Part One. Parts of the Sentence.

Identify the function of the underlined portion in sentences 1-26.

1. Enthusiasm and a willingness to work with a dedicated effort are two important qualities of a successful student at Scranton Preparatory School. A. object of the preposition B. subject C. predicate nominative D. direct object

2. Mrs. Thurston, one of Scranton Prep’s knowledgeable World Cultures teachers, is always exploring new and challenging research projects for her freshman students. Excited with their interesting projects during the year, Mrs. Thurston’s freshmen strive to complete these assignments with great determination to perform well. A. past participial phrase B. adverbial phrase C. gerund phrase D. adverbial clause

3. For her freshman second-quarter PowerPoint project, Mrs. Thurston decided that a study of the Nine Worthies would benefit her students by expanding their knowledge of key figures whom many scholars credit with establishing the foundations of western culture. A. infinitive phrase B. noun phrase C. gerund phrase D. adverbial phrase

4. Introducing this topic to her fourth-period class, Mrs. Thurston began, “The Nine Worthies are nine figures from religion, legend, and history who have emerged as archetypes or original models of chivalry and virtue. As a result, this project will link outstanding heroes from Greek, Roman, Jewish, and European history, religion, and legend.” A. adverbial clause B. present participial phrase C. noun clause D. gerund phrase

5. Chuck McMaster, a history enthusiast, raised his hand and said, “Mrs. Thurston, I have read that these men are from the military or priestly class and are extraordinarily famous for their nobility as leaders.” A. indirect object B. object of the preposition C. predicate nominative D. predicate adjective

6. “Very good, Chuck! Your extra reading has rewarded you with great results, and you certainly know their special points or virtues!” Looking around the class, Mrs. Thurston asked with a reassuring smile, “Okay, does anyone know the name of one or two of these worthies? I am sorry, girls, but we will focus on the traditional masculine list for this project.” A. gerund phrase B. adjectival clause C. present participial phrase D. adverbial phrase

7. Seated in the middle of the second row, Ruth Davis ventured a guess. “I sure hope King Arthur is a worthy. I mean, he was an ancient Celtic warrior and is noted for his legendary Round Table and chivalric knights.” A. predicate nominative B. direct object C. indirect objective D. predicate adjective

1 8. Both Mrs. Thurston and Chuck nodded approvingly at Ruth’s candidate, and Jim Timmons thought that the mighty King David from the Old Testament should be included in such a prestigious group. He reminded the class, “After all, he was only a boy when he defeated the giant Philistine Goliath of Gath, who was a mortal enemy of King Saul and the Israelites.” A. appositive phrase B. adjectival clause C. past participial phrase D. adverbial clause

9. “Yes, Jim, you can relax! King David is indeed one of the Nine Worthies,” Mrs. Thurston responded cheerfully. “You and Ruth have begun to establish the three groups composed of three men. Each group of three men is referred to as a triad. Let me explain. The first group is a triad of celebrated heroes from ancient history and legend: Hector, Alexander the Great, and Julius Caesar.” A. infinitive phrase B. appositive phrase C. gerund phrase D. object of the preposition

10. “Oh, I get it!” exclaimed the bubbly Lily Bradley. “The second triad would, I guess, come from the Bible since King David is a worthy. In fact, we have just concluded our study of King David in Mr. Seymour’s Old Testament class. I bet Joshua son of Nun, who was Moses’ successor and who eventually led the Israelites into the Promised Land of Canaan, was another.” A. noun clause B. adjectival phrase C. adverbial phrase D. noun phrase

11. The quiet Steve Brakefield had a puzzled look about the identity of the third worthy from the Old Testament. “Could it be Noah?” he questioned. “After all, he and his family did survive the Flood or the Deluge!” “No, Steve, I’m afraid not, but your suggestion is a reasonable choice,” Mrs. Thurston responded. “It is Judas Maccabeus, who fought bravely against the Persians to save Judaism.” A. gerund phrase B. noun clause C. appositive phrase D. adjectival clause

12. Mrs. Thurston explained further that the third triad was comprised of Christian heroes. “In addition to King Arthur were Charlemagne or Charles the Great, the emperor of the Holy Roman Empire, and the lesser known Godfrey of Bouillon, one of the leaders of the First Crusade,” she said. A. adjectival phrase B. noun clause C. appositive phrase D. gerund phrase

13. “As you study these nine remarkable princes or nobles, you will understand the way each triad was instrumental in helping to form or mold western civilization,” Mrs. Thurston told her students just before the bell that marked the end of fourth period rang. A. direct object B. object of the preposition C. predicate nominative D. predicate adjective

2 14. At the beginning of the class the next day, John Harden inquired, “Mrs. Thurston, were the character traits of these princes considered ‘worthy’ or excellent for future leaders or kings to possess or to emulate?” A. subject B. predicate nominative C. predicate adjective D. direct object

