Language Arts Pratice Lessons

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED exam.

• What conclusion can you draw about the author’s attitude?
• The writer is:
• Based on what you have read, what can you conclude will happen next?

Part Two: Understanding How to Make Conclusions

In real life, we make all kinds of conclusions without even knowing it. When we draw conclusions, we are simply forming an opinion or solution as a result of the information we have been given.

Let’s look at some real life examples to get a better idea of what “making conclusions” actually entails.

–> Evening news stations are consumed by horrific news stories. If you are watching a news clip on TV about a murder, chances are you will immediately conclude whether or not the people involved are innocent or guilty.

–> When you meet someone for the first time, you instantly conclude whether or not you like them, based on how they present themselves.

–> If you see a doctor while you are sick, that doctor will make a diagnosis, or conclusion, about what illness you have.

In each situation above, all you have done is taken different pieces of information and put them together to figure out something new. Pretty simple, right?

””> Well, this is the same thing you should do when you draw conclusions during the GED Reading Exam. To make a conclusion from a text passage, you simply take all of the pieces of information, or clues, that the author has given you, and you put them together to form an opinion or solution.   

Part Three: Practice Questions

1. Think of a conclusion that you or someone you know has recently made.

Make a list of four pieces of information or clues employed to make the conclusion.

Read the except below, then answer questions 2 through 4.

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

2. What conclusions can we draw at the author’s character?

A. He is fearful and timid.
B. He is adventurous and outgoing.
C. He is selfish and nervous.

Answer:B. He is adventurous and outgoing.

3. What advice might the author give other travelers?

A. Never take trains because they don’t always arrive on time.
B. To be spontaneous and embrace the culture as you travel.
C. Pack your own food, because foreign food isn’t easy to get used to.

Answer: B. Be spontaneous and embrace the culture as you travel.

4. What can you conclude will happen on the rest of the author’s trip?

A. He leaves Italy early because it is too hot.
B. He will fall asleep at the train station.
C. He wakes up each morning and plans a new trip day trip depending on how he feels.

Answer: He wakes up each morning and plans a new trip depending on how he feels.

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED® test.

• Which of the following situations is most similar to the author’s experience?
• What might the author have felt about…
• What is a likely comment the author could have said about his situation?
• Based on what we know, which of the following statements might the author agree?

Check out our other Free GED© Practice Tests

Part Two: Understanding How to Apply Ideas

Applying Ideas to a text is not as complicated as we readers tend to make it. When we are applying ideas to a text, all we are really doing is taking the information that we already know and then putting it in a different situation.

To make better sense of this process, let’s compare the process of reading to the experience of dating. Okay, stay with me here.

Let’s pretend you’ve been talking with someone on an online dating service. You know a handful of things about this person: what they do for a living, where they grew up, some activities they like to do with their friends. And now, after a few weeks of talking, you are ready to go on a date. This person has asked you to plan the date. You really want to impress this person, right? So what do you do? You take everything that you ALREADY know about them and then put all of the information into a new situation (which is the first date). Here, you have applied your ideasinto a new situation.

Start the GED Reasoning through Language Arts Study Guide

””> So, when you’re reading a text be sure to consider everything you know about the text. Be an active reader, don’t just simply skim the passage. Pick out details and important information, look for humor or satire, examine the piece for as much information as you can, just like you would if you were having a conversation with a stranger. Then, when it comes time for a question, take all of that information and use it to find different ideas about the text, just like you would do if you were planning a date.

Makes sense, right?

Start the GED Social Studies Study Guide

Part Three: GED® Practice Questions

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

Check our Free Online GED Classes: Step-by-Step Prep Program for Adults

1. What statements below would the author most like agree?

A. Traveling new places is stressful and not worth the energy to plan.
B. Traveling may be overwhelming, but it is also exciting.
C. The only good thing about traveling is people watching.

Answer: B. Traveling may be overwhelming, but it is also exciting.

