Here are the correct answers with explanations for each:

1. Admonish the child – d. warn

Admonish means to warn or reprimand gently.

2. Efface a wrong – b. wipe out

Efface means to erase or remove completely.

3. A perennial favorite – d. enduring

Perennial means lasting for a long time or continually recurring.

4. Subjugate the enemy – d. defeat

Subjugate means to bring under control or conquer.

5. Dissolute behavior – c. immoral

Dissolute refers to lacking moral restraint, indulging in sensual pleasures.

6. Jeer at our efforts – d. ridicule

Jeer means to mock or taunt.

7. A firm adherent – c. supporter

Adherent is someone who supports a particular idea or party.

8. A semblance of order – a. appearance

Semblance means the outward appearance or apparent form of something.

9. An irate guest – d. angry

Irate means very angry.

10. A brief altercation – b. argument

Altercation is a noisy argument or disagreement.

11. An intrepid camper – c. fearless

Intrepid means fearless and adventurous.

12. Revile the driver – d. abuse

Revile means to criticize in an abusive or angrily insulting manner.

13. Made a trite remark – a. stale

Trite means overused and lacking originality.

14. Rectify an impression – c. correct

Rectify means to make right or correct.

15. Daunted by their threats – d. intimidated

Daunted means made afraid or less confident.

16. A child’s prattle – d. talk

Prattle means to talk in a foolish or inconsequential way.
 17. Brazen conduct – a. shameless
Brazen means bold and without shame.

18. A major exodus – c. departure

Exodus means a mass departure of people.

19. An impoverished neighbor – b. poor

Impoverished means poor or in a state of poverty.

20. A lucid explanation – a. clear

Lucid means expressed clearly; easy to understand.

Let me know if you want a printable version or a quiz format to practice!

here is a continuing interest in discovering new areas where computers can be used.
→ "Continuing" is a present participle/adjective meaning ongoing or persistent.

There are many computers…… associations …....around the worlds to which computer
professionals

belong………….

c. Business .....associate............ in different cities often communicate with each other via
their computers.

Outlining is very closely related to classification, because it organizes information in a logical

fashion, going from general to specific, or from least important to most important, or from
specific to general.

A general to specific classification will usually have singular main verbs, unless two or more
things are being analyzed simultaneously.

Examples:

1. The CPU is divided into three parts: the control unit the arithmetic-logical unit, and

memory.

1. The CPU has three parts: the control unit, the arithmetic-logical unit, and memory.

2. The CPU includes three parts: the control unit, the arithmetic-logical unit, and

memory.
VU

134

3. The CPU is made up of three parts: the control unit, the arithmetic-logical unit, and

memory.

4. The CPU is composed of three parts: the control unit, the arithmetic-logical unit, and

memory.

5. The CPU consists of three parts: the control unit, the arithmetic-logical unit, and

memory.

A specific to general classification will have plural verbs, because two or more lower-level
categories are the focus of classification.

Examples:

1. The control unit, the arithmetic-logical unit, and memory are the three parts of the CPU.

2. The control unit, the arithmetic-logical unit, and memory are the three parts that make up

the CPU.

3. The control unit, the arithmetic-logical unit, and memory are the three parts that form the

CPU.

4. The control unit, the arithmetic -logical unit and memory are the three parts that

constitute the CPU.

5. The control unit, the arithmetic-logical unit, and memory together are classified as the

CPU.

N.B. The active/passive pairs such as made up and make up are not interchangeable.

Example:

The CPU is made up of the control unit, the arithmetic-logical unit and memory (from
general to specific).

Not: ‘The CPU makes up the control unit, the arithmetic-logical unit, and memory.’

Not: ‘The control unit, the arithmetic-logical unit, and memory are made up of the CPU.’
Finally, understanding classification is important for understanding and recognizing
definitions.
There are two ways of making a flowchart: the freehand version and the neater, more
readable version. In the former version, the graphic outlines are simply jotted down as the
steps of the program are worked out. This is quite satisfactory if the flowchart is not
intended to be kept as a permanent record. However, if a permanent, neater and more
readable flowchart is needed, the latter method whereby a template, a sheet of plastic with
all the flowcharting symbols cut into it, is used.

