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English Exam 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.
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    Bibliography Primary Sources Abelard, Peter. Epistolae, ed. J.T. Muckle, “The Letter of Heloise on Religious Life and Abelard’s First Reply.” Mediaeval Studies 17 (1955): 240–281. Abelard, Peter. Hymni sanctorum 126. In Hymnarius Paraclitensis, ed. Joseph Szövérffy, 2 vols. Albany: Classical Folia Editions, 1975. Acciaiuoli, Donato. Aristotelis libros octo Politicorum commentarii. Venice: Vincentio Valgrisi, 1566. Aelred of Rievaulx. Sermones, ed. Gaetano Raciti, CCCM 2A–2B. Turnhout: Brepols, 1989–2001. Agnes of Harcourt. Ed. Sean L. Field, The Writings of Agnes of Harcourt: The Life of Isabelle of France and the Letter on Louis IX and Longchamp. Notre Dame, Indiana: University of Notre Dame Press, 2003. Alan of Lille. De virtutibus et de vitiis et de donis Spiritus Sancti, ed. Odon Lottin, Psychologie et morale aux XIIe et XIIIe siècles, 6 vols. Louvain: Abbaye du Mont César, Gembloux: Duculot, 1942–1960, VI, pp. 45–92. Albert the Great. Commentarii in octo libros Politicorum. Vol. 8, Opera omnia, ed. Stephanus C.A. Borgnet, 38 vols. Paris: Vivès, 1890–1899. d’Albret, Jeanne. Lettres suivies d’une ample declaration, ed. Bernard Berdou d’Aas. Paris: Atlantica, 2007. Ambrose of Milan. De Cain et Abel,inSancti Ambrosii opera, ed. Karl Schenkl, CSEL 32.1. Vienna: Tempsky, 1986, pp. 337–409. Anne de France. Les Enseignements d’Anne de France, duchesse de Bourbonnais et d’Auvergne, à sa fille Susanne de Bourbon, ed. A.-M. Chazaud. Moulins: Desroziers, 1878. Anne de France. Anne of France: Lessons for my Daughter, trans. (with introduction and notes) Sharon L. Jansen. Cambridge: D.S. Brewer, 2004. Anon.
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