15. With a light laugh and a shake of her head, Mrs. Thurston replied, “I have said many times, and I’ll say it once again that I have a stellar class of whom I am justly proud!” A. object of the preposition B. direct object C. predicate adjective D. indirect object

16. “As you read about your individual prince or worthy, you will learn that the Nine Worthies were first presented over seven hundred years ago, in 1312 to be exact, in Jacques de Longuyon’s chanson de geste, a medieval poem of heroic deeds, entitled the Vows of the Peacock. Many of the worthies’ adventures were later told, reinterpreted, and eventually became the material of other medieval romances,” she continued. A. adjectival clause B. adverbial clause C. noun clause D. appositive phrase

17. After listening to Mrs. Thurston and his classmates’ comments, Doug Carlisle made an insightful observation that won everyone’s approval. “In retrospect,” Doug observed, “these warriors or leaders are superb examples of individuals who believed in traditional values and had the will and strength of character to communicate and live them in the world. They and their total commitment to a just cause should give us the inspiration to do what is right at all times.” A. indirect object B. predicate adjective C. direct object D. predicate nominative

18. “Very well put!” Mrs. Thurston exclaimed. “These men reflect the epitome or the perfect example of valor, prowess, and military success. In addition, each had a special quality or relevance that you will discover as you do your research. For example, Hector, a Trojan prince, was not only a courageous warrior, but he also had a noble and courteous nature.” A. object of the preposition B. direct object C. indirect object D. subject

19. “I have one last point before you leave for your fifth-period lunch. Just as you learned in your Old Testament class that the Old Testament law prepared for the New Testament law, similarly the law of the Greek or Hellenistic culture paved the way for Pax Romana or Roman peace. This period of Roman peace in turn permitted the New Testament law to spread throughout the known ancient world. I am sure that whoever discusses Julius Caesar will touch upon Pax Romana,” said Mrs. Thurston. A. adjectival phrase B. noun clause C. adjectival clause D. noun phrase

3 20. “Quite simply,” Mrs. Thurston concluded, “the people of the Middle Ages, let’s say from 1066 to 1485, saw themselves as the beneficiaries of the Old Testament and the Greek and Roman laws. That’s all for today! Now off you go, and be sure to enjoy one of the delicious lunches in the Xavier Dining Hall.” A. adverbial phrase B. adverbial clause C. infinitive phrase D. adjectival clause

21. Several days later, the students had organized themselves into three groups and were working conscientiously on their worthies. In fact, many students met in the library during the latter portion of their lunch periods to stay ahead of their research. A. gerund phrase B. past participial phrase C. adjectival clause D. infinitive phrase

22. Mrs. Thurston was pleased to see how seriously her students were approaching this important assignment. She knew the intellectual value of their understanding the relationship among these three triads—the Greek and Roman, the Hebrew, and the Christian—in influencing European society. A. present participial phrase B. gerund phrase C. adverbial clause D. infinitive phrase

23. After two weeks of researching, preparing their PowerPoints, and writing their narratives, Mrs. Thurston’s students had butterflies in their stomachs as they anticipated delivering their presentations in front of all their classmates. A. indirect object B. predicate adjective C. direct object D. predicate nominative

24. Needless to say, the day before the first presentation, the groups were quite busy, if not a bit rushed, putting the last minute polish and spin on their triads. Chuck and his team were reviewing the remarkable achievements of Hector, Alexander the Great, and Julius Caesar, and Ellen Scoville and her team were fine-tuning their outstanding worthies from Jewish history. A. object of the preposition B. indirect object C. direct object D. predicate nominative

25. Finally the presentation day arrived! Before his group began discussing the Greek and Roman worthies, Chuck made a general comment that reflected the sentiments of all Mrs. Thurston’s students. “What I think we all have a hard time absorbing is how brave and young most of these princes were at the time of their mighty acts.” A. noun phrase B. adjectival clause C. gerund phrase D. noun clause

26. Logging on to the classroom computer to get their PowerPoint’s first slide on the Smartboard, Chuck’s team, which included Emma White and Mary MacLean, just to name a few members of this group, began with the mythic Hector, the eldest son of Priam, the king of Troy. A. gerund phrase B. present participial phrase C. appositive phrase D. adverbial phrase

4 Identify the type of subject and predicate in sentences 27-31.

27. Jim and Steve reminded their classmates that Homer’s epic the Iliad depicts the waning or final days of the Trojan War, not the entire ten-year struggle, to rescue the beautiful Greek queen Helen from the Trojans. A. simple subject, simple predicate B. simple subject, compound predicate C. compound subject, compound predicate D. compound subject, simple predicate

28. According to Jim and Steve, Hector not only embodies or represents everything good, pure, and noble in a warrior but is also praised for being the ideal loving son, husband, and father. A. simple subject, simple predicate B. simple subject, compound predicate C. compound subject, compound predicate D. compound subject, simple predicate