2. Based on what we know, what can we conclude about the author?

A. Even though he is excited, he is terribly homesick for his girlfriend.
B. He was regretting his trip.
C. He is experiencing some culture shock, despite his excitement.

Answer: C. He is experiencing some culture shock, despite his excitement.

3. What can we assume about the setting of the passage?

A. It was the middle of a hot, Italian summer.
B. The heater on the train was broken.
C. The author was lost in a train station and didn’t speak Italian.

Answer: A. It was the middle of a hot, Italian summer.

Related Topics:

•  GED® Social Studies Prep Guide
• GED Reading Practice Questions | Fiction 1960-Present
• Free GED Math Practice Test
• GED Science Practice Test 1
• GED® Reading and Writing Lessons 
• GED Social Studies Classes Online
•  GED Math Video Lessons
• Language Arts GED test 

Below is a short video about comparing and contrasting literature. Watch the video and follow along with the activities.

Part One: Video Lesson

Watch this short video about main ideas and supporting details.

Part Two: Example Questions

What will questions like this look like on the GED® Exam? 

• The main idea of the passage seems to be?
• What details form the text support the authors notion that….
• Which of the following quotations best describes the main idea of the third paragraph?

Part Three: Practice Questions

Below is an excerpt from SleepBearDunes.com, an informational, travel website about Sleeping Bear Dunes in Northern Michigan. Read the excerpt then answer the questions that follow.

“During the Ice Age, continental glaciers spread southward from Canada repeatedly burying the area under ice. Those massive glaciers enlarged river valleys and carved out the wide, deep basins of the Great Lakes. They also created “Perched Dunes” which are dunes formed by glacial sands deposited on plateaus high above the shore. The Sleeping Bear Dunes are an easily accessible, beautiful example of this type of dune. As the glaciers melted, many of their carvings were filled with melted water and the setting we know today began to emerge.”

1.  Which sentence below best describes the main idea of the paragraph?

A. The formation of the Sleeping Bear Dunes was a complex process.
B. It is impossible to understand how the Sleeping Bear Dunes were formed.
C. The Sleeping Bear Dunes are a new edition to the lakeshore.

Answer: A. The formation of the Sleeping Bear Dunes was a complex process.

2. Which of the following would be a supporting detail?

A. Knowing how many people visit the dunes every year
B. Discussing land erosion
C. Sharing an example of “Perched Dunes”

Answer: B. Discussing land erosion

Part One: Examples Questions

Here are some examples of what these questions might look like on the GED® test.

• What does the personification in sentence four suggest?
• Why might the author have used the word “_______” in paragraph 2? 

Part Two: Understanding How to Apply Figurative Language”

 
When writing a passage, writers make specific choices about the language they use in order to best convey their meaning. Examining the author’s choice of figurative language helps readers to understand the text on a deeper level. To understand these choices and the impact they have on a passage, let’s first explore the different elements of figurative language and their meanings.

Figurative language is used as a way for words to appear as something other than their literal meaning. One technique is through using similes. Similes use “like” or “as” to make a comparison between two, unlike things. Chances are good that you hear cliched similes every day. Below are some common examples:

””> “snug as a bug in a rug”
We use this phrase to explain how comfortable someone is by comparing it to a small bug nestled in a  rug.

””>“life is like a box of chocolates, you never know what you’ll get”
We use this to compare the uncertainty of life to the uncertainty of choosing a random chocolate from a box.

Another technique of figurative language is a metaphor. A metaphor is simply a comparison of two unlike things.

””>On the drive home from work, the highway was a parking lot.
This comparison of a busy highway to a parking lot, telling readers that cars were caught in stand-still traffic.

The last technique we will discuss is personification. When an author uses personification they assign human characteristics to something that is not human.

Part Three: Now let’s read a text and get a little practice.

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

1. Why is the simile in sentence 3 important to the passage?

A. It gives a cultural influence to the setting.
B. It tells us that they are very skinny and need to eat.
C. It offers important information to the character description of the main character.

