#61520 SCHEDULE OR PACE Schedule
Which THAT is that? Decide if the THAT written in capital letters in the text below is: a demonstrative pronoun (DP), a determiner (DET), a nominal clause THAT (NCT), or a relative pronoun (RP).
1. How about THAT? 2. Can you tell what THAT one is? 3. The problem is THAT the same word serves several purposes. 4. Is the word THAT you see here a pronoun or an expletive? 5. Are there other words in our language THAT also serve a lot of purposes? 6. Does it help to know THAT if the word directly precedes a noun, it is probably a determiner? 7. If you were drawing slashes between the different parts of the sentence and you put our word all by itself, then THAT word is a demonstrative pronoun. 8. You should remember THAT in a relative clause our word in question fills a sentence slot. 9. But, in a nominal clause the word THAT we're talking about doesn't fill any such slot. 10. I hope THAT it's all clear to you now. 11. Is THAT too much to hope for?
1. DP-----------2. DET------------------3. NCT --------------4. RP---------------5. RP
6. NCT---------7. DET-----------------8. NCT----------------9. RP--------------10.NCT
11. DP
Pippen played for Houston until he opened his mouth on Wednesday. He said (1)that Barkley should apologize to him for playing selfishly. Clearly, Pippen wants to be traded. He will undoubtedly get his way since Barkley would likely slap him at the first possible opportunity. Pippen may go to Portland because they need a person with his experience. Unfortunately, acquiring Pippen will mean (2)that they must trade several players. Having a deep team was (3)what was special about Portland. (4)What Pippen may really want is to come to LA. Coming here to play for his old coach may be his true goal. The question then becomes (5)whether he can play with Bryant and O'Neal. I think (6)Pippen was an unbelievably good player at Chicago. But, I still remember his refusing to enter that game. I think (7)he needs to play with very mature players. Unless O'Neal, Bryant and the rest have become mature over the summer, LA may be a bad fit.
(1)After 40 years as an educator, I am now developing online courses. I am no longer burdened with the task of being the "expert." Now I act more like a coach (2)as I collaborate with students in achieving their educational goals. And this feels good!
Being a guide rather than a lecturer means (3)I must grant students the power and responsibility to investigate their own learning styles and learn from their own mistakes, which makes it harder for me to know when they're in trouble. (4)Under these circumstances, problems often become challenges as we discuss and work things out together. Students appreciate the variety of ways they can inquire, debate, or even make excuses at a time and place (5)that best suits them.
My online teaching has not changed my expectations. Some students begin with the belief (6)that the course will require less time and be less demanding. At the conclusion of one class, a young scholar recommended (7)that my first directive for future students should be to caution them that online learning is definitely not for the faint-hearted. Some students and educators alike claim (8)that online education is not for them. And they are correct. An online course is not for students (9)who require familiar faces around them and one-on-one contact with instructors and peers. Online courses, too, are not for educators who feel comfortable only in the familiar classroom setting. It is for individuals (10)who are bold and vigilant. ...
Thus, (11)even though higher education must still reach out to all kinds of students and educators to assist them in the development of their academic, vocational, and spiritual goals, immense satisfaction and learning reward those (12)who choose online learning.
Answers:
12. e., 11. a., 10. e., 9. e., 8. b., 7. b., 6. b., 5. e., 4. c., 3. b., 2. a., 1. c