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1 | |
If he was older, he would understand our concern. |
| | A) | If he is older, he would understand our concern. |
| | B) | If he be older, he would understand our concern. |
| | C) | If he were older, he would understand our concern. |
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2 | |
It's critical that people begin to conserve energy. Try carpooling or riding your ten-speed to work--anything to save gas. |
| | A) | It's critical that people will begin to conserve energy. Try carpooling or riding your ten-speed to work--anything to save gas. |
| | B) | It's critical that people begin to conserve energy. They should try carpooling or riding their ten-speeds to work--anything to save gas. |
| | C) | It's critical that people should begin to conserve energy. Try carpooling or riding your ten-speed to work--anything to save gas. |
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3 | |
The professor suggested that everyone meets in the parking lot before leaving on their field trip. |
| | A) | The professor suggested that everyone meet in the parking lot before leaving on their field trip. |
| | B) | The professor suggested that everyone would meet in the parking lot before leaving on their field trip. |
| | C) | The professor suggested that everyone will meet in the parking lot before leaving on their field trip. |
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4 | |
To keep the hitter off balance, a pitcher needs to use good off-speed pitches. Then surprise the hitter with a fastball or a hard slider. |
| | A) | To keep the hitter off balance, a pitcher needs to use good off-speed pitches. Then he might surprise the hitter with a fastball or a hard slider. |
| | B) | To keep the hitter off balance, a pitcher needs to use good off-speed pitches. To surprise the hitter with a fastball or a hard slider. |
| | C) | To keep the hitter off balance, a pitcher needs to use good off-speed pitches. Then surprise the hitter with a fastball or a hard slider. |
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5 | |
The facilitator proposed that everyone takes a ten-minute break. |
| | A) | The facilitator proposed that everyone would take a ten-minute break. |
| | B) | The facilitator proposed that everyone take a ten-minute break. |
| | C) | The facilitator proposed that everyone were to take a ten-minute break. |
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6 | |
If it was up to me, I wouldn't let anyone near that antique vase. |
| | A) | If it were up to me, I wouldn't let anyone near that antique vase. |
| | B) | If it is up to me, I wouldn't let anyone near that antique vase. |
| | C) | If it would be up to me, I wouldn't let anyone near that antique vase. |
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7 | |
Edit the following passage to correct errors in mood by choosing the correct revision from the alternatives offered below each of the numbered exercises. The numbers in brackets [ ] identify each sentence.
Which one of the following editing choices corrects sentences [1] and [2]? |
| | A) | If the world today was perfect, what would we talk about? People should ask this question whenever things are not going well. |
| | B) | If the world today is perfect, what would we talk about? People should ask themselves this question whenever things are not going well. |
| | C) | If the world today were perfect, what would we talk about? People should ask themselves this question whenever things are not going well. |
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8 | |
Which one of the following editing choices corrects sentences [3] and [4]? Show sentences again. |
| | A) | Imagine how dull perfection would be. We should consider the challenges and rewards of dealing with problems and so-called imperfections. |
| | B) | We imagine how dull perfection would be. Consider the challenges and rewards of dealing with problems and so-called imperfections. |
| | C) | Imagine how dull perfection would be. Consider the challenges and rewards of dealing with problems and so-called imperfections. |
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9 | |
Which one of the following editing choices corrects sentences [5] and [6]? Show sentences again. |
| | A) | A wise teacher once suggested that my classmates and I each take time, every day, to anticipate the challenge that might lie ahead the next day. Doing this, he pointed out, would not only help us prepare for the challenge but also help us understand more about the "road of life," as he called it. |
| | B) | A wise teacher once suggested that my classmates and I each takes time, every day, to anticipate the challenge that might lie ahead the next day. Doing this, he pointed out, would not only help us prepare for the challenge but also help us understand more about the "road of life," as he called it. |
| | C) | A wise teacher once suggested that my classmates and I each takes time, every day, to anticipate the challenge that might lie ahead the next day. Do this, he pointed out, would not only help us prepare for the challenge but also help us understand more about the "road of life," as he called it. |
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10 | |
Which one of the following editing choices corrects sentences [7]- [9]? Show sentences again. |
| | A) | Think about problems and how you might respond. Be prepared. If everyone is prepared for problems, he believed we would be far more satisfied with our imperfect world. |
| | B) | Think about problems and how you might respond. Be prepared. If everyone were prepared for problems, he believed we would be far more satisfied with our imperfect world. |
| | C) | Think about problems and how you might respond. Be prepared. If everyone was prepared for problems, he believed we would be far more satisfied with our imperfect world. |
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2003 McGraw-Hill Higher Education