After a program has been worked out, it is usually written down and kept with a copy of the
flowchart along with detailed instructions for the use and interpretation of the program. This

procedure is part of what is referred to as program documentation

If documentation isn’t available, it is always possible to work backwards and make a

flowchart from an application program.

Certainly (100%) can be expressed by:

Will (definitely, certainly) Certain, sure

Without a doubt, without question

2. Probability (75% - 90%) can be expressed by

Probable, probably (75%) Like (75%)

Most probable, most probably, Highly probable, most likely, Highly likely (90%)

3. Possible can be expressed by:

May (not), might (not) can, Could, possible, possibly, Perhaps

4. Improbability (25%), 10%) can be expressed by:

Improbable, unlikely (25%)

Doubtful, questionable (25%) Probably not (25%) Most/highly improbable Unlikely (10%)
Most/highly doubtful Questionable (10%) Most probably not 10%

5. Impossibility (0%) can be expressed by:

a. present or future

Cannot, could not

Not possible, impossible b. past

You are familiar with the 8 parts of English speech – Noun Verb Pronoun, Adjective, Adverb,
Proposition, Conjunction, and Interjection(emotions)

There are 4 kinds of words that are two parts of speech combined into one, these are:
participle, gerund, infinitive and relative adverb.

Participle

Combination: Verb + Adjective

A participle is a verb form used as an adjective to describe a noun.

• Types:

o Present participle ends in -ing (e.g., running, flying)

o Past participle usually ends in -ed, -en, or is irregular (e.g., broken, written,
baked)

• Example sentences:

o The running water soothed her. (Running = participle describing water)

o The broken window was dangerous. (Broken = participle describing window)

2. Gerund

Combination: Verb + Noun

A gerund is a verb ending in -ing that functions as a noun.

• Example sentences:

o Swimming is a good exercise. (Swimming = subject of the sentence)

o She enjoys dancing. (Dancing = object of the verb enjoys)

3. Infinitive

Combination: Verb + Noun/Adjective/Adverb

An infinitive is the base form of a verb usually preceded by "to" (to eat, to play, to write). It
can act like a noun, adjective, or adverb.

• As a noun:
 o To read is enjoyable. (subject)

• As an adjective:

o He has a book to read. (modifies book)

• As an adverb:

o She came to help. (modifies came)

4. Relative Adverb

Combination: Adverb + Conjunction

A relative adverb introduces a dependent clause and connects it to a noun in the main
clause. It also shows time, place, or reason.

• Relative adverbs: when, where, why

• Example sentences:

o That was the day when we met. (When = introduces the time-related clause)

o This is the place where she was born. (Where = introduces place-related
clause)

o I know the reason why she left. (Why = introduces reason-related clause)

Rhetoric which deals with the choice of words and their effective arrangement and
Composition, which is ‘putting together’ of parts to form a whole: words into sentences,
sentences into paragraphs and paragraphs into longer units. This arrangement is essential to
all writing.

We will first consider sentences according to their meaning / purpose.

To make a statement, assertion or declaration: e.g. He is a teacher. It is cloudy.

b. To ask a question. e.g. What day is it?

c. To issue commands. e.g. Go in

d. To utter exclamations. e.g. If only it would stop raining!

e. To offer greetings and other expressions which have no definite forms: e.g. Good morning.

Hello. Shut-up.
epending upon how it is constructed, sentences in English are either simple, compound,
complex or compound - complex. So we can say these are the four most basic kinds of
sentences in English.

Sentence Type Independent Clauses Dependent Clauses Example

Simple 1 0 She sings.

Compound 2+ 0 She sings, and he dances.

Complex 1 1+ She sings because she’s happy.

Compound-Complex 2+ 1+ She sings because she’s happy, and he dances.