Answer:A. It gives a cultural influence to the setting.

2. In sentence 4, the dog is being compared to what?

A. The heat
B. A train
C. His owner

Answer:Answer: A The heat

3. Sentence 10 “They were sardines in a can, and I was happy to be admiring them from a distance” is an effective use of a metaphor because:

A. It helps describe the author’s intentions for coming to Rome.
B. It explains why the author doesn’t respect the culture he is visiting.
C. It gives readers a clearer visual image of the people and the setting.
>p>Answer: C. It gives readers a clearer visual image of the people and the setting.

 Part One: Sample Questions

Here are some examples of what questions about conflict might look like on the GED® test. 

• What is the writer’s purpose of writing this passage?
• The purpose of this passage is to…
• How does the information in the ___ paragraph support the purpose of the text? 

Part Two: Basic Information about Purpose

The purpose of the text is pretty easy to understand. Purpose is just what it sounds like”” the reason why the author wrote the text.   There are a few reasons why author’s write non-fiction pieces. Let’s explore them now.

•  To Narrate an Event””

A passage that is narrated retells an event as it happens. We call these types of writings “narratives”. Typically, these stories are told in chronological order.

• To Inform about Facts and other Information””

In this type of passage, the author is writing to present facts. Often they will use data to help explain the situation, idea or theory.

• To Persuade Someone to Feel a Certain Way””

Here, the writer is attempting to make someone change their mind about a particular subject matter. Examples of persuasive writings include, political speeches, editorials, and other types of reviews.

• To Simply Entertain””

And sometimes, authors like to write just for the fun of it; so that people can read just for the fun of it. Examples of entertainment pieces are memoirs and different types of articles.

Part Three: Practice Questions

1. On the way to the airport, I grabbed a celebrity gossip magazine to read on the flight.
The purpose of this magazine would be which of the following below?

A. A narrative
B. To Informal
C. Entertainment

Answer:C. Entertainment

Read an excerpt from Helen Keller’s, “The Story of My Life,” then answer questions 2 through 4.

“The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.  One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day we had had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment of tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.”

2. In the first paragraph, Helen Keller says, “I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation.”

Which of the reasons below best explains why she may have included it in the passage?

A. Because recounting the events chronologically allows readers to gain insight about the entire process
B. To explain to readers the hopelessness of the situation and to discourage parents from getting a teacher like Miss Sullivan.
C. Because she wanted to explain to readers the cause of her blindness.

Answer: A. Because recounting the events chronologically allows readers to gain insight about the entire process

3. The purpose of Keller’s writing can be best stated as:

A. A persuasive essay to convince the general public why blind children should be given free teachers.
B. To provide readers with an encouraging narrative that shows the challenges endured and overcome.
C. It is an entertaining text from the perspective of a teacher who dedicates her life to help young blind children.

Answer:B. To provide readers with an encouraging narrative that should the challenges endure and overcome.

4. How does the last sentence of the piece support the purpose of the text?

A. It mirrors the hopelessness of the first paragraph, leaving readers feeling sorry for the little girl.
B. It uses figurative language to describe the redeeming character traits of Helen Keller.
C. It narrates Helen’s feeling of pride, allowing readers to feel joyful about her growth opportunity.

Answer:C. It narrates Helen’s feeling of pride, allowing readers to feel joyful about her growth opportunity.

Section A: Writer’s Tone

Part One: Sample Questions.

• Which of the following best describes the tone of the piece?
• Which of the statements best describes the tone of the author?

Part Two: But What Does “Tone” Actually Mean?

When an author writes a passage, they have a certain tone or point of view about the piece. To understand these elements, it’s important that we understand the meanings.