29. Near the conclusion of the Iliad, Hector and his mighty Greek foe Achilles meet and engage in a fierce one-to- one combat that leads to Hector’s death and the fall of the great city of Troy. A. simple subject, simple predicate B. simple subject, compound predicate C. compound subject, compound predicate D. compound subject, simple predicate

30. Centuries later, in the great Roman epic the Aeneid, as well as in other literary works, such as Layamon’s Brut, the Trojan hero Aeneas and his great grandson Brutus, sometimes referred to as Brut, have been celebrated as the legendary founders of the Roman and British civilizations. A. simple subject, simple predicate B. simple subject, compound predicate C. compound subject, compound predicate D. compound subject, simple predicate

31. After assembling her notes, Caroline Morris with the assistance of Mary began telling the class about the incomparable Alexander the Great, the world conqueror who laid the foundations for the Hellenistic or Greek world and who has been described as one of the greatest military geniuses of all time. A. simple subject, simple predicate B. simple subject, compound predicate C. compound subject, compound predicate D. compound subject, simple predicate

Part Two. Sentences: Structure and Purpose.

Identify the structure of sentences 32-37.

32. Recognizing the brilliance of his son Alexander, King Philip of Macedonia engaged the illustrious philosopher Aristotle as Alexander’s tutor, and under Aristotle’s guidance for three years, Alexander became proficient in rhetoric or the skill of speaking and writing effectively and developed interests in science, medicine, and philosophy. A. simple B. compound C. complex D. compound-complex

5 33. After his father’s death, this young warrior king conquered most of the known world and, by the time of his death at the age of thirty-three, had extended his empire from his native Macedonia south to Egypt and west to India. A. simple B. compound C. complex D. compound-complex

34. Alexander is considered “great” not only for his military skills and his diplomatic treatment of the people whom he had conquered, but he is also “great” for spreading the Greek culture, thought, and language throughout these newly won regions. A. simple B. compound C. complex D. compound-complex

35. As a result of his victories, Alexander is credited with spreading the Hellenistic culture that dominated the known world for nearly three hundred years from 323 to 31 BC. A. simple B. compound C. complex D. compound-complex

36. The third worthy of the first triad is Julius Caesar, who was inspired by the tremendous military success of Alexander the Great, and with great enthusiasm, Jesse Bishop and Malie Brunton included among their PowerPoint slides colorful images of Rome and impressive statues of Caesar and other prominent Romans of his era. A. simple B. compound C. complex D. compound-complex

37. From Jesse and Malie’s excellent research, the class learned that Caesar is remembered as having possessed one of the greatest military minds in history and is credited with laying the foundation of the Roman Empire. A. simple B. compound C. complex D. compound-complex

Identify the purpose of sentences 38-41.

38. As a general, Caesar was bold, decisive, and reckless, especially when he advanced his troops ahead of his supply lines. A. imperative B. declarative C. interrogative D. exclamatory

39. Did you know that after Caesar had expanded the Roman Republic through a series of battles, he declared himself dictator for life and thereby ended the Republic? A. imperative B. declarative C. interrogative D. exclamatory

6 40. With his grasping for greater control and power, Caesar had better be careful of those Roman statesmen whom he calls friends and watch his back! A. imperative B. declarative C. interrogative D. exclamatory

41. Freshmen, be prepared to meet a dazzling array of power hungry Romans when you study Shakespeare’s tragedy Julius Caesar in Sophomore English. A. imperative B. declarative C. interrogative D. exclamatory

Part Three. Parts of Speech.

Identify the verb tense in the underlined portion of sentences 42-49.

42. Adding to her classmates’ comments, Betsy Harmon said with a nervous giggle, “Yes, as sophomores, we will be most fortunate to read this famous play and to witness the dangerous effects of ambition. But to get on with our topic, let me emphasize that the period from 27 BC to 180 AD was known as Pax Romana or Roman peace. Remember Mrs. Thurston introduced this concept to us when she presented this assignment!” A. present perfect B. past C. future D. future perfect

43. As Betsy gained more self-confidence in front of her encouraging classmates, she continued, “During its rather bloody history, the Roman Empire had experienced much civil unrest.” A. present B. past C. present perfect D. past perfect

44. “Betsy is so correct,” added Buddy Adams. “This period of domestic peace at home however allowed cultural expansion and development. Those slides that Jesse and Malie showed of the magnificent Coliseum give us an excellent idea of the construction that marked this period of relative calm among the Roman citizens.” A. present B. future C. past D. future perfect

45. “As we all know, a period of tranquility in a country or region will without a doubt produce a feeling of well- being or security among the people. This point is certainly true for the Romans,” reflected Betsy. A. past perfect B. present C. present perfect D. past

46. “If you paid close attention to Mrs. Thurston’s past lecture about Pax Romana, you will have learned that some scholars view the security of this period as being conducive or favorable to the spread of the New Testament or Christianity,” observed a wise Jesse. A. past perfect B. future perfect C. future D. present

