DWT Grammar Test 1: Take it Now!

It is time to release another test. This time around you will measure your grammar knowledge and skills. If you have been reading the blog for a while you should have no problems with the 20 questions presented….

Daily Writing Tips Grammar Test

Here is a sample question:

1. ______ shall I say is calling?.

  • Who
  • Whom
  • Whose
  • Who’s

Here is a link for the Grammar Test 1, and let us know how you performed!

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24 thoughts on “DWT Grammar Test 1: Take it Now!”

  1. Drat, I got #19 wrong, but that’s not too bad, huh?

    Couldn’t #3 go two possible ways, between British pronunciation of “history” and American pronunciation?

  2. @The Happy Rock, fixed the typo, thanks for the heads u.

    @Deb, good question, I will research that one out.

  3. Great test.

    The “excerpt/except” misspelling is also on #18, and both 12 and 18 are misspelled on the “answers” page.

    That said, I missed a few and need to brush up a bit…or read DWT a little more often.

  4. @Rhonda, fixed those. Thanks for the heads up, I was in a hurry while doing the test, as you verified πŸ™‚ .

  5. Wow! 90%- I got #11 and #13 wrong. Though I know the relative pronoun ‘Who’ is used when an antecedent means a person, I have selected ‘that’ thinking there is a trap. #13 is quite a lot confusing me.

  6. Deb: I assume you mean #2, not #3 – but there’s no difference between the American and British pronunciation of “history” (aside from the accent. Well, some British accents drop their h’s, but that’s not standard), so…no. (Can go either way on “historical”, though)

  7. Your opening sentence on this post… it should either be “It was about time we released another test.” and not “It was about time to release another test.”

  8. oops! i hit the submit button before finishing…

    Your opening sentence on this post… it should either be β€œIt was about time we released another test.” (and not β€œIt was about time to release another test.”) or it should be “It is time to release another test.”.

  9. @Luke, “Charles and I” is plural, and the same as we, that is why you use “are” there.

  10. I scored 80%.

    Looking quickly over the scores, that seems to be about average. So on a true bell curve, I’m a solid C student. (At least with an audience that reads a blog about grammar and writing.)

  11. I notice that Grammar Test 1 is, in fact, two very different tests rolled into one. Some questions test practical grammatical knowledge, while others delve into grammar theory (or whatever it is properly called). I am willing to bet that almost everyone who fared poorly in the test lost more points on those questions concerning the theory than on those concerning practice.

    One can have an extremely good grasp of grammar without the slightest knowledge of the elaborate (and wholly artificial) theory that grammarians have retrospectively applied to it. In other words, grammarians are not the only ones who know how to write correctly. To put it another way, I don’t need to know, as I write my latest masterpiece, whether my nouns are abstract, my adjectives predicative, or my verbs transitive.

    Also, please check up the word “homophone” in a good dictionary, such as the O.E.D., where you’ll find that Question 5 includes two correct answers. The essential point about homophones is that they sound the same. According to the Shorter O.E.D., they may differ in spelling, meaning or origin.

    And who on earth puts (a specific number of) fungi in the soup? What’s wrong with good old mushrooms? Excessively artificial and unlikely examples are self-undermining and counter-productive. I wouldn’t “put three fungi in the soup” for the same reason I wouldn’t ring the emergency services to say “I believe my spouse is experiencing a myocardial infarction”.

    Finally, multiple-choice tests are a poor way of testing grammar, particulaly if the underlying intention is to teach, and not merely to test. This is because each of the wrong answers must be read – and, to some extent, absorbed – when trying to identify the correct one. This is likely to reinforce – or, indeed, even to create – incorrect associations, which must then be unlearned. The sad fact is that multiple-choice tests are widespread in language teaching because only they are so easy to construct and to mark, and not because they are of any real benefit to students.

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