To understand an author’s tone, let’s discuss how we use and understand tone in real life. When you talk to your friend about something you feel passionate about, like politics or religion, you come to the conversation feeling a certain way. The way you feel about the subject can be heard in the tone of your voice. If you are passionate about a topic, you may talk louder, faster, or in a higher pitch. After all, you are trying to make a point and you want to be heard, right? Therefor, we understand your tone to be a reflection of your opinions.

To recap, tone is the way the author feels about the topic they are writing about.

””> Unlike when we’re in a conversation, when we read a passage, we cannot physically hear an author’s tone. Additionally, an author doesn’t come out and tell readers their tone. So, to find the tone, we have to look at other parts of the story. To determine the tone, we must ask ourselves, “How would the author read this aloud if they were here?” Answering this question helps us to better match our opinions of the author’s tone with the test-answers provided. 

””> It is also important that we notice the author’s word choice and the expressions they use.

1. Look at the word choice: Are the descriptive words pleasant or does the author use words with a negative connotation?
2. Look at the expressions: Do their opinions about the situation seem positive or do they seem to be feeling negative about a situation? 

Part Three: Practice Questions

1. Why is tone an essential element to the text?

1. It tells readers exactly why the piece was written?
2. It helps to explain the emotions of the author and also add an emotional impact to the passage.
3. It gives us clues about the main character’s background.

Answer: It gives us clues about the main character’s background.

Section B. POINT OF VIEW

Part One: What these questions might look like on a test.

• Which of the following best summarizes the author’s point of view?
• From whose point of view is this written? 

Part Two: Understanding “Point of View”

When I hold a conversation with someone, I have a specific point of view in the conversation. Because of my background and experiences, I have certain opinions about the topic that will be discussed. Sometimes, my point of view may be liberal or conservative. My point of view in a conversation also tells how and why I feel what I do about a certain topic.

””> These same ideas apply to a reading passages. When an author writes a passage, they have their own point of view about the topic. Just like us, their point of view is affected by their background and past experiences. All of these things effect the greater meaning of the passage because in understanding the point of view, we can determine where the author is coming from. When we know the author’s point of view, we can apply that information to other elements of the piece to make greater literary connections.

Part Three: Practice Questions

“I have a dream” Martin Luther King Jr.

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

1. Which is the following best describes Martin Luther King, Jr’s tone throughout the speech?

A. Outraged and angry
B. Violent and agitated
C. Inspired and hopeful

Answer:C. Inspired and hopeful

2. Of the options below, who would be most likely to agree with the speakers point of view?

A. A civil rights activist
B. A member of the KluKluxKlan
C. A conservative member of Congress in 1963

Answer:A. A civil rights activist </strong.

3. Which details about Martin Luther King, Jr would best help us to understand his point of view?

A. He was born the second son into a large family.
B. He was married young and began his family at a young age.
C. He was a minister in the South during the Civil Rights Movement

Answer: C. He was a minister in the South during the Civil Rights Movement

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED® Exam.

• What might have happened prior to the excerpt?
• What is the likely reason that….
• How did the character generally feel about…
• Why did…

Part Two: But What Do “Inferences” Actually Mean?

Learning to infer changes the way we read passages. Applying inferences requires a simple shift in our mindset from being just a reader to becoming an “active reader”. But, to understand inferences better, we should look at how we make them in everyday life.

Sometimes when my friends and I go a movie that we love, we like to talk about what happened to the characters AFTER the movie ended. We pretend that the are real people  and we assume we know the answers about what would become of them. It’s fun for us to take when we know about them and insert our own background experiences to create their futures. When we do this, we are actually making inferences.

””>Have you ever heard the phrase, “reading between the lines”? Well that’s basically what making an inference is all about. In other words, inferences are guesses about what happens or is happening, even though it isn’t directly stated. An inference is simply the result of the information we know about the text, as well as what we personally know about the real world.You see, when we make inferences, we make our own ideas about what we think will happen, or what is happening in the text, based on what we’ve seen happen in our own lives. Inferences are what we assume the text is suggesting.