7 47. Mrs. Thurston thanked the first triad group and remarked, “Your research has been solid, and your PowerPoint presentations have greatly added to your reports. Now tomorrow, our second triad team will inform us about the worthies from the Old Testament. Knowing this team, I am sure they are just ‘sitting on ready’ to begin!” A. present B. future perfect C. present perfect D. past

48. Leaving Mrs. Thurston’s classroom, her students had much to discuss, not only about all the valuable information they had heard but also about what they were going to order for lunch. Emma and Martha Coleman wondered what the dining hall staff had prepared for the hungry Prep students that day. Emma said to her group of friends, “Concentrating on academic topics can really increase my appetite. I think I’ll order one of the signature sandwiches and um . . . at least two delicious chocolate chip cookies. I told you I was hungry!” A. present perfect B. past perfect C. present D. past

49. Martha, Jesse, and David Ellison all agreed with Emma’s point about academics and appetites and confessed that they would most probably copy cat her order. As they were entering the Xavier Dining Hall, Brenda Veal commented, “I cannot wait until fourth period tomorrow. I think my group’s worthies of King David, Joshua son of Nun, and Judas Maccabeus are terrific representations of Old Testament heroes. I am really optimistic that Mrs. Thurston will applaud our presentation as much as she praised Chuck and his group’s discussion today!” A. future perfect B. past C. future D. present

In sentences 50-69, identify the part of speech of the underlined word as it is used in the sentence.

50. The next day, the class was alive with excitement in anticipation of hearing about the Old Testament worthies. With his notecards in hand, the cheerful Frank Henderson opened the presentation. “Joshua son of Nun is one of my favorite Old Testament figures we have studied in our religion class. As we all learned, he was a faithful assistant to Moses for the forty years the Israelites were traveling in the wilderness after their daring escape from the Egyptians. Now Brenda will continue telling about Joshua’s momentous achievements.” A. adjective B. preposition C. noun D. verb

51. “Right you are about Joshua, Frank,” Brenda replied. “That exodus or escape from Pharaoh was breath taking! Later, when the Israelites neared Canaan, referred to as the Promised Land or the Land of Milk and Honey, Moses sent Joshua and Caleb with ten other Israelites to scout and explore this new homeland that God had promised them. Of these twelve men, only Joshua and Caleb had the faith and confidence that their conquest of this land and its inhabitants would prove successful.” A. conjunction B. adverb C. adjective D. preposition

8 52. “Can you imagine the courage of Joshua as he led his warriors to conquer Canaan?” Fred Weed asked rhetorically. “What distinguished Joshua as a brilliant military commander was that he trusted God in all aspects of his life. His total faith was nowhere better seen than in two famous battles that Gail will explain,” Fred said. A. noun B. pronoun C. adverb D. adjective

53. “Oh, Fred is on the mark there,” continued the quiet and scholarly Gail Trigg. “The battles of Jericho and Gibeon were defining moments in Joshua’s successful conquest of Canaan. First, there was the Battle of Jericho. Wait just a second! Let me set up Joshua’s victory for everyone. When the Israelites approached Jericho, Joshua, following God’s command, ordered his soldiers to march around the city for six days. On the seventh day, they all shouted, and as we sing in the great spiritual the walls of Jericho ‘came tumbling down.’ ” A. pronoun B. adjective C. adverb D. preposition

54. The class was speechless in their amazement, but Fred announced, “Just listen to an even more miraculous victory. When Joshua was fighting the Battle of Gibeon, God made the sun stand still so that his faithful Joshua would have enough daylight in his fight to defeat his enemies!” A. adjective B. adverb C. noun D. verb

55. “Because God had forbidden Moses from entering the Promised Land, Joshua led the Israelites into their new home, divided the land among the twelve tribes of Israel, and lived until the age of one hundred ten,” concluded Frank. A. verb B. adverb C. conjunction D. preposition

56. “Hello, everyone!” Helen Porter said as a greeting. “You will all want to take special note of the second Old Testament worthy: the one and only King David! Other than the larger-than-life presence of Moses, King David is perhaps the most memorable figure in Jewish history. As Jim reminded us when Mrs. Thurston was introducing our project, as a shepherd boy, David had a great victory over the Philistine warrior Goliath. His perfect faith that God would protect him in times of trouble made him very special to God and has become one of his most significant traits,” Helen explained. A. conjunction B. adverb C. adjective D. preposition

57. “We all remember Mr. Seymour’s lecture about that confrontation. Although King Saul had offered the young David his armor, David instead relied on God to protect him, and armed with only five stones and a slingshot, he went to face Goliath,” remarked Ellen Scoville as she resumed the narrative of King David. A. noun B. verb C. pronoun D. adjective

9 58. Ellen told the class, “Later King Saul became violently jealous of the young hero and made several attempts on his life. Nevertheless, David always remained faithful to King Saul, God’s first anointed king of the Israelites.” A. noun B. verb C. adverb D. adjective

