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hesi a2 grammar
| Question | Answer |
|---|---|
| noun | a word that names a person place thing or idea |
| common noun | the general name of a person, place, or thing: e.g., nurse, hospital, syringe. |
| proper noun | the official name of a person, place or thing: e.g., Fred, Paris, Washington University. (Proper nouns are capitalized) |
| abstract noun | the name of a quality or a general idea: e.g., persistence, democracy |
| collective noun | represents a group of persons, animals, or things: e.g., family, flock, furniture |
| pronoun | a word that takes place of a noun, another pronoun, or a group of words acting as a noun. Ex: their, them. |
| the word to which a pronoun refers is called ________ | antecedent |
| possessive pronoun | mine, my, his, her. It does not contain apostrophe. |
| adjective | word that describes a noun. ex: BIOLOGY book, he is NICE. |
| What type of questions does an adjective answer? | what kind? which one? how many? how much? answers: HARD test, ENGLISH test, THREE test, MANY tests. |
| verb | word that express an action. |
| examples of linking verbs: | am, is, are, was , were, being, been. Example: that man IS my professor. |
| linking verbs can relate to the 5 senses: | look, sound, smell, feel, and taste. EX: that exam LOOKS difficult. |
| Linking verbs can relate to a state of being: | appear, seem, become, grow, turn, prove, remain. EX: the professor SEEMS tired. |
| adverb | word that describes a verb, adjective, or adverb. |
| adverb modifying a verb: | the physician operates QUICKLY |
| adverb modifying an adjective: | the nurse wears VERY colorful uniforms |
| adverb modifying another adverb: | the strudent scored QUITE badly on the exam |
| preposition | word that shows the relationship of a noun or pronoun to sme other word in the sentance. EX: in, out, near, inside, off |
| conjunction | word that joins word, phrases or clauses. EX: and, but, or, so, nor, for, yet. |
| interjection | expresses emotion or exclamation. EX: YIKES, that test was hard. WHEW, that test was easy. |
| independent clause | expresses a complete thought and can stand alone as a sentence. EX: THE PROFESSOR DISTRIBUTED THE TEST as soon as the students were seated. |
| dependent clause | usually begins with (after, because, before, until, since, or when) and does not express a complete thought. It cannot stand alone as a sentence. EX: The professor distributed the exam AS SOON AS THE STUDENTS WERE SEATED. |
| when a sentence begins with a dependent clause use a ________ to set it apart from the independent clause. | comma |
| direct object | the person or thing directly affected by the action of the verb. EX: the students watched the PROFESSOR distribute the test. The students watched WHOM distribute the test? THE PROFESSOR. |
| indirect object | person or thing indirectly affected by the action of the verb. |
| what type of question does the indirect question answer: | to whom, for whom, to what, or for what after an action verb. EX: the professor gave HIS class the test. |
| predicate | tells what the subject does or what is done to the subject |
| predicate adjective | follows a linking verb and helps to explain the subject. EX: my professors are WONDERFUL |
| predicate nominative | noun that follow sa linking verb and help to explain or rename the subject. EX: professors are TEACHERS. |
| Declarative sentence | makes a statement. EX: I went to the store. |
| Interrogative sentence | asks a question. EX: Did you go to the store? |
| Imperative sentence | makes a comand or request. EX: Go to the store. |
| Exclaimatory sentence | makes an exclamation. EX: You went to the store! |
| Subject | word, phrase, or clause that names whom or what the sentence is about |
| cliche | expressions that have lost their orginality over time because of excessive usage. |
| examples of Cliches | blind as a bat, dead as a doornail, flat as a pancake, raining cats and dogs, sick as a dog, under the weather, and you cant judge a book by it's cover. |
| euphemism | a nicer term used to substitute for one that is considered harsh, blunt or offensive. EX: instead of dead use PASSED AWAY. |
| sexist language | words phrases that do not include or reflect the presence of women in our society. |
| examples of sexist language: | Fireman, Mailman, forefathers, chairman, policeman. Instead use non sexist language like: firefighter, Mail carrier, ancestors, chairperson, and police officer |
| affect vs effect | Affect is used to influence or to change, and is an emotional response. Effect is a noun or verb it means results or outcome. |
| i.e. vs e.g | i.e. means that is. e.g. means for example. |
| example of i.e. | I love to study chemistry, i.e., the science dealing with the compostion and properties of mater |
| example of e.g. | i love to study chemistry, e.g., chemical equations, atomic structure and molar relations. |
| learn vs teach | Learn is to recieve and aquire knowledge. Teach is to give or impart knowledge. |
| lie vs lay | Lie means to recline or rest (refers to a person). Lay means to put or place something down (refers to an object) |
| examples of lie | I LIE down to rest, I was LYING on the sofa |
| exaples of lay | I LAY the book on the table, I am LAYING the folder on the table now. |
| who vs whom | use WHO if he, she, i or we can be substituted in the who clause. Use WHOM if him, them, me or us can be substituted as the object in the whom clause. |
| Among | Use to show a relationship invoving more than 2 persons or things being considered as a group. EX: The professor will distribute the textbooks AMONG the students in his class. |
| Between | use to show a relationship involving 2 persons or things. EX: i sat BETWEEN Holly and Joe in class. |
| Amount | Use when refering to things in bulk. EX: the nurse had a huge AMOUNT of paperwork. |
| Number | Use when referring to individual, coutable units. EX: the nurse had a number of charts to complete. |
| Good | an adjective used before nouns. EX: He did a GOOD job. Use before linking verbs EX: She smells GOOD. |
| Well | use as an adverb EX: she plays softball WELL. use as an adjective only to describe someone's health EX: She is getting WELL. |
| Bad | ex: He is a BAD teacher, That smells BAD. |
| Badly | ex: The students behaved BADLY in class. Do not use BADLY when speaking about senses EX: you felt BAD. or the perfume smells BAD. |
| Bring | to carry somethign from a distant place to a near place. EX: please BRING your textbooks to class. |
| Take | to carry from a near place to a distant place. EX: please TAKE your textbooks home. |
| Can/Could | Imply ability or power. EX: I CAN get an A in this class. |
| May/Might | Imply permission. EX: you MAY leave early. EX: MAY I go to the restroom? |
| farther | refers to a measurable distance. EX: the walk to class is much FARTHER than i expected. |
| Further | refers to a figurative distance and means to a greater degree. EX: I will have to study FURTHER to make better grades. It also means moreover EX: FURTHERMORE, let me tell you something. Also means in addition to EX: The student had nothing FURTHER to say. |
| Fewer | refers to number, things that can be counted or numbered. EX: the professor has FEWER students in his mrng class than he has in his night class. |
| less | refers to degree or amount, things in bulk. EX: fewer patients means LESS work for the staff. It's also used when referrng to numeric or statistic terms EX: It's LESS than 2 miles to school. He scored LESS than 90 on the test. She spent less than $400. |
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lilybu126
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