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337 Cards in this Set
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Sentences_Writing Complete Sentences The study unit 028004_Writing sentences and paragraphs deals with what? |
In this study unit, you’ll take all the information and skills you’ve acquired so far and use them to practice writing complete, correct sentences and well-organized, coherent paragraphs. |
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Sentences_Writing Complete Sentences What are the writing tools you have? |
You have the tools—the parts of speech; correct |
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Sentences_Writing Complete Sentences What you have learned already? |
You’ve studied the uses of modifiers, tone, and form, so you can reach the people you’re addressing. You’ve also learned to write to your audience, whether you’re sending out a basic business letter, convincing a group to accept your recommendations, or presenting a research report. Now we’ll begin to put it all together. |
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Sentences_Writing Complete Sentences How you can improve yours basic communication skill? |
By learning how to express yourself in correct sentences and to recognize common errors, your basic communications skills will significantly improve. |
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Sentences_Writing Complete Sentences How you can increase your professionalism in writing? |
By learning to focus on your topic, organize your ideas, use transitions, and write an effective conclusion, you’ll write consistently stronger paragraphs, letters, essays, and reports. This, in turn, will increase your professionalism and open doors to future success. |
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Sentences_Writing Complete Sentences When you complete this study unit, you’ll be able to? |
• Compose sentences correctly • Use various sentence structures and types • Recognize and correct fragments and run-on sentences • Construct unified, coherent paragraphs • Connect paragraphs to build a well-organized, logical document |
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Sentences_Writing Complete Sentences What is a sentence? |
A sentence is a group of words with a subject and a predicate that expresses a complete thought. It’s set off with a capital letter at the beginning and a period, question mark, or exclamation point at the end. Sentences can be long or sentences can be short:
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Sentences_Writing Complete Sentences Give an example of a long sentence. |
The people on the camping expedition (journey) looked forward to rediscovering the modern conveniences of running water and electricity when they arrived home. |
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Sentences_Writing Complete Sentences Give an example of a shot sentence. |
They camped. |
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Sentences_Writing Complete Sentences What are the essential ingredients of a sentence? |
As long as a word group has the essential ingredients— a subject, a predicate, and a complete thought—it qualifies as a sentence. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
All sentences consist of two main parts—the complete subject and the complete predicate.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
You can usually find the subject by asking, “What or whom is the sentence about?
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Sentences_Writing Complete Sentences_Subjects and Predicates |
You can usually find the predicate by asking, “What’s being said about the subject?” or “What did the subject do?” or“What happened?
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Sentences_Writing Complete Sentences_Subjects and Predicates Identify complete subject and complete predicate in the following sentence. |
My brother Dan baked a cake last night. What did the subject do? Baked a cake last night is the complete predicate. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Sometimes it’s easier to locate the complete predicate first,then look for the complete subject.
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Sentences_Writing Complete Sentences_Subjects and Predicates "During the rock concert, an amplifier exploded on stage." |
During the rock concert, an amplifier exploded on stage.
What happened? Exploded on stage during the rock concert is the complete predicate. Who or what exploded? An amplifier is the complete subject. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
It’s the verb or verb phrase in the complete predicate.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Only words that function as nouns or pronouns can act as the subject of a sentence. Then ask who or what in front of the simple predicate. The answer is the simple subject.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Simple Subject: amplifier
Simple Predicate: exploded |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
1- Don’t include other words such as articles or adjectives with the simple subject.
2- The subject of a verb is never in a prepositional phrase. 3- A subject may be found at the beginning, middle, or end of a sentence. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Never mistake the words here or there for the subject.
Here is your coat. (Coat is the subject.) There are ten letters to answer. (Letters is the subject.) |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Sometimes the subject is missing from the sentence because it’s understood. This occurs most often with commands.
Shut the door. Shut is the simple predicate. Who or what shut the door? The answer is you, even though you isn’t in the sentence.It’s understood. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
A sentence may have more than one subject and verb.
Two subjects: John and Carl played golf. Two verbs: Carl played golf and took a sauna. Two subjects and two verbs: John and Carl played golf and took a sauna. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
When a sentence contains more than one clause, each clause contains its own subject and verb.
While Carl played golf, John took a sauna. |
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Always make sure your sentences are complete. If you’re unsure about a sentence, rewrite it. Sometimes uncertainty can arise if a sentence is too long. If that’s the case, rewrite the sentence into two or more shorter, more effective sentences.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Remember that a group of words needs more than just a subject and a verb to form a sentence: a group of words must also express a complete thought.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Clauses that can’t stand alone and depend for their meaning on the remainder of the sentences in which they appear.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Clauses that make complete grammatical statements and can stand alone.
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Sentences_Writing Complete Sentences_Subjects and Predicates |
Common fragments occur when phrases and dependent clauses aren't attached to their main ideas or independent clauses.
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Sentences_Sentence Structures |
You know what a sentence is. You know the basic patterns words take to form sentences.
Now you’re ready to learn more about how phrases and clauses combine to form sentences. |
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Sentences_Sentence Structures_Simple Sentences |
simple sentences—sentences composed of one independent clause. A simple sentence has only one complete subject and one complete predicate.
The moon is beautiful. "The moon" is the complete subject and "is beautiful" is the complete predicate. |
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Sentences_Sentence Structures_Simple Sentences Structure of a simple sentence? |
Simple Sentence: Subject + One Verb |
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Sentences_Sentence Structures_Simple Sentences |
A sentence may have a compound subject or a