59. “Although King Saul was David’s enemy, David’s unconditional loyalty to King Saul’s son Jonathan has become the symbol of true friendship. After learning of the deaths of King Saul and Jonathan, David experienced profound grief,” continued Gail. A. adjective B. noun C. verb D. adverb

60. Brenda pointed out that as King Saul’s successor, King David was engaged in almost constant warfare to defend his kingdom during his forty-year reign. A. adjective B. pronoun C. conjunction D. preposition

61. “Although King David was a warrior, his love and commitment to God are reflected in seventy-three of the one hundred fifty songs of praise in the Book of Psalms,” Fred reminded his classmates. A. conjunction B. preposition C. adjective D. pronoun

62. “Yes,” agreed Paul Marshall, “in these poems, King David reveals his humanity in a contrast of moods; sometimes he is happy, but at others he is fearful for his life and repentant of his transgressions or sins.” A. verb B. adverb C. preposition D. conjunction

63. Rounding out the group’s final remarks about King David, Frank said, “David is considered the ancestor of Jesus Christ, who is referred to as the son of David and who was born in Bethlehem, the city of David.” A. adjective B. adverb C. noun D. verb

64. “The third of the Old Testament heroes is Judas Maccabeus, the leader of the revolt against Antiochus Epiphanes IV, the king of Syria, in 165 BC to preserve Judaism. King Antiochus had sent his men to Judea to suppress Judaism and to replace it with Greek culture and paganism,” David began. A. noun B. preposition C. verb D. adverb

10 65. “Many scholars believe that the name Maccabeus means ‘hammer’ and was applied to Judas because of the blows or attacks he and his small group of fighters inflicted upon the well-armed and professionally trained Syrian army. I guess you could say they used guerrilla warfare against their sworn enemies,” suggested Eloise Champion. A. adverb B. adjective C. verb D. noun

66. The class learned that after several years Judas, a superb military strategist, and his men drove the enemy from Jerusalem, except for those in a garrison or fort. The Israelites’ determined effort against the Syrian forces is considered the first war for religious freedom. After their success, Judas and a group of faithful priests cleansed the Temple that the Syrians had used for Hellenistic religious practices and rededicated it. A. verb B. preposition C. pronoun D. conjunction

67. “With the rededication of the Temple,” explained David, “the menorah, the seven-branched candelabrum, was relit. The relighting of the menorah is now commemorated in the celebration of Chanukah or Hanukah, the eight-day festival of lights.” A. preposition B. conjunction C. adjective D. adverb

68. Waving his hand to get David’s attention, Ernie Ferguson inquired, “Judas is certainly a heroic figure in Jewish history. But, David, what I and the rest of the class are eager to learn is what happened to him and his brave followers against the Syrians?” A. preposition B. adjective C. verb D. adverb

69. “Well, Ernie, this is the way the story ended for Judas. His fight for religious freedom continued, and although he was hopeful that help from Rome would come, many of his men deserted him. Left with only eight hundred men, Judas died in battle in 160 BC. And, as a result, the Jewish struggle against foreign rule would continue for another three hundred years,” replied David. A. adverb B. adjective C. verb D. noun

Select the correct statement or statements in sentences 70-75.

70. 1. All gerunds are used or function as nouns. 2. It seems, of course, and for example are examples of parenthetical expressions. 3. The past participle of the verb to know is knew. 4. The present perfect describes an action that began in the past and that has continued into the present or the effect of which still continues. A. 1 and 4 B. 1, 2, and 4 C. 2, 3, and 4 D. 1, 2, 3, and 4

11 71. 1. The comparative degree, not the superlative, is used in comparing two objects. 2. The infinitive phrase may be used as the subject of the sentence. 3. Fear, honesty, and brilliance are three examples of abstract nouns. 4. A colon is a mark of punctuation that is used to introduce a series of items. The first item after the colon is always capitalized. A. 1 and 2 B. 1 and 3 C. 1, 2, and 3 D. 2, 3, and 4

72. 1. When a compound subject has both a singular and a plural subject and is joined by nor or or, the main verb always agrees with the plural subject. 2. This, that, these, and those may be used as demonstrative adjectives as well as demonstrative pronouns. 3. One way to correct a run-on sentence is to use a semi-colon to join the two dependent clauses. 4. A prepositional phrase that modifies a predicate nominative or a direct object is an adverbial phrase. A. 1 and 4 B. 2 C. 3 and 4 D. 4

73. 1. Possessive pronouns do not require the use of an apostrophe to show ownership or possession. 2. The pronouns it and you are used as both predicate nominatives and direct objects. 3. Until, for, above, and before are four examples of prepositions that may also function as subordinating conjunctions to begin a noun clause. 4. Less indicates amount, and fewer indicates number. A. 1 and 3 B. 2 and 3 C. 3 and 4 D. 1, 2, and 4

