Anker Susan. Real Essays with Readings with 2009 MLA Update
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EDITING ESSAYS
Chapter 33 • Formal English and ESL 617
verb have + past participle of the verb). It can be confusing when the verb
is have because its past participle is had, which can result in sentences that
use have had together:
I could have had dessert.
You should have had a bigger lunch.
Jane might have had a cold.
We should have had dinner before class.
They could have had car touble.
PRACTICE 16 USING MODAL AUXILIARIES
Using the charts on pages 485–88 and 613–16, fi ll in the blanks in the follow-
ing sentences. Note that the last three items ask you to fi ll in a modal and a
past-perfect verb.
EXAMPLE: Emelia
should
know by now that computers
can
be
unreliable.
1. She did know that her new computer do many things that her
old computer was not capable of doing.
2. Emelia have trusted the computer if its screen did not go blank
several times a day.
3. It also give her messages saying “Error” or even “Fatal error.”
4. Her older sister said that whenever that happened, Emelia restart
the computer.
5. After restarting, she often say to herself, “When I get rich,
I hire an assistant to worry about my computer.”
6. On this Monday morning, however, restarting not solve the
problem.
7. Finally, she realized that she call the computer’s technical sup-
port service.
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EDITING ESSAYS
618 Part Five • Other Grammar Concerns
For the next three questions, fi ll in a modal and a past-perfect verb in
parentheses.
8. The technician (arrive) early the next morning, but
he was late.
9. If he had had the necessary replacement parts, he (fi x)
the computer right then.
10. Emelia now believes that if she had called for technical support earlier,
she probably (have) her computer in working order
by now.
Articles
Articles announce a noun. English uses only three articles: a, an, and the.
The same articles are used for both masculine and feminine nouns.
Language Note: Articles (a, an, the) are not used in Russian or in
many Asian languages. If you aren’t sure when to use an article or
which one to use, pay close attention to this section.
Using Defi nite and Indefi nite Articles
The is a defi nite article and is used before a specifi c person, place, or
thing. A and an are indefi nite articles and are used with a person, place,
or thing whose specifi c identity is not known.
DEFINITE ARTICLE The man knocked on the door.
[A specifi c man knocked on a specifi c door.]
INDEFINITE ARTICLE A man knocked on a door.
[Some man knocked on some door. We don’t know what man or what door.]
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EDITING ESSAYS
Chapter 33 • Formal English and ESL 619
DEFINITE ARTICLE The hostess showed us to our seats.
INDEFINITE ARTICLE A hostess showed us to our seats.
When the word following the article begins with a vowel (a, e, i, o, u),
use an instead of a.
An energetic hostess showed us to our seats.
Using Articles with Count
and Noncount Nouns
To use the correct article, you need to know what count and noncount
nouns are. Count nouns name things that can be counted. Noncount
nouns name things that cannot be counted.
COUNT NOUN I sold ten of the CDs on eBay.
NONCOUNT NOUN I sold lots of music on eBay.
[A CD can be counted; music cannot.]
Here are some examples of count and noncount nouns. This is just
a brief list; all nouns in English are either count or noncount. To help
determine if a noun is count or noncount, try adding s. Most count nouns
form a plural by adding s; noncount nouns do not have plural forms.
COUNT NONCOUNT
apple/apples advice homework rain
chair/chairs beauty honey rice
dollar/dollars equipment information salt
letter/letters fl our jewelry sand
smile/smiles furniture mail spaghetti
tree/trees grass milk sunlight
grief money thunder
happiness postage wealth
health poverty
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EDITING ESSAYS
620 Part Five • Other Grammar Concerns
Articles with Count and Noncount Nouns
COUNT NOUNS ARTICLE USED
SINGULAR
Specifi c ➔
Not specifi c ➔
the
I want to read the book on taxes that you
recommended.
[The sentence refers to one particular book — the
one that was recommended.]
I can’t stay in the sun very long.
[There is only one sun.]
a or an
I want to read a book on taxes.
[It could be any book on taxes.]
PLURAL
Specifi c ➔
Not specifi c ➔
the
I enjoyed the books we read.
[The sentence refers to a particular group of
books — the ones we read.]
no article or some
I usually enjoy books.
[The sentence refers to books in general.]
She found some books.
[We don’t know which books she found.]
