FTCE General Knowledge Review (1)

FTCE General
Knowledge Review

English Language Skills

Competency 1 -
Knowledge of Language

Structure – 25%

Knowledge of Language Structure SKILL 1 –
Evaluate correct placement of modifiers

RIGHT OR WRONG?
 The boaters saw several alligators rowing down the river.
 The boaters rowing down the river saw several alligators.

 Kylie served appetizers to her guests on silver platters.
 Kylie served appetizers on silver platters to her guests.

 Shortly after leaving home, the fire broke out.
 Shortly after we left home, the fire broke out.

Reminder – Don’t split infinitives – keep the
word “to” next to your verb:
(“To be”, “To write” “To swim”, etc.)

RIGHT OR WRONG?

 This software allows your company to quickly, easily, and cost-effectively
manage all tasks.

 The coach continued to drill the team on fielding ground balls.

 The safest choice is to avoid splitting infinitives.

Knowledge of Language Structure SKILL 2 – Apply
knowledge of parallelism, including parallel
expressions for parallel ideas –
(Make sure sentences are consistent throughout)

WHICH ONE IS CORRECT?
 Terrell’s actions were heroic and to be praised.
 Terrell’s actions were heroic and praiseworthy.

 The job market is flooded with young people who are well-educated, highly
motivated, and have talent.

 The job market is flooded with young people who are well-educated, highly
motivated, and talented.

 The campers spent the day hiking, swimming, and horseback riding before they
built the campfire.

 The campers spent the day hiking, swimming, and rode horses before they built
the campfire.

Knowledge of Language Structure SKILL 3 – Apply
knowledge of a variety of effective structures –
Recognize incorrect structures (fragments, comma
splices, run-on sentences, syntax errors)

 Fragment: A group of words that looks like a sentence, but does not express
a complete thought:

 Hundreds of beautiful pink-winged flamingos.

 Because there were not enough substitutes.

 Common syntax errors:
 Lack of noun/pronoun agreement (INCORRECT: Each student should bring their
notebook to class.)
 Avoid the use of abbreviations (&, aka, etc.)
 Plural versus Possessive (INCORRECT: The Johnson’s went to the Christmas
pageant.)

 Comma splices: Two independent clauses joined (spliced) with ONLY a
comma. Don’t do this!

 The test was very hard to finish in the time allotted, it had too many questions.
 Tara was named teacher of the year, her students made great learning gains.
 Ryan was the tournament MVP, he was honored at a banquet Friday night.

 Run-on sentences: Two independent clauses joined without a proper
punctuation mark to separate them or a word to connect them.
Incorrect examples:

 Your first test in geometry is tomorrow you’d better study.
 Dry ice does not melt it evaporates.
 Some of the cowboys roped calves most stayed back at the ranch.

HOW TO FIX COMMA SPLICES AND/OR RUN-ON SENTENCES??
1. Insert a period or semicolon between two independent clauses.
2. Insert a comma and/or a connector word (and, but, because, or, so, etc.)

between two independent clauses.

REVIEW!!! With a partner, fix each error below

 The boys needed to quickly finish their project.
 The Girl Scouts saw a possum hanging from a tree while selling cookies.
 Luis excelled in the game because he outscores all his opponents.
 Because I’ve always liked reading about our past presidents.
 The wind was too strong, we couldn’t get our boat out of harbor.
 The Pepperoni Palace is selling three pizza’s for the price of one.
 The employees, except for Mr. Brisbane, was given a bonus.

Knowledge of Language Structure Skill 4 –
Determine patterns of organization in a
written passage (i.e., modes of rhetoric)

 Check that every written passage is written in logical order. Check to see if a sentence is
out of order or does not relate to its accompanying sentences.

 Chronological Pattern: Follows a time scope (Example: The history of winemaking)

 Sequential Pattern: Step by step process (Example: How to ferment grapes into wine)

 Spatial Pattern: Arranges information according to how things fit together in a physical space
(Example: Touring California vineyard areas from Mendocino to Clear Lake to Napa to Sonoma)

 Compare/Contrast Pattern: Arranges information as to whether two or more things are similar or
different to one another – or both (Example: Are French wines or American wines superior?)