74. 1. Is, was, am, and shall are four examples of the verb to be. 2. The indirect object always precedes or comes before the direct object. 3. A simple sentence has only a subject and a verb; there is never a predicate nominative, predicate adjective, an indirect object, or a direct object. 4. Some . . . others, both . . . others, and whether . . . or are three examples of correlative conjunctions. A. 1 and 2 B. 2 and 3 C. 2 and 4 D. 1, 2, and 4

75. 1. A dependent clause is a group of words that does not contain a subject and a predicate and must be joined to an independent clause to make a complete statement. 2. An independent clause is a group of words with a subject and predicate and makes a complete statement. 3. A clause may be independent or dependent. 4. Use bring to indicate an action directed towards the speaker; take indicates an actions directed away from the speaker. A. 1 and 2 B. 2 and 3 C. 2, 3, and 4 D. 1, 3 and 4

12 Part Four. Correct Usage.

Identify the sentence structure fault in 76-81.

76. With a keen interest in their topic, Becky Montague and Lily Bradley were among the third group who would discuss the final triad. They were eager to begin and informing their classmates about the importance of these figures to Europe. A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

77. Having been selected to introduce these three princes, Becky greeted her friends, “This third triad refers to the Christian princes it consists of King Arthur, the fascinating leader of early England; Charlemagne or Charles the Great, a legendary king of the Franks, and Godfrey of Bouillon, one of the conquerors of the Kingdom of Jerusalem during the First Crusade.” A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

78. Being a mythic king who possibly ruled in the fifth or sixth century, Lily reminded everyone that Camelot, King Arthur’s court, and his Knights of the Round Table have inspired writers’ imaginations for nearly twelve centuries. A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

79. Becky’s discussion had several interesting points about King Arthur. Perhaps a warrior who led a military force against the Saxons, Germanic-speaking invaders. Little is known for certain! A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

80. The legends surrounding King Arthur are complex and to include later the wizard Merlin and the evil Mordred. A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

81. The tales of King Arthur’s knights are the subject of medieval romances or poems of heroic adventures Sir Gawain and the Green Knight is one famous romance of King Arthur’s young nephew Sir Gawain as he journeys to fight a gigantic green knight! A. fragment B. run-on sentence C. misplaced modifier D. lack of parallel construction

13 Identify the correct sentence or sentences in 82-90.

82. 1. As Jeff Clark began his portion of the King Arthur discussion, he said, “For my group and I, the modern novel about this king that has had a great effect on us is T.H. White’s The Once and Future King.” 2. As Jeff Clark began his portion of the King Arthur discussion, he said, “For my group and I, the modern novel about this king that has had a great affect on us is T.H. White’s The Once and Future King.” 3. Jeff continued by explaining, “The paradoxical title of this novel lays in the myth that although King Arthur was indeed king hundreds of years ago, he will return when England needs him.” 4. Jeff continued by explaining, “The paradoxical title of this novel lies in the myth that although King Arthur was indeed king hundreds of years ago, he will return when England needs him.” A. 1 and 3 B. 2 C. 2 and 3 D. 4

83. 1. Many of the class remembered seeing an animated portion of this novel when they were small children. Caroline exclaimed, “Oh, yes! I loved Disney’s The Sword in the Stone. Merlin teaches the young Arthur, or Wart as he is called, a number a valuable lessons that he will use when he is king.” 2. Many of the class remembered seeing an animated portion of this novel when they were small children. Caroline exclaimed, “Oh, yes! I loved Disney’s The Sword in the Stone. Merlin teaches the young Arthur, or Wart as he is called, a large amount of valuable lessons that he will use when he is king.” 3. As Jane Wylie continued the discussion, she recalled, “Thanks to Merlin’s great wisdom and magical powers, Wart is transformed into various animals, and through these experiences, he learns major principles of leadership.” 4. As Jane Wylie continued the discussion, she recalled, “Thanks to Merlin’s great wisdom and magical powers, Wart is transformed into various animals, and through these experiences, he learns major principals of leadership.” A. 1 and 3 B. 2 and 3 C. 2 and 4 D. 3 and 4

84. 1. Jeff agreed whole-heartedly, “These transformations are my favorite part of The Sword in the Stone. I think everybody would love to have their life filled with such exciting experiences. Imagine how wise we would all be if we had a Merlin directing our relationships with others.” 2. Jeff agreed whole-heartedly, “These transformations are my favorite part of The Sword in the Stone. I think everybody would love to have his or her life filled with such exciting experiences. Imagine how wise we would all be if we had a Merlin directing our relationships with others.” 3. Sandy Pelz, a wiz in using PowerPoint, was only too happy to introduce Charlemagne. “This king,” Sandy observed, “is an eminent hero in medieval Europe. His knights are referred to as the Twelve Peers of France, and their adventures are as famous in France as King Arthur’s Knights of the Round Table are in England.” 4. Sandy Pelz, a wiz in using PowerPoint, was only too happy to introduce Charlemagne. “This king,” Sandy observed, “is an imminent hero in medieval Europe. His knights are referred to as the Twelve Peers of France, and their adventures are as famous in France as King Arthur’s Knights of the Round Table are in England.” A. 1 and 3 B. 2 C. 3 D. 2 and 4

