The Complete Guide To The TOEFL Test
.pdfSection 2 • Guide to Structure and Written Expression 175
7.Medical researchers are constantly looking for ways to control, ______ , and cure diseases.
___ (A) prevention __ (B) preventing __ (C) prevent
___ (D) to prevent
8. |
Nerve cells, or neurons, |
in the human body. |
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___ (A) the most complex cells are |
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___ (B) are the most complex cells |
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___ (C) most complex the cells are |
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___ (D) most are the complex cells |
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9. Released in 1915, |
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___ (A) D. W Griffith made an epic fUm about the Civil War, Birth of a Nation |
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___ (B) the Civil War was the subject of D. W Griffith's epic ftlm, Birth of a Nation |
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___ (C) D. W Griffith's epic film Birth of a Nation was about the Civil War |
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___ (D) the subject of D. W |
Griffith's epic ftlm Birth of a Nation was the Civil War |
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10. |
on barren slopes can help prevent erosion. |
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___ (A) Planting trees |
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___ (B) For trees to be planted |
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___ (C) In order to plant trees |
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___ (D) Trees are planted |
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11. Vermont is the only state in New England |
an Atlantic coastline. |
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___ (A) without |
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__ (B) not with |
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__ (C) which not having |
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___ (D) doesn't have |
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12. In 1867, Hiram R. Revels |
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the first black to be elected to the u.s. Senate. |
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___ (A) becoming |
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___ (B) became |
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___ (C) to have become __ (D) has become
13. Jupiter's moons can be easily seen through ______ binoculars or a small telescope .
........,--- (A) either
__ (B) if __ (C) whether __ (D)or
14.The Colorado beetle is a beautiful insect, ______ it causes a great deal of damage to food crops.
__ (A) but __ (B) what
-- (C) or __ (D) that
15. Judge Francis Hopkins is probably best known as a signer of the Declaration of Independence, but he also excelled as a poet, , and an orator.
___ (A) as a musician __ (B) by playing music
___ (C) a musician
___ (D) he played music
178 Section 2 • Guide to Structure and Written Expression
In this section of the Guide, the lessons follow the same order as given in the chart above. The most common error, which involves incorrect word forms, is considered ftrst, and so on. Each type of error is explained, and examples are provided. There are exercises to help you practice identifying all these types of errors.
When taking actual exams, once you've found an error, don't worry about how to correct it. However, while working the exercises in this Guide, it's important to understand why an item is incorrect, so most of the exercises ask you not just to identify errors but to supply corrections as well.
• Skim each sentence, looking for obvious errors.
oIf you haven't found the error, read the sentence again carefully, concentrating on the underlined parts. Go through a mental checklist of the most common types of errors (those involving word form, word choice, parallelism, verbs, pronouns, and singular/plural nouns) to see if any of the underlined expressions seem to fall into those categories.
•Ifyou are still unable to fmd an error, try eliminating options that seem to be correct. If more than one option remains, put a mark by the number of that item on your answer sheet, and then take a guess and go on.
o If you fmish before time is called, go back and work on Section 2 problems that you marked as difficult. Make sure you have an answer for every problem. Don't go on to Section 3.
Section 2 • Guide to Structure and Written Expression 179
LESSON 32
ERRORS WITII WORD FORMS
By far the most common type ofWritten Expression error involves word forms. As many as eight or nine items per test may be word-form problems. Most errors of this type involve using one part of speech in place of another. Both the incorrect word and the correction come from the same root (rapid and rapidly, for example, or inform and information). The four parts of speech generally involved are verbs, nouns, adjectives, and adverbs. The most common problems are adjectives in place of adverbs and adverbs in place of adjectives. Nouns in place of adjectives and adjectives in place of nouns are also commonly seen. In some word-form problems, different forms of the same part of speech may be involved. For example, a noun that refers to a person (leader) may be used in place of the field (leadership). A gerund (a verbal noun) may also be used in place of an ordinary noun (judging andjudgment, for example).
Parts of speech can often be identified by their suffixes (word endings):
Common Nount:miing$· .:'::,::;:,{":';;',;; |
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-tion |
information |
-ery |
recovery |
-sion |
provision |
-ship |
scholarship |
-ence |
existence |
-tude |
multitude |
Mance |
acceptance |
-ism |
capitalism |
-ity |
creativity |
-cracy |
democracy |
-hood |
childhood |
-logy |
biology |
-dom |
wisdom |
-ness |
happiness |
-th |
health |
-ment |
experiment |
-er |
explorer |
-ee |
employee |
-or |
sailor |
-ic |
comic |
Mist |
psychologist |
-ian |
technician |
-ent |
student |
-ant |
attendant |
Common Verb ~ndin9$ .
,,~. ,
-ize |
realize |
-ify |
satisfy |
-en |
shorten |
-ate |
incorporate |
-er |
recover |
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180 Section 2 • Guide to Structure and Written Expression
Endings
-ate |
moderate |
-y |
sunny |
-ous |
dangerous |
-ic |
economic |
-al |
normal |
-ical |
logical |
-ial |
remedial |
-ory |
sensory |
-able |
comfortable |
-less |
hopeless |
-ible |
sensible |
-ive |
competitive |
-ish |
sluggish |
-ly |
friendly |
-ant |
resistant |
-ful |
colorful |
-ly |
quickly |
-ally |
historically |
A) Adjective!Adverb Errors
The most common type of word-form problem involves the use of an adverb in place of an adjective or an adjective in place of an adverb. A few points to keep in mind:
•Adjectives modify nouns, noun phrases, and pronouns.
•Adjectives often come before nouns. an important test
a quiet evening a long letter
•They often answer the question What kind?
She is a brilliant doctor. (What kind of a doctor is she? A brilliant one.)
•Adjectives also follow the verb to be and other linking verbs.
The glass was empty. That song sounds nice. They look upset.
•Adverbs may modify verbs, participles, adjectives, prepositions, adverb clause markers, and other adverbs.
Ann eagerly accepted the challenge.
(adverb modifying the main verb accepted) It was a rapidly changing situation.
(adverb modifying the present participle changing) She wore a brightly colored scarf.
(adverb modifying the past participle colored) Ted seemed extremely curious about that topic.
(adverb modifying the adjective curious)
We arrived at the airport shortly before our flight left. (adverb modifying the adverb-clause marker before)
We arrived at the airport shortly before noon. (adverb modifying the preposition before)
The accident occurred incredibly quickly. (adverb modifying the adverb quickly)
Section 2 • Guide to Structure and Written Expression 183
Exercise 32.1
Focus: Correctly providing word forms for parts of speech commonly confused in Written Expression problems.
Directions: Fill in the lines in the blanks below with the appropriate word forms. In some cases, there may be more than one correct answer. The first one is done as an example.
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Verb |
Noun |
Adjective |
Adverb |
1. |
differ |
difference |
different |
differently |
2. |
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inventive |
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3.comEete
4.fertilize
5. |
deeply |
6. |
decision |
7.beautify
8.prohibit
9.originate
10. |
emphatic |
11. |
inconvenient |
12. |
glory |
13.mystify
14. |
equally |
15. |
general |
16. |
simply |
17. |
familiar |
18. |
pure |
19.free
20.restrict
Exercise 32.2
Focus: Providing word forms related to the names of fields, to adjectives describing those fields, and to people involved in those fields.
Directions: Fill in the blanks in the chart below with the appropriate form. The first one is done as an example.