 Cause/Effect Pattern: Used to show causal relationships (Example: The causes/effects of
alcoholism)

 Problem/Solution Pattern: Frequently used in persuasive writing, where the writer’s general
purpose is to persuade the reader to support a given course of action (Example: Insect
infestation in vineyards and the use of pesticides)

 Topical Pattern: Information is presented as subtopics. (Example: Different types of wines –
Red, White, Rose, Sparkling)

Competency 2 - KNOWLEDGE OF
VOCABULARY APPLICATION
25%

Vocabulary Application SKILL 1 -
Determining the meaning of unknown words
and multiple meaning words in context

 TIP: When given a fill-in-the-blank sentence, try to guess what word will go
in the blank prior to looking at the choices:

EXAMPLE: With seconds left, the frightened family ________________ quickly
into the shelter, hoping to escape the path of the oncoming storm.

a. ambled
b. sauntered
c. scurried
d. meandered

Context Clues

 Root words – “archaeolatry” root word “archa” means OLD

 Contrast – “Rather revering new cultures, many historians practice archaeolatry.”

 Definition – “The use of slide rules is becoming archaic because modern technology has
made them too old fashioned.”

 Example or illustration- “Many office supplies, like carbon paper, have become archaic.”

 Non-examples – “Professor Lorenz only studies 21st century cultures so he is not considered
an archeologist.”

Context Clues, continued

 Prefix (added to front) and suffix (added to end) of words
 Synonyms
 Ask yourself: What is the overall intent of the text?

For a comprehensive list of root words see

https://www.learnthat.org/pages/view/roots.html

For a comprehensive list of prefixes and suffixes see
http://www.prefixsuffix.com/rootchart.php

ANTECHAMBER

ANTE = BEFORE
CHAMBER = ROOM

BIBLIOPHILE

BIBLIO = BOOK
PHILE = LOVE

Vocabulary Application SKILL 2 – Select
correct usage of commonly misused and
confused words

 List of commonly misused/confused words found at
http://writing2.richmond.edu/writing/wweb/conford.html

 Try this!

All afternoon, everyone except Mother complemented me on my new dress.

a. accept

b. mother

c. complimented

d. no change necessary

Vocabulary Application SKILL 3 - Determine
diction and tone appropriate to a given
audience

 Diction refers to the writer’s choice of words. Remember, skilled writers
carefully choose their words for the best effect. When you read a passage,
ask questions such as: Why does the writer use these words to describe a
situation or character? What adjectives, adverbs, phrases are used for
description? What is the denotation/connotation of the words used?

 Tone refers to the means by which a writer conveys attitudes, more
specifically what attitude the writer wants to convey to the reader. Think
“tone of voice” – is the writer writing for an audience of peers? To a future
employer? Is she being funny? Sarcastic? Sympathetic? Outraged?

 As the hurricane threatened, the wind's blast caused angry fifteen-foot waves
to crash over the small houses near the shore.

a. calm b. annoyed c. scary d. excited

 Unbelievable! With a top speed of one hundred fifty miles per hour, that car
can almost fly.

a. calm b. annoyed c. scary d. excited

 Do I really have to sit through another boring lecture on data entry again?
Ugh!

a. calm b. annoyed c. scary d. excited

Competency 3—KNOWLEDGE OF STANDARD
ENGLISH CONVENTIONS
50%

Conventions SKILL 1 – Determine and
select standard verb forms

 Verbs – action words – have different forms called tenses. The tense of a verb tells you
when the action of the verb takes place.
EXAMPLES: I walk to school, I will walk to school, I am walking to school, she walks to

school, I walked to school, I have walked to school

 Reading the question out loud (without bothering other test-takers) is a good way to
determine if the verb form is correct.

Examples of verb forms found at
https://tccpassport.tcc.fl.edu/myresources/English_Wiki/Handouts/Standard_Verb_Forms.pdf



Conventions SKILL 2 – Determine and
select inappropriate shifts in verb tense

 Sometimes a writer will start a sentence with one tense and shift to another for
no logical reason.

RIGHT OR WRONG?
My wonderful husband shopped at the jewelry store and generously buys me a
diamond bracelet.
WRONG!

In “Forrest Gump”, Forrest becomes a college football player and fights in the
Vietnam War.
RIGHT!

Conventions SKILL 3 – Determine and select
agreement between subject and verb

A chorus of cheers were heard from the crowd.
WRONG!
The principal of the school, as well as the teachers, feels that the students are
not prepared to graduate.
RIGHT!
Mick Jagger, along with the rest of the Rolling Stones, doesn’t plan to attend the
concert.
RIGHT!

 TIP - Doesn’t and don’t: When in doubt, mentally substitute does not and do
not for doesn’t and don’t to see which sounds correct.

Conventions SKILL 4 – Determine and select
agreement between pronoun and antecedent

 Use an appropriate pronoun to agree with what comes before it in number (singular
or plural) and gender (masculine, feminine, or neuter)

 NON-EXAMPLES:
An actress who works hard to achieve success may still find they are not offered good
roles.
Each girl needs to obtain their parents’ permission to go on the field trip.
Teachers who take the General Knowledge Test must study his or her prep-course
materials.