14 85. 1. Whether serving King Arthur or Charlemagne, these English and French knights were perfect examples of chivalry. Their extraordinary loyalty to their kings went further and reflected the belief of the time: only an ideal king could have had such faithful and courteous knights. 2. Whether serving King Arthur or Charlemagne, these English and French knights were perfect examples of chivalry. Their extraordinary loyalty to their kings went farther and reflected the belief of the time: only an ideal king could have had such faithful and courteous knights. 3. As king of the Franks for nearly fifty years, Charlemagne ruled the Germanic tribes in the areas we know today as Belgium, France, Luxemburg, the Netherlands, and western Germany. 4. As king of the Franks for nearly fifty years, the Germanic tribes in the areas we know today as of Belgium, France, Luxemburg, the Netherlands, and western Germany had Charlemagne as their leader. A. 1 and 3 B. 1 and 4 C. 2 and 4 D. 4

86. 1. Eager to clarify Charlemagne’s two main objectives during his reign, Bobby Smith said, “Among his chief goals was to unite all Germanic people and to convert them to Christianity.” 2. Anxious to clarify Charlemagne’s two main objectives during his reign, Bobby Smith said, “Among his chief goals was to unite all Germanic people and to convert them to Christianity.” 3. Eager to clarify Charlemagne’s two main objectives during his reign, Bobby Smith said, “Among his chief goals were to unite all Germanic people and to convert them to Christianity.” 4. Anxious to clarify Charlemagne’s two main objectives during his reign, Bobby Smith said, “Among his chief goals were to unite all Germanic people and to convert them to Christianity.” A. 1 B. 2 C. 3 D. 4

87. 1. Like King David, Charlemagne’s career was spent in warfare to assure he accomplished his goals. 2. With his valor and commitment to advance the spread of Christianity, Charlemagne is credited with the survival of Christianity in Europe and became known as the emperor of the Holy Roman Empire. 3. Sandy ended the discussion about Charlemagne with this comment, “Whether King Arthur or Charlemagne was the more important king is difficult to determine. Each man in his own way provided a sense of well being among his subjects.” 4. Sandy ended the discussion about Charlemagne with this comment, “Whether King Arthur or Charlemagne was the most important king is difficult to determine. Each man in his own way provided a sense of well being among their subjects.” A. 1 and 2 B. 1 and 3 C. 2 and 3 D. 2 and 4

88. 1. The third worthy associated with Western Europe was Godfrey of Bouillon, who was one of the leaders of the First Crusade from 1096 until his death in 1100 in Jerusalem. 2. The third worthy associated with Western Europe was Godfrey of Bouillon, whom was one of the leaders of the First Crusade from 1096 until his death in 1100 in Jerusalem. 3. Ginger McLeod noted, “After the capture of the Kingdom of Jerusalem, Godfrey agreed to rule the city but refused to accept the title of king.” 4. “He is reported to have said, ‘I will not wear a crown of gold in the city where Christ wore a crown of thorns,’ ” explained Ginger. A. 1 and 3 B. 2 and 3 C. 3 and 4 D. 1, 3, and 4

15 89. 1. A perfect Christian knight. Praised for his courtesy and seemed more of a monk than a warrior. 2. Like Roland, Charlemagne’s nephew and one of the Twelve Peers of France, Godfrey became the hero of medieval romances or chansons de gestes. 3. Neither Roland nor Godfrey has gained the great prominence in literature or in the popular imagination as have King Arthur and his knights. 4. Neither Roland nor Godfrey have gained the great prominence in literature or in the popular imagination as have King Arthur and his knights. A. 1 and 3 B. 1 and 4 C. 2 and 3 D. 4

90. 1. After the last triad was presented, Mrs. Thurston was very pleased with all of her students’ imaginative and creative PowerPoint discussions. 2. “Well,” she praised, “you certainly out did yourselfs, and I am grateful for all your excellent work. I knew only too well that this class would perform at an A+ level.” 3. “I am a very proud teacher, and your thorough and interesting discussions and remarkable PowerPoint presentations all prove that you wanted to perform good on this important project,” she concluded. 4. “I am a very proud teacher, and your thorough and interesting discussions and remarkable PowerPoint presentations all prove that you wanted to perform well on this important project,” she concluded. A. 1 and 3 B. 1 and 4 C. 2 and 3 D. 2 and 4

Part Five. Literary Terms.

Identify the literary terms in sentences 91-100.

Prep students read a wide variety of literature during their four years at Scranton Prep: novels, short stories, poetry, non-fiction works, and plays. Being familiar with key literary terms enhances students’ reading experience by helping them to understand the author’s meaning and to appreciate his or her originality.

