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Grade 9 · unit review

Review: Parallel Construction, Semicolons and Colons

Apply test parallel construction, choose a clause join, check a colon’s introduction, name a phrase’s function 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: We intend to measure, to fold and to test. Use excerpt A only. Which parallelism condition is supplied?
Need a hint?
  • To plan, to draft and to revise are parallel.
  • Planning, to draft and revision mix forms.
2. Original excerpt B: The hinge held, but the frame bent. Use excerpt B only. Which punctuation join fits the stated construction?
Need a hint?
  • A comma alone does not join two independent clauses.
  • A semicolon is not used simply for a long pause.
3. Original excerpt C: Jo paused for this reason: the untested claim worried her. Use excerpt C only. Which colon condition is supported by the excerpt?
Need a hint?
  • We need three items: paper, pens, tape is complete before the colon.
  • We need: paper is not the same construction.
4. Original excerpt D: The card on the bench is ours; analyze on the bench. Use excerpt D only. What grammatical job does the supplied phrase perform?
Need a hint?
  • Our guide, a skilled builder, uses an appositive.
  • An appositive renames rather than merely indicates location.

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. Correct the nonparallel list We practice reading, to listen and speech to We practice reading, listening and speaking. Write two independent clauses joined with a semicolon, a sentence with an introductory dependent clause, and a complete-clause colon introducing a list. Explain each boundary. 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.

  • Identify the grammatical form of each listed element. Revise only the nonmatching form while preserving meaning.
  • Count clauses and inspect the connector the task explicitly supplies. Apply the matching punctuation form.
  • Test whether the words before the colon can stand as a complete clause. Then identify what follows.
  • Locate what the phrase does in the explicitly supplied sentence role. Explain which element it names or modifies.
Compare with a model response

We practice reading, listening and speaking is parallel: all three elements are gerunds. The model is ready; the labels still need checking joins related independent clauses with a semicolon. Because the room closed, Jo waited begins with a dependent clause followed by a comma. We need three items: paper, pens and tape has a complete clause before the colon. The colon does not split a verb directly from its object.

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