NONCOUNT NOUNS ARTICLE USED
SINGULAR
Specifi c ➔
Not specifi c ➔
the
My son ate all the food we bought.
[The sentence refers to particular food — the food we
bought.]
no article or some
There is food all over the kitchen.
[The reader doesn’t know what food the sentence
refers to.]
Give some food to the neighbors.
[The sentence refers to an indefi nite quantity of food.]
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EDITING ESSAYS
Chapter 33 • Formal English and ESL 621
PRACTICE 17 USING THE CORRECT ARTICLE
WITH COUNT AND NONCOUNT NOUNS
Circle the correct article (or choose “no article”) for each of the following
sentences.
EXAMPLE: Just about everyone has used ( a / an / the / no article )
spices at one time or another, but not many people are aware of the
long and interesting history of these additives.
1. Scientists believe that as long ago as 50,000 B.C.E., people were using
spices to improve ( a / an / the / no article ) taste of food.
2. This fi rst use might have been ( a / an / the / no article ) accident, occur-
ring when someone wrapped meat in leaves before roasting it to keep ash
off of the fl esh.
3. ( A / An / The / no article ) cook discovered that the leaves transferred a
pleasant fl avor to the meat.
4. In addition to fl avoring foods, ( a / an / the / no article ) spices also became
valued for their medicinal and deodorizing properties.
5. Eventually, spices became so prized — and expensive — that only ( a / an /
the / no article ) richest people could afford them.
6. In fact, ( a / an / the / no article ) peppercorns were sometimes used as
money in medieval times.
7. ( A / An / The / no article ) high cost of spices was partly the result of
duties charged at major trading points in Asia and Europe.
8. Fortunately, we can now get just about any spice we want in the grocery
store at ( a / an / the / no article ) reasonable price.
9. Although ( a / an / the / no article ) spices are now used largely for fl avoring,
consumers have shown renewed interest in their medicinal properties.
10. Researchers have started to look into whether ( a / an / the / no article )
health benefi ts claimed for certain spices have any basis in fact.
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EDITING ESSAYS
622 Part Five • Other Grammar Concerns
PRACTICE 18 EDITING NOUNS AND ARTICLES
Edit the following paragraph, adding and changing articles and nouns as
necessary.
EXAMPLE: Restaurant work is not an easy way to earn the money.
(1) I am waitress at the restaurant four days a week. (2) My shift is
at lunchtimes, and it is usually very busy then. (3) There is a university
close by, so the many college students eat at my restaurant because it
serves cheap foods. (4) I am college student too; however, some of my
student customers do not treat me as a equal. (5) They seem to think that
it is okay to be rude to person serving them. (6) Many of them do not tip
me well even though I am very good waitress and take good cares of my
customers. (7) I do not make high salaries, so I need the tips from my cus-
tomers to make good living. (8) I understand that college students often
have no moneys. (9) However, I think that peoples who cannot afford to
leave tip should not eat in a restaurant.
Prepositions
A preposition is a word (such as of, above, between, about) that connects a
noun, pronoun, or verb with other information about it. The correct prep-
osition to use is often determined by idiom or common practice rather
than by the preposition’s actual meaning.
An idiom is any combination of words that is always used the same
way, even though there is no logical or grammatical explanation for it. The
best way to learn English idioms is to listen and read as much as possible
and then to practice writing and speaking the correct forms.
■ For more on
prepositions, see
Chapter 22. For a list
of prepositions, see
page 390.
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EDITING ESSAYS
Chapter 33 • Formal English and ESL 623
Prepositions after Adjectives
Certain prepositions often come after certain adjectives. Here are some
common examples:
afraid of full of responsible for
ashamed of happy about scared of
aware of interested in sorry about/sorry for
confused by nervous about tired of
embarrassed about proud of worried about
excited about reminded of
Tanya is excited of going to Mexico.
However, she is afraid by taking time off.
Prepositions after Verbs
Many verbs in English consist of a verb plus a preposition (or an adverb).
The meaning of these combinations is not usually the literal meaning the
verb and the preposition would each have on its own. Often, the meaning
of the verb changes completely depending on which preposition is used
with it.
