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Grade 8 · unit review

Review: Verbals, Voice, Mood and Deliberate Punctuation

Apply identify a verbal’s function, distinguish active and passive voice, identify a verb mood, explain a punctuation effect using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Original excerpt A: The torn hinge is visible; analyze torn. Use excerpt A only. Which verbal use is supplied?
Need a hint?
  • Swimming can be a subject noun.
  • Is swimming contains a finite helper and an ongoing verb phrase.
2. Original excerpt B: The report was written by Lea. Use excerpt B only. Which voice condition is supported by the excerpt?
Need a hint?
  • The poster was made by Jo is passive.
  • The poster is blue is a state description.
3. Original excerpt C: Read the report aloud. Use excerpt C only. Which mood is represented by the supplied sentence?
Need a hint?
  • If I were can mark a hypothetical.
  • A question is not an order merely because it expects a reply.
4. Original excerpt D: "Maybe we could…" Lea lets the idea trail away. What does the punctuation mark do in this excerpt?
Need a hint?
  • An ellipsis can also mark omitted quotation text in other contexts.
  • Do not use punctuation to repair missing reasoning.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write one gerund-subject sentence and one infinitive phrase. Convert Jo drafted the note into The note was drafted by Jo. Add If I were the presenter, I would define the terms, and write a separate interrupted dialogue line with a dash. Explain each grammatical choice. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Use the word’s function in the supplied sentence, not its ending alone. Identify the role it fills.
  • Locate actor, action and receiver. Check for a passive participle rather than assuming any is phrase is passive.
  • Read the sentence’s actual purpose and verb form. Distinguish hypothetical were from a statement about a past event.
  • Use the supplied description of the mark’s function. Explain the effect without claiming punctuation itself supplies new evidence.
Compare with a model response

Reading is useful practice uses Reading as a gerund subject. To explain the result is an infinitive phrase. Jo drafted the note is active; The note was drafted by Jo is passive with an agent. If I were the presenter, I would define the terms is hypothetical. Dialogue: "I thought the note—" Jo stopped. The dash marks interruption; it does not provide a new factual reason.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.