The Grammar Challenge

Gap-fill exercise

Your task is to edit these pieces of writing by entering the correct word into the gaps to make the sentences complete and grammatically correct.

Use the "Hint" button to get a free letter if an answer is giving you trouble. Note that you will lose points if you ask for hints!
1. While Australia is often regarded as “the world’s largest repository of high-grade uranium ore” (Resnik 2007, 34), there [are, to, is, for, make] several elements which [are, to, is, for, make] it difficult [are, to, is, for, make] Japanese companies [are, to, is, for, make] achieve stable supplies of uranium.

2. When asked about [is, that, the, not, are, to] stressors in her life, she answered [is, that, the, not, are, to] family relationships, especially with her father, siblings and husband; child- rearing; and financial problems were [is, that, the, not, are, to] main stressors. She said she always [feel, feels, feeling] frustrated and anxious, but does [is, that, the, not, are, to] express these emotions.

3. [is, a, that, the, of, are, to] first problem is [is, a, that, the, of, are, to] the technology of medicine has developed dramatically. Secondly, standards and criteria [is, a, that, the, of, are, to] out of date. Thirdly, Cabana (2004) finds [is, a, that, the, of, are, to] some Quality Assurance programs tend not [is, a, that, the, of, are, to] be [success, successful, succes, succession] in health care. Physicians and nurse may not know [is, a, that, the, of, are, to] advantages [is, a, that, the, of, are, to] quality assurance, as they lack information. In addition, they may have high expectations about [is, a, that, the, of, are, to] results [is, a, that, the, of, are, to] quality assurance. Accordingly, they feel [is, a, that, the, of, are, to] they have wasted time and money if the [resulting, results, resultant] [is, a, that, the, of, are, to] not as good as their expectations. Walsh (2006 ) claims [is, a, that, the, of, are, to] accreditation may be biased. [is, a, that, the, of, are, to] most important obstacle for [is, a, that, the, of, are, to] implementation of QA is that the outcomes [is, a, that, the, of, are, to] health care [is, a, that, the, of, are, to] difficult to measure (Buetow, 2003).

4. Gamer [discuss, discussing, discussed] the relationship between [a, that, the, of, and, to] Romantic [a, that, the, of, and, to] Classical period / Romanticism [a, that, the, of, and, to] Classicism.