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Chapter 2: Problem 31

A. NO CHANGE B. \(1965,\) and engineers C. 1965 . Engineers D. \(1965 ;\) engineers

Short Answer

Expert verified
To provide a short answer based on the provided step-by-step solution, none of the given answer options work well in the given context of the sentence. All of the options either disrupt the sentence's grammaticality or its meaning. However, without the original sentence and more context, it is challenging to determine the correct answer or establish a step-by-step solution for this exercise.

Step by step solution

01

Create a hypothetical sentence for each option

Let's create a sentence for each of the options. Suppose the exercise is asking to choose the correct option to complete the following sentence: "In ___ many engineers tried to build a better car." Now, we can fill in each option: A. In NO CHANGE many engineers tried to build a better car. B. In 1965, and engineers many engineers tried to build a better car. C. In 1965 . Engineers many engineers tried to build a better car. D. In 1965 ; engineers many engineers tried to build a better car.
02

Analyze the correctness of each option

Let's analyze each option: Option A: NO CHANGE - It appears that this is not a full option but a note to keep the original text unchanged. We don't have the original text, so we can't consider this option. Option B: "\(1965,\) and engineers" - This option suggests to write a comma after the number "1965" and then use the phrase "and engineers". The added phrase "and engineers" doesn't make the sentence meaningful and grammatically correct. So, this option is incorrect. Option C: "1965 . Engineers" - This option places a period after the number "1965" and uses the word "Engineers" next. It breaks the sentence into two separate parts, which doesn't make the sentence meaningful and grammatically correct. Therefore, this option is incorrect. Option D: "\(1965 ;\) engineers" - This option places a semicolon after the number "1965". A semicolon is used to join two closely related independent clauses. However, in this case, it doesn't work as "engineers many engineers tried to build a better car" is not a meaningful and correct independent clause. Hence, this option is incorrect. Since none of the options fit well in the given sentence or we cannot provide a sensible context for the given exercise, it is impossible to offer a step-by-step solution to this exercise.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

ACT Grammar Questions
Mastering ACT grammar questions is essential for students aiming for a high score on the English section of the ACT. These questions test a student's understanding of English grammar rules, sentence structure, and writing style. To excel, students should be familiar with grammatical concepts such as subject-verb agreement, verb tense consistency, pronoun clarity, and modifier placement.

For example, let's consider choice 'D' from the practice exercise. A semicolon should join two independent clauses, which are both complete sentences that could stand alone. The use of the semicolon in the hypothetical sentence 'In 1965 ; engineers many engineers tried to build a better car' is incorrect because 'engineers many engineers tried to build a better car' is not an independent clause. Through careful examination and understanding such nuances, students can avoid common pitfalls in the grammar section of the ACT.
Standard Punctuation Usage
Punctuation marks are like road signs for readers; they guide the flow of words and clarify their meaning. Standard punctuation usage is critical on the ACT English section, which frequently questions students about commas, semicolons, colons, and periods to test their ability to organize and structure sentences correctly.

Commas, as in option 'B', often separate introductory elements from the main clause, list items, and independent clauses when they are joined by a conjunction. In contrast, a period signifies a full stop, indicating the end of a complete thought. Semicolons, like in option 'D', can replace a period if the writer wishes to narrow the gap between two closely related sentences. However, use of a semicolon after '1965' in the given sentence would be incorrect, as it fails to connect two related independent clauses. Knowing when and how to use these punctuation marks correctly can greatly impact the clarity and professionalism of writing.
ACT Test Preparation
ACT test preparation involves a comprehensive strategy tailored to the content and style of the test. For the English section, this includes practicing with real or simulated questions, reviewing grammar rules and punctuation usage, and understanding the test format. Test-takers should familiarize themselves with the types of questions asked, which include correcting sentence structure, improving paragraphs, and revising passages.

Students are encouraged to take full-length practice tests under timed conditions to simulate the experience of the actual exam. These practice sessions help identify areas of strength and areas needing improvement, like recognizing proper punctuation use in complex sentences—an issue evident in the given exercise. ACT prep materials often include exercises to reinforce grammar and punctuation skills, making them an invaluable resource for any student aiming for success on the ACT.

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Most popular questions from this chapter

Another student calculated the R of a fifth objective lens as described in Activity \(3 .\) He determined that for this fifth objective lens, \(\mathrm{R}=1,830 \mathrm{nm} .\) Accordingly, the NA of this lens most likely closest to which of the following values? F. 0.15 G. 0.25 H. 0.35 I. 0.45

Based on the figure, at a temperature of 300 \(\mathrm{K}\) and a wavelength of \(30 \times 10^{-6} \mathrm{m}\) , the brightness of a black- body will most likely be: A. less than \(5 \times 10^{6}\) watts per \(\mathrm{m}^{3}\) and \(40 \times 10^{6}\) watts B. between \(5 \times 10^{6}\) watts per \(m^{3}\) and \(40 \times 10^{6}\) watts per \(m^{3}\) . C. between \(41 \times 10^{6}\) watts per \(m^{3}\) and \(130 \times 10^{6}\) watts per \(m^{3}\) . D. greater than \(130 \times 10^{6}\) watts per \(m^{3}\) .

At a school picnic, 1 junior and 1 senior will be selected to lead the activities. If there are 125 juniors and 100 seniors at the picnic, how many different 2 -person combinations of 1 junior and 1 senior are possible? F. G. 100 H. 125 J. 225 K. \(12,500\)

A. NO CHANGE B. more of the people whom C. most of the people who D. most of the people whom

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