Free TEAS 7 English Exam Flashcards

Add -s to most nouns, but add -es after s, x, z, ch, or sh: books, boxes, and wishes. Some nouns are irregular, such as child/children and mouse/mice, so a familiar word that does not follow the regular pattern must be learned separately.

After a consonant, change y to i and add -es: city becomes cities. After a vowel, keep the y and add -s: day becomes days. This rule applies to regular plurals, not irregular names or borrowed forms.

Usually keep silent e before a consonant-starting suffix, as in hopeful, and drop it before a vowel-starting suffix, as in hoping. Exceptions preserve pronunciation or meaning: noticeable keeps e so the c remains soft.

Double the final consonant before a vowel-starting suffix when a one-syllable word ends consonant-vowel-consonant, as in run to running. Also double it when a multisyllable word ends in that pattern and the final syllable is stressed, as in admit to admitting. Do not double w, x, or y, after two vowels, before a consonant-starting suffix, or when the final syllable is unstressed: fixing, raining, gladly, and visiting.

Its is a possessive determiner: The clinic changed its policy. It's is a contraction of it is or it has: It's effective today. Expand the contraction mentally; if it is or it has does not fit, choose its.

Place a comma after an introductory clause or a substantial introductory phrase: After the shift ended, the team met. A short introductory word also takes a comma when it is transitional or prevents misreading: However, the plan changed.

Use a comma before for, and, nor, but, or, yet, or so when the conjunction joins two complete clauses: The lab closed, but the pharmacy remained open. Omit that comma when the second part is not an independent clause.

Essential information identifies which person or thing is meant and takes no surrounding commas. Nonessential information merely adds detail and is enclosed by commas: My brother who lives nearby called differs from My only brother, who lives nearby, called.

A semicolon can join closely related independent clauses without a coordinating conjunction: The dosage was verified; the nurse administered it. With a conjunctive adverb, place the semicolon before the transition and a comma after it: The dosage was verified; therefore, it was administered.

Use a colon after a complete clause to introduce a list, explanation, or example: Bring three items: identification, pencils, and water. Do not place a colon directly after a verb or preposition when the words before it cannot stand alone.

Add apostrophe-s to a singular noun and to an irregular plural without final s: the patient's chart; the children's room. For a regular plural ending in s, add only an apostrophe: the nurses' station. Apostrophes do not form ordinary plurals.

Periods and commas normally go inside closing quotation marks. Colons and semicolons go outside. A question mark or exclamation point goes inside only when it belongs to the quoted material; otherwise, it follows the closing quotation mark.

A complete sentence contains at least one independent clause: it has a subject and a finite verb and expresses a complete thought. Commands may have an understood subject, as in Review the chart, where the implied subject is you.

A fragment is punctuated as a sentence but lacks a complete independent clause. Because the patient arrived is a fragment because the subordinating word leaves the thought unfinished. Repair it by adding an independent clause or removing the subordinating word.

Both incorrectly join independent clauses. A fused run-on uses no punctuation; a comma splice uses only a comma. Repair either with a period, a semicolon, or a comma plus a coordinating conjunction, or make one clause dependent.

An independent clause expresses a complete thought and can stand alone. A dependent clause has a subject and verb but begins with a subordinating word or relative pronoun that makes it incomplete: although the test ended; which the student reviewed.

A simple sentence has one independent clause, even if it has compound parts. A compound sentence has at least two independent clauses. A complex sentence has one independent clause plus at least one dependent clause; a compound-complex sentence has at least two independent clauses and one dependent clause.

Parallel items use the same grammatical form. Write The role requires assessing patients, documenting findings, and communicating changes, not assessing patients, documentation, and to communicate. Parallel structure helps readers see that the items have equal function.

They do not change the number of the subject. In The list of medications is current, list is singular, so is agrees with list rather than medications. Identify the true subject before choosing the verb.

Pronouns such as each, either, neither, everyone, everybody, anyone, and nobody are normally singular: Each of the records is complete. Some, all, most, and none depend on the noun they refer to: Some water is gone; some tablets are gone.

Subjects joined by and usually take a plural verb. With either...or or neither...nor, the verb agrees with the nearer subject: Neither the nurses nor the physician is available; neither the physician nor the nurses are available.

A pronoun should match its antecedent in number and person and should respect the context's gender requirements. Avoid an unexplained shift: A student should check their work is consistent; A student should check your work shifts from third to second person.

Use subject forms as subjects: She and I arrived. Use object forms after verbs and prepositions: The instructor spoke to her and me. Remove the other person to test a compound form: spoke to Jamal and me becomes spoke to me, not spoke to I.

A reference is unclear when the pronoun could logically point to more than one antecedent or none at all. In When Maya called Ana, she was studying, she is ambiguous. Replace the pronoun with the intended name or rewrite the sentence.

Keep the same tense when events occur in the same time frame. Shift only when the timeline changes: She reviews the chart and records the result; She reviewed the chart after the lab had sent it. An unjustified shift distracts and can change meaning.

Simple past can stand alone: She wrote. A past participle works with a helping verb: She has written; it was written. Irregular verbs do not take a standard -ed form, so constructions such as has went should be has gone.

