination of urreny.
aD and this left the one,hundred dollar bill to be the highest denomination of urreny
bD an at whih has left the hundred,dollar bill to be the highest rreny denomination.
D leaving the highest denomination of urreny to be the one,hundred dollar bill
dD leaving the one,hundred dollar bill as the highest denomination of urreny.
this* whih* that* and other pronouns 4&1T replae nouns* not sentenes.
this in AD and which #D refer to the entire sentene.
In A* this replaes the whole sentene -ll $i!e-hundred dollar and thousand-dollar bills were withdrawn
$rom circulation in ?IJI. If we hoose G* we have a partiipial phrase* whih G4AT allows to modify a
sentene.
+1 Jui$ rules(
beause / 1E:TE:>E
beause of / :%&:
despite)in spite of / :%&:
due to should only be used as a omplement Ci.e.* after a be,verb Cyeah* stupid rule* but some people are
adamant about itDD :%T as a preposition Ci.e.* :%T at the beginning of the senteneD.
for as a subordinating on0untion is rare* but aeptable. I?d trust my ear on this one.
++ one or the other vs one or another
If the laims of oastal nations to +00,mile territorial seas were aepted on a worldwide basis* more than
thirty perent of the worlds oean area would ome under the 0urisdition of one or other national states.
CAD one or other national states
;B= one or another national state
C>D one or the other national state
CGD some or another of the national states
CED eah and every national state
Generally* the other means the secon$ one. In other words* we an only use the other one when we
are tal$ing about only two things* suh as our eyes* feet* ears* hands* or legs.
9or e-ample* I have two sisters. One is a $octor- an$ the other one is an artist.
+.. who vs whom C >on0ution D
9irst* many of who is <B%:GE we need many of whom.
CBule( !uantifier / of / ob0et.
Examles( some of whom* half of whih* 22K of whom* et.D
I saw two movies this wee$end* both of them were good.
%n first listen* this sounds orret* but it?s not* for reasons that may seem at first hard to e-plain.
"owever* if we reali@e that we have two sentenes* I saw two movies this wee1en$ and !oth o" them
were goo$- then we?ll also reali@e that we must have a on0untion between them to 0oin them Cthe basi
rule of on0untions and parallel strutureD.
The lassi orretions Cin desending order of li$eliness of appearing as orret answersD are(
, I saw two movies this wee$endE both of them were good. C0oining two sentenes with a semi,olonD
, I saw two movies this wee$end* both of whih were good. Cusing a relative pronoun Ca$a subordinating
on0untionD
to 0oin two sentenesD
, I saw two movies this wee$end* and both of them were good. Cusing a oordinating on0untion to 0oin
two sentenesD
+2. use of as s#ch
>aesarea was "erods ity* founded as a Bomani@ed ounterweight to "ebrai Jerusalem* and being suh it
was regarded with loathing by the devout.
CAD being suh
;B= as s#ch
C>D for this
CGD so
CED so being
This sentene has format( founded as / n. * and as suh / sentene
1. as suh , beause it is that thing
Examle (I)m a teacher- an$ as s#ch- I sho#l$ tr( to hel (o#.
+. as here is a preposition and must therefore be followed by a noun.
.. so is used to replae verbs* ad0etives* and adverbs* but :%T nounsE we use suh for nouns.
+3. !#t not vs rather than
Examle ,
Fui is not a dog but a at.
Fui is a at rather than a dog , means Fui has hosen to be a dog rather than at , sounds terrible
I want a at rather than a dog. , 1hows preferene.
+5. res#lting "rom vs as a res#lt o"
<e should use resulting when we want to desribe a noun* e.g.(
The "ire res#lting "rom the earthF#a1e ca#se$ a lot o" $amage.
In this sentene resulting tells us more about the fire.
:ow let?s loo$ at how to use as a result of.
<e should use as a result of when we want to establish a ausal relationship between two things* e.g.(
As a res#lt o" the "ire- man( eole ha$ to sta( in temorar( shelters.
In this sentene* we are saying that the fire aused people to stay in temporary shelters.
Examle (
The heetah seems to be headed for e-tintion beause* resulting from instensive inbreeding generations
ago* the speies has so little geneti variation that it is e-tremely vulnerable to environmental hange.
AD ....
#D beause* as a result of intensive inbreeding generations ago*
+6. comare to vs comare with
ompare to , use when two things are ali$e
ompare with , use when two things are not ali$e
+7. The urrent administration* being worried over some foreign trade barriers being removed and our
e-ports failing to inrease as a result of deep uts in the value of the dollars* has formed a group to study
ways to sharpen our ompetitiveness.