91. In the Iliad, Homer writes, “Just as a hunter urges on his white-fanged hounds, to chase a lion or a wild boar, that’s how Hector, son of Priam, . . . urged his great-hearted Trojans against the Greeks.” In this quotation, Homer has used a(n) ___ to describe Hector. A. metaphor B. simile C. oxymoron D. apostrophe

92. In Shakespeare’s comedy Love’s Labours Lost, several uneducated characters attempt to present a play about the Nine Worthies to a group of noblemen. Costard, a more literate character, mocks the others’ inability to use language effectively, “They have been at a great feast of language and have stolen its scraps.” In his critical appraisal, Costard has used a(n) ___ to condemn the illiteracy of these humorous characters. A. paradox B. simile C. allusion D. metaphor

93. In The Song of Roland, the French medieval epic or chanson de geste, Roland, the nephew of Charlemagne and the first among the Twelve Peers, dies after his evil stepfather Ganelon betrays him to the enemy. Before his death, Roland raises and offers his right glove to God. This gesture is a(n) ___ of Roland’s allegiance as a faithful servant to God. A. symbol B. foreshadowing C. hyperbole D. oxymoron

16 94. In King David’s lament for the deaths of Jonathan and King Saul, he says in his sorrow, “Your glory, O Israel, lies slain upon your high places! . . . I am distressed for you, my brother Jonathan; greatly beloved were you to me.” This passage contains two examples of ___. A. alliteration B. apostrophes C. imagery D. irony

95. Both Joshua son of Nun and Judas Maccabeus are two excellent ___ of faithful commitment and trust in God. A. apostrophes B. hyperboles C. personifications D. similes

96. In Shakespeare’s tragedy Julius Caesar, Cassius, a Roman who is plotting to assassinate Caesar, calls Caesar “a Colossus,” a 120-foot statue that was one of the seven wonders of the ancient world. Cassius’ use of “Colossus” to describe Caesar’s superior self-confidence and pride over other men is an example of a(n) ___. A. allusion B. alliteration C. metaphor D. paradox

97. Later in Julius Caesar, after Calpurnia, Caesar’s wife, has had a terrifying dream, she pleads with her husband to remain at home, “I do fear these signs . . . / The heavens themselves blaze forth the death of princes.” Her dream and statement serve as a(n) ___ for Caesar’s assassination. A. allusion B. apostrophe C. metaphor D. foreshadowing

98. In response to Calpurnia’s fear, the proud Caesar declares, “Cowards die many times before their deaths / The valiant never taste death but once.” Caesar’s reply is a good example of a(n) ___. A. paradox B. apostrophe C. metaphor D. simile

99. In the opening scene of the English romance Sir Gawain and the Green Knight, a young King Arthur is celebrating the Christmas season with his court at Camelot. The king is full of energy and is ever hopeful a magical adventure will come his way. The anonymous poet conveys Arthur’s eagerness with ___in the following lines: “But Arthur would not eat till all were served. He bubbled to the brim with boyish spirit: Liked his life light, and loathed the thought Of lazing for long or sitting still longer . . . ” A. allusions B. irony C. alliteration D. similes

17 100. Later, as Sir Gawain, King Arthur’s nephew, journeys to confront the Green Knight, he endures many months in the wild wasteland of the Wirral, where he fights dragons, wolves, bulls, bears, and boars. Not only are the creatures hostile, but the weather also proves inhospitable. In this passage, the poet shows his skill in using ___ to describe and convey Sir Gawain’s physical hardship. “For as warfare was harsh, the winter was worse, When then clouds shed water cold and clear Which froze in the air and fell as sleet. He lay down half-dead, drenched in his armor, Too many times to bear: and on barren stone Where cold-running creeks came clattering down And icicles hardened high overhead.” A. oxymorons B. imagery C. symbols D. metaphors

18 Bibliography

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Bréhier, L. “Godfrey of Bouillon.” New Advent. Catholic Encyclopedia, n.d. Web. 11 June 2015.

Burgess, Glyn S., trans. The Song of Roland. New York: Penguin, 1990. Print.

“The Colossus of Rhodes.” The Seven Wonders of the Ancient World. UnMuseum, n.d. Web. 25 July 2015.

Corbett, John. “King David.” New Advent. Catholic Encyclopedia, n.d. Web. 25 June 2015.

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“Nine Worthies: Champions of Chivalry.” Gornahoor. N.p., n.d. Web. 25 July 2015.

O'Reilly, Hugh. “The Nine Worthies.” Tradition in Action. N.p., n.d. Web. 13 June 2015.

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- - -. Love's Labours Lost. New York: Penguin, 1996. Print.

Straus, Jane. “The Blue Book of Grammar and Punctuation.” Grammar Book. N.p., n.d. Web. 21 July 2015.

19 Warriner, John E., and Francis Griffith. English Grammar and Composition. Complete Course. Heritage ed.

Orlando: Harcourt Brace Jovanovich, 1977. Print.

Zavada, Jack. “King David.” Christianity. N.p., n.d. Web. 14 July 2015.

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