Conventions SKILL 5 - Determine and
select inappropriate pronoun shifts

WHICH IS RIGHT?

If one studies hard for the test, you will make a good grade.
If you study hard for the test, you will make a good grade.

Each player must bring their knee pads, pants, and shirt to the game.
Each player must bring his knee pads, pants, and shirt to the game.

Conventions SKILL 6 - Determine and
select clear pronoun references

 How could you make this sentence more clear?
My mother removed the roses from the two vases and threw them in the trash.

The lightbulb was put in the chandelier and it didn’t work.

The police officer arrested the criminal and she was very angry.

Conventions SKILL 7 - Determine and select
pronoun case forms (e.g., subjective,
objective, possessive)

 Case shows the function of a pronoun in the sentence. The form of the pronoun
tells you whether the pronoun is

o - a subject (subjective case – I, you, he, she, it, we, they, who)

o - an object (objective case – me, you, him, her, it, us, them, whom) or

o - shows ownership (possessive case – my, mine, her, hers, his, its, our,

ours, your, their, whose)

 TIP: When a conjunction connects two pronouns or a pronoun and a noun,
mentally remove the “and” and the other pronoun or noun to determine what the
correct pronoun for should be:

Mrs. Cooper gave Tom and myself a dictionary to use.

Mrs. Cooper gave Tom and I a dictionary to use.

Mrs. Cooper gave Tom and me a dictionary to use.

WHICH IS CORRECT?

You have to give credit to Mariel and I for making the party a
success.
You have to give credit to Mariel and me for making the
party a success.

Eric, Francis, and I were in charge of hiring the caterers.
Eric, Francis, and me were in charge of hiring the caterers.

Javier will be riding with Lauren and I to the fair.
Javier will be riding with Lauren and me to the fair.

Conventions SKILL 8 - Evaluate the
correct use of adjectives and adverbs

 To decide whether a word used as a modifier is an adjective or an adverb, ask
yourself what word the modifier is describing. If it describes a noun or
pronoun, it is an adjective. If it describes a verb, adjective or other adverb,
it is an adverb.

Mr. Brown’s speech was eloquent.
Mr. Brown speaks eloquently.

 TIP: You will have to identify incorrect usages of adjectives and adverbs on
this test. BE WARY WHEN THE VERB IN THE SENTENCE IS BASED ON ONE OF
YOUR SENSES OR IS A FORM OF THE VERB ‘TO BE’. USUALLY, ADJECTIVES
SHOULD FOLLOW SUCH VERBS.

Please be careful.
Please drive carefully.

RIGHT OR WRONG?

The rotten fruit smells bad.
CORRECT!

The exhausted runner jogged slowly as he approached the finish line.
CORRECT!

I feel badly that I missed your piano recital.
INCORRECT (senses)

He ran quickly and turned off the alarm.
CORRECT!

Gloria will have to be quick if she wants to catch the bus.
CORRECT!

Conventions SKILL 9 - Determine and select
appropriate comparative and superlative
degree forms

 When comparing two persons or things, use the comparative, NOT the
superlative:
Of the two boys, Marco is taller than Jeff.

 Use the superlative when comparing more than two persons or things:
Of the three buildings, the courthouse is the tallest.

 Make sure that what you are comparing is made clear:
I like Jason better than you. (INCORRECT)
I like Jason better than I like you.
I like Jason better than you do.



Conventions SKILL 10 - Demonstrate
command of standard spelling conventions

 “ i before e except after c, or when sounds like “a” as in “neighbor” and
“weigh”

BELIEVE RECEIVE EIGHT

Take an online spelling quiz at
http://businesswriting.com/tests/commonmisspelled.html

Conventions SKILL 11 - Demonstrate
command of standard punctuation

 Use commas to indicate pauses and to prevent confusion.

Punctuation! Know when to use colons,
semicolons, apostrophes, and quotation
marks

General rules of punctuation can be found at
http://www.apu.edu/live_data/files/288/basic_punctuation_rules.pdf

Conventions SKILL 12 - Demonstrate
command of standard capitalization

 Capitalize the first word of a sentence, proper nouns (names), and titles when
they come before a proper name:

When Uncle Don and Dad visited the University of South Florida in January,
President Phillips welcomed them to her office.

 Modern English is trending toward less capitalization. As a general rule, do NOT
capitalize directions that aren’t part of a proper noun, titles that do not precede
a proper noun, or the names of seasons:

When my uncle and my dad visited the university last winter, the president
welcomed them to her office which is south of the bell tower.