Part Three: Practice Questions

Read this excerpt from “The House on Mango Street” then answer the questions that follow.

Minerva Writes Poems

Minerva is only a little bit older than me but already she has two kids and a husband who left. Her mother raised her kids alone and it looks like her daughters will go that way too. Minerva cried because her luck is unlucky. Every night and day. And prays. But when the kids are asleep after she’s fed them their pancake dinner, she writes poems on little pieces of paper that she folds over and over and holds in her hand a long time, little pieces of paper that smell like a dime.

She lets me read her poems. I let her read mine. She is always sad like a house on fire – always something wrong. She has many troubles, but the big one is her husband who left and keeps leaving.

One day she is through and lets him know enough is enough. Out the door, he goes. Clothes, records, shoes. Out the window and the door locked. But that night he comes back and sends a big rock through the window. Then he is sorry and she opens the door gain. Same story.

Next week she comes over back and blue and asks what can she do? Minerva. I don’t know which way she’ll go. There is nothing I can do.

1. What can we assume about the nature of the neighborhood in which the two women live?

A. It is a neighborhood bustling with economic growth opportunities.
B. It has a cycle of perpetual social and economical issues.
C. There are not many people who live on the street.

2. How does the narrator generally feel about Minerva’s situation?

A. She seems to recognize a hopelessness of the situation.
B. She seems annoyed that Minerva will not embrace her inner-strength.
C. She seems confused about why Minerva would have married so young.

3. Both Minerva and the narrator enjoy poetry. Why do you believe poetry is a shared interest between them?

A. It offers an escape from the reality of their lives.
B. They both dropped out of school and are trying to continue their education.
C. They don’t each math and are trying avoid studying.

Part One: What are Conjunctions?

Below is a chart listing the most popular conjunctions. The list also tells you what each of the conjunctions is used for.

Part Two: Examples of Conjunctions in Sentences

Okay, but WHEN DO YOU USE CONJUNCTIONS? 

• Conjunctions are used when you are COMBING two independent clauses.

We have Practice Test that you can use: GED® Reasoning Through Language Arts Practice Tests

Examples of independent clauses:

I like winter.
I enjoy hot tea.
Hot chocolate is my favorite.
Watching the snow fall relaxes me.
I love to wear sweaters.
When the sun is out, we go skiing on the weekends.
During snow storms, I curl up with a book on the couch.
Boots are my favorite accessory.
There are so many outdoor activities to do.

Now we combine these independent clauses in varying ways by using conjunctions.

I like hot tea, BUT hot chocolate is my favorite.
–> “But” is used here to show a contrast between hot chocolate and tea.

When the sun is sun out, we go skiing on the weekends, OR during snow storms, I curl up on the couch.
–>”Or” is used here to show the choices between the two activities.

I love to wear sweaters AND boots are my favorite accessory.
–> “And” is used here to combine the two things.

I like winter, FOR there are so many outdoor activities to do.
–> “For” is used here to explain the reason why the person feels this way.

Watching the snow fall relaxes me, SO during snow storms, I curl up on the couch.
–>”So” is used here to show the effect that snow has on the person.

Learn more about GED Reasoning through Language Arts Guide

Part Three: Practicing Questions

1. Which conjunction would best combine the two ideas:

• • Math problems are hard to study.
  • Maintaining a consistent study schedule help.

A. but
B. for
C. or

Answer:A. but

2. Which conjunction best completes the sentence:

At the beginning of May we celebrate Cinco de Mayo _________ my parents have their anniversary at the end of the month.

A. so
B. and
C. or

Answer: B. and

3. As your child grows, it is helpful to expose them to more time outdoors. The outdoor air is healthy for their bodies, and nature encourages a sense of exploration in a child.

Which of the following changes should be made to the excerpt above?

A. Eliminate the comma after “bodies”
B. Change “and” to “or”
C. Eliminate the comma after “bodies” and put it after “and”

Answer:A. Eliminate the comma after “bodies”