Adjectives modify nouns or pronouns; adverbs modify verbs, adjectives, or other adverbs. In The careful technician measured carefully, careful describes technician and carefully describes measured. Linking verbs usually take an adjective describing the subject: The solution smells unusual.

Use a comparative for two: safer or more effective. Use a superlative for three or more: safest or most effective. Avoid double forms such as more safer, and compare like things: The clinic's rate is lower than the hospital's rate, not lower than the hospital.

A misplaced modifier sits too far from what it describes; move it next to its target. A dangling modifier has no stated word to modify: After reviewing the chart, the error was obvious. Supply the actor: After reviewing the chart, the nurse noticed the error.

Active voice names the actor and usually states responsibility directly: The pharmacist verified the dose. Passive voice emphasizes the action or recipient and can be useful when the actor is unknown or irrelevant: The sample was contaminated. Choose deliberately rather than hiding needed information.

Remove redundancy, empty openings, and inflated phrases without deleting meaning. Due to the fact that becomes because; The test was repeated again becomes The test was repeated. Concision improves clarity, but necessary qualifications and transitions should remain.

Match formality, vocabulary, detail, and tone to the reader and goal. A clinical policy needs precise, neutral language; a patient instruction needs plain language and defined terms. Slang, jargon, or unexplained abbreviations may be inappropriate even when grammatically correct.

Denotation is a word's literal meaning; connotation is its emotional or cultural association. Slender and scrawny both suggest thinness but create different tones. Choose a word whose association fits the audience, purpose, and intended level of neutrality.

A clear topic sentence establishes the controlling idea, and each supporting sentence explains, illustrates, or proves it. Remove or relocate sentences that pursue a different idea. A concluding sentence may reinforce the point without merely repeating the topic sentence word for word.

Transitions signal relationships such as addition, contrast, cause, example, sequence, or conclusion. Arrange ideas in a logical order, then choose a transition that names the real relationship: however for contrast, therefore for result, and for example for illustration.

Writers generally prewrite or plan, draft, revise, edit, proofread, and publish or submit. The process is recursive rather than rigid: new evidence may send a writer back to planning, and revision may require a new draft.

Clarify the purpose, audience, rhetorical context, scope, and central idea. Then gather relevant information and choose an appropriate form. These decisions guide tone, evidence, organization, and detail before sentences are polished.

Brainstorming generates possible ideas without judging them too early. Outlining selects, groups, and orders the useful ideas, showing their hierarchy and relationships. A writer may brainstorm broadly, then outline only material that supports the purpose.

Turn the plan into a complete, understandable message with a beginning, development, and ending. Focus on ideas and organization before perfecting every sentence. Excessive line editing during the first draft can interrupt development of the message.

First test whether the content fulfills its purpose for its audience. Add missing support, remove irrelevant material, reorganize ideas, and strengthen connections. Correcting commas in a paragraph that lacks a clear point does not solve its larger problem.

Editing improves sentence clarity, grammar, usage, and style. Proofreading is the final check for surface errors such as spelling, punctuation, capitalization, and formatting after substantive changes are complete. A late revision should be proofread again.

Evaluate each comment against the message's purpose and audience. Look for patterns showing where readers became confused, revise the underlying problem, and verify that the change did not introduce inconsistency. Feedback informs the writer's judgment; it does not replace it.

The root carries a word's central meaning, a prefix comes before it and modifies meaning, and a suffix follows it and often changes meaning or grammatical role. In prenatal, pre- means before, nat relates to birth, and -al makes an adjective.

Prefixes such as un-, in-, im-, dis-, non-, and a- can signal not, absence, or reversal: uncertain, inactive, impossible, disconnect, nonverbal, and asymptomatic. Analyze the whole word because a familiar letter sequence is not always acting as a prefix.

Uni- and mono- mean one; bi- and di- often mean two; tri- means three; multi- and poly- mean many; semi- can mean half or partly; hyper- suggests excessive or above; hypo- suggests deficient or below. Context confirms the precise meaning.

Suffixes such as -tion, -ment, and -ness often form nouns; -ous, -ive, and -al often form adjectives; -ize and -ify often form verbs; and -ly often forms adverbs. These patterns guide analysis but have exceptions, so check the word's function in its sentence.

Aud means hear, dict means say, scrib or script means write, port means carry, and vid or vis means see. Thus auditory relates to hearing, transport to carrying across, and visible to being able to be seen.

Bio means life, chron means time, geo means earth, log or logy relates to study, path relates to disease or feeling, and therm means heat. For example, pathology is the study of disease and geothermal refers to heat from the earth.

Separate the term, translate each meaningful part, and rebuild the definition. In hypoglycemia, hypo- means low, glyc refers to sugar, and -emia means a blood condition; the word describes abnormally low blood glucose. Do not infer a treatment or diagnosis beyond the parts.

Analyze recognizable parts, substitute the tentative definition into the sentence, and test it against context and grammar. If stakes or precision matter, confirm with a reliable dictionary. Word parts narrow possibilities, but context resolves ambiguity and exceptions.