You must take out the trash. [take out = bring to a different location]
You must take in the exciting sights of New York City. [take in = observe]
Here are a few common examples:
call in (telephone) You can call in your order.
call off (cancel) They called off the pool party.
call on (choose) The teacher always calls on me.
drop in (visit) Drop in when you are in the area.
drop off (leave behind) Cherry will drop off the car.
drop out (quit) Too many students drop out of school.
fi ght against (combat) He tried to fi ght against the proposal.
fi ght for (defend) We need to fi ght for our rights.
about
^
of
^
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EDITING ESSAYS
624 Part Five • Other Grammar Concerns
fi ll in (refi ll) Please fi ll in the holes in the ground.
fi ll out (complete) Please fi ll out this application form.
fi ll up (make something full) Don’t fi ll up with junk food.
fi nd out (discover) Did you fi nd out what happened?
give up (forfeit) Don’t give up your place in line.
go over (review) He wants to go over our speeches.
grow up (mature) All children grow up.
hand in (submit) You may hand in your homework now.
lock up (secure) Don’t forget to lock up before you go
to bed.
look up (check) I looked up the word in the dictionary.
pick out (choose) Sandy picked out a puppy.
pick up (take or collect) When do you pick up the keys?
put off (postpone) I often put off doing dishes.
sign in (register, leaving name) I have to sign in to work.
sign out (borrow, leaving name) I want to sign out a book.
sign up (register for) Cressia signed up for three classes.
think about (consider) Patsy sometimes thinks about moving.
turn in (submit) Please turn in your homework now.
PRACTICE 19 EDITING PREPOSITIONS
Edit the following sentences to make sure that the correct prepositions are
used.
EXAMPLE: Several U.S. presidents have said that they were sorry of
the mistreatment of Japanese Americans during World War II.
1. During World War II, more than 120,000 Japanese Americans were
locked down in internment camps.
2. Many young Japanese Americans still chose to sign away for the U.S.
military.
for
^
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EDITING ESSAYS
Chapter 33 • Formal English and ESL 625
3. These soldiers often had to fi ght for prejudice as well as the enemy.
4. About eight hundred Japanese American soldiers gave in their lives during
the fi ghting.
5. After the war, many Japanese Americans who had been interned were
ashamed for their experience.
6. More than fi fty years after the war, some Americans of Japanese descent
became interested on creating a memorial to the Japanese Americans of
the war years.
7. They wanted to make other Americans aware on the sacrifi ces of Japanese
Americans during World War II.
8. A city full with memorials to the country’s past, Washington, D.C., was
chosen to be the site of the National Japanese American Memorial, un-
veiled in 2000.
9. For the center of the memorial park, the designers picked on a sculpture
by a Japanese American artist, Nina Akamu, featuring two cranes tangled
in barbed wire.
10. Visitors to the park are now reminded on Japanese Americans’ struggle
for acceptance in the United States.
PRACTICE 20 EDITING PREPOSITIONS
Edit the following paragraph to make sure that the correct prepositions are
used.
(1) Students who are anxious on mathematics take fewer math classes
and perform worse in them than students who do not have math anxiety.
(2) Scientists once believed that students were afraid about math because
they were not good at it, but that belief was incorrect. (3) It turns up
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EDITING ESSAYS
626 Part Five • Other Grammar Concerns
that worry prevents students from understanding mathematics as well as
they could. (4) Fear interferes in the working memory that is necessary for
math, making students less able to think about math problems. (5) Start-
ing on about the age of twelve, students with math anxiety become less
able to compensate for the loss of working memory. (6) The good news
is that effective treatment is available for math anxiety. (7) Students who
once thought they would never be able to understand math may someday
fi nd up that they can conquer their anxiety and cope with numbers.
Edit Paragraphs and Your Own Writing
Edit the following paragraphs as indicated, referring to the charts on the
pages with green bands down the side in Chapter 26 as you need them.
EDITING REVIEW 1 (13 errors)
Edit the following paragraphs for errors in the use of nouns, pronouns,
prepositions, and idioms.
(1) Everyone knows that people who are driving should not do any-
thing else. (2) On spite of that, people often engage in risky behavior
when driving, such as eating, arguing with someone else in the car, or
looking at a map while driving fast on a highway. (3) One of the most
common form of distraction while driving is holding a cell phone while
talking or typing a text message. (4) Some drivers they keep trying to
do more and more as they drive. (5) On the driver’s side of his cars, they
are installing G.P.S. navigation screens, portable DVD players, and even
computer keyboards and screens. (6) The trouble is that the more of
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