A. being worried over some foreign trade barriers being removed and our e-ports failing
#. worrying over some foreign trade barriers being removed* also over the failure of our e-ports
>. worried about the removal of some foreign trade barriers and the failure of our e-ports
G. in that they were worried about the removal of some foreign trade barriers and also about the failure of
our e-ports
E. beause of its worry onerning the removal of some foreign trade barriers* also onerning the failure
of our e-ports
Although > must be the right hoie sine it uses worried about idiomatially and does not have
unneessary wording* it is hard to understand how FBE1E:T perfet CLhas formedLD an be used with
FA1T simple CLworried aboutLD in one sentene=== They are two different time planes M
!eing worrie$ over some "oreign tra$e !arriers !eing remove$ an$ o#r e,orts "ailing , is
supposed to be a phrase modifying the noun C#rrent a$ministration an be onverted to Fartiiple
phrase worrie$ a!o#t the removal o" some "oreign tra$e !arriers an$ the "ail#re o" o#r e,orts
#alaning a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s with another* twenty,
three year,old Alan* paused in front of a first floor flat in the olony.
A. #alaning a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s with another
#. "aving a balane of a pi@@a with one hand and gripping a si-,pa$ of arton of soft drin$s with the
other
>. #alaning a pi@@a with one hand and gripping a pa$ of si- soft drin$ arton with the other
G. #eing balaned a pi@@a with one hand and gripping a si-,pa$ arton of soft drin$s with the another
E. "aving balaned a pi@@a with one hand and having gripped a si-,pa$ arton of soft drin$s with the
other
A and G , are wrong beause of word another
# , is wrong beause of having a !alance o" iLLa
> , is worng beause of ac1 o" si, so"t $rin1 carton vs a si,%ac1 carton o" so"t $rin1s
The rule to apply here is having / past partiiple
.0. &sage of that
It is well $nown in the supermar$et industry that how items are plaed on shelves and how fre!uently
inventory turns over an be ruial to profits.
A panel onluded that malnutrition is the most serious health problem faing the third world ountries*
but that it an and will be eradiated with the assistane of developed ountries.
The differene here is that the word that is not present after the word an$ in the first sentene.
'et?s say you have something li$e the following(
I $now that you are very smart and that you are strong as well.
In this sentene* we have three things that are E;A>T'A the same(
, that
, you
, are
Gepending on the sentene* you might all or none of the repeated elements.
If the sentene is short and sweet* we an omit more stuff(
I $now that you are very smart and strong.
If there?s more st#"" intervening* we might hoose to add one of these elements to remin$
the reader 0ust what?s parallel(
I $now that you are very smart when it?s later in the day and you?ve had your offee and that you are
strong as well.
In this ase* the that serves to remind us 0ust what part of the previous sentene the ne-t part is going to
parallel.
.1. &sage of whether or not
The Garia government faes the greatest risis of its mandate* and its politial future after the ne-t
eletion depends on if it an restore the publi?s onfidene and an move beyond the urrent politial
impasse in the >ongress.
A if it an restore the publi?s onfidene and an move beyond
# whether it an restore the publi?s onfidene and move beyond
> the ability to restore the publi?s onfidene and moving
G whether or not it an restore the publi?s onfidene and be able to move beyond
E its apability for restoring the publi?s onfidene and move beyond
<ell* G4AT has said in their publiations that whether or not is redundant* sine whether
already inludes the idea of two optionsE in other words* the e-at same idea is e-pressed without or not.
.+.
The guiding priniples of the ta- plan released by the Treasury Gepartment ould have even a greater
signifiane for the eonomy than the partiulars of the plan.
CAD even a greater signifiane for the eonomy than
C#D a signifiane that is even greater for the eonomy than
C>D even greater signifiane for the eonomy than have
CGD even greater signifiane for the eonomy than do
CED a signifiane even greater for the eonomy than have
G is indeed best in 1AE.
In 1AE* we generally use do to replae reg#lar verbs* i.e.* verbs that are not lin$ing verbs* verbs that use
modals* et.
9or e-ample(
4egumi spea$s Japanese better than I do.
#ut you already $new that* I?m sure.
'oo$ at the following e-amples for something CperhapsD new(
4egumi has visited more ountries than I have.
<e an use have again beause have is an au-iliary verb here.
4egumi has more s$irts than I do.
"ere* has is :%T an au-iliary verb* and in 1AE* we annot use the verb have in the seond bit.
... each other vs N)#Othe otherN)#O
J +( The omple- ta- dispute between the >overed #ridge 4all and "arris Township is not li$ely to be
ad0udiated for several years* and* in the meantime* both sides are intent on reating diffiulties for the
other.
CAD both sides are intent on reating diffiulties for the other
C#D both sides are intent on reating diffiulties for eah other
C>D eah side is intent on reating diffiulties for the other
CGD eah side is intent on reating diffiulties for one another
CED the sides are both intent on reating diffiulties for eah other
The other issue is also important,,the differene between eah)the other and both)eah other.
&se eah when the parties are more separate* and use both when the parties are colla!orating.
9or e-ample* eah side was fighting the other sounds better than both sides were fighting eah other*
don?t you thin$=

6eneral 6rammar Heso#rces
http*;;www.ccc.commnet.edu;grammar;
http*;;newar$.rutgers.edu;<+lynch;Writing;
http*;;www.grammarstation.com
A- An- The ;articles=
http*;;www.learnenglish.org.u$;words;acti"ities;articles=1.h tml
http*;;www.impactseries.com;star>2=files;wwwboard;messages;4 .html
http*;;depts.gallaudet.edu;englishwor$s;grammar;main;article s.htm
http*;;www.rensselaer.edu;dept;llc;writecenter;web;esl.html
http*;;webster.commnet.edu;grammar;determiners;determiners.h tm?articles
http*;;efl.bra"epages.com;grammar2.htm
A$+ectives
http*;;webster.commnet.edu;grammar;ad+ecti"es.htm
http*;;hem.passagen.se;peter@;gram;gAad+.html
http*;;www.factmonster.com;ip$a;0=BB334@.html
http*;;www.grammarstation.com;Cnowyour0d+ecti"es.html
http*;;www2.actden.com;writAden;tips;sentence;ad+ecti".htm
http*;;grammar.englishclub.com;ad+ecti"es.htm
http*;;www.uottawa.ca;academic;arts;writcent;hypergrammar;ad +ect"e.html
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;ad+ecti "e.html
No#ns
http*;;webster.commnet.edu;grammar;nouns.htm
http*;;hem.passagen.se;peter@;gram;gAsub.html
http*;;www.grammarstation.com;CnowDourEouns.html
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;noun.ht ml
http*;;www2.actden.com;writAden;tips;sentence;nouns.htm
http*;;www.o+oha"en.com;collecti"es;
http*;;grammar.englishclub.com;nouns.htm
A$ver!s
http*;;www.grammarstation.com;CnowDour0d"erbs.html
http*;;webster.commnet.edu;grammar;ad"erbs.htm
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;ad"erb. html
Cla#ses
http*;;www.uottawa.ca;academic;arts;writcent;hypergrammar;bl dcls.html
http*;;webster.commnet.edu;grammar;clauses.htm
http*;;owl.english.purdue.edu;handouts;grammar;gAclause.html
http*;;www.edict.com.h$;"lc;clauses;default.htm
http*;;eslbee.com;0d+/lauses.htm
Pl#rals
http*;;webster.commnet.edu;grammar;plurals.htm
http*;;owl.english.purdue.edu;handouts;grammar;gAspelnoun.ht ml
http*;;web2.u"cs.u"ic.ca;elc;studyFone;33=;grammar;irrplu.ht m
http*;;www.wm.edu;/0!;modlang;gasmit;grammar;nouns;plurals.h tm
Preositions
http*;;hem.passagen.se;peter@;gram;gAprp.html
http*;;webster.commnet.edu;grammar;prepositions.htm
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;preposi tion.html
Prono#ns
http*;;hem.passagen.se;peter@;gram;gAprn.html
http*;;webster.commnet.edu;grammar;pronouns1.htm
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;pronoun .html
http*;;www.uottawa.ca;academic;arts;writcent;hypergrammar;us epronn.html
Ver!s
http*;;hem.passagen.se;peter@;gram;gA"rb.html
http*;;webster.commnet.edu;grammar;"erbs.htm
http*;;ellerbruch.nmu.edu;/!233;cusher;partsofspeech;"erb.ht ml
http*;;www.uottawa.ca;academic;arts;writcent;hypergrammar;us e"erb.html
Ver! Tenses
http*;;www.grammarstation.com;ser"let;%rammar%uideGtypeHI)
http*;;owl.english.purdue.edu;handouts;esl;esltens"erb.html
http*;;leo.stcloudstate.edu;grammar;tenses.html
http*;;www.uottawa.ca;academic;arts;writcent;hypergrammar;us etense.html
http*;;www.pacificnet.net;<sperling;quiF;"tr.html
http*;;grammar.englishclub.com;"erb8tenses.htm
http*;;www.ruth"ilmi.net;hut;help;grammarAhelp;"erbs.html
http*;;www.tc.cc."a.us;writcent;handouts;grammar;"erbtens.ht m
http*;;www.lsil"er.net;tense.htm
http*;;www.tc.cc."a.us;writcent;handouts;grammar;"erbtens.ht m
Voice ;active3assive=
http*;;www.grammarstation.com;ser"let;%rammar%uideGtypeH0/I I5J0!!II5
http*;;owl.english.purdue.edu;handouts;grammar;gAactpass.htm l
http*;;www.u"sc.edu;owl;handouts;acti"e8passi"e8"oice.html
http*;;grammar.englishclub.com;"erbs8"oice.htm
http*;;www.law.cuny.edu;wc;multilingual;acti"eApassi"e.html
http*;;+ade.ccccd.edu;cobb;passi"e.html
http*;;www.english.uiuc.edu;cws;wwor$shop;grammar;acti"eAand Apassi"eA"oice.htm
http*;;uar$.edu;campus8resources;qwrtcntr;resources;handouts ;acti"epassi"e.htm
http*;;www.geocities.com;0thens;0trium;3B32;Ioices;acti"eApa ssi"e.html
http*;;webster.commnet.edu;grammar;passi"e.htm

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Guide to English Grammar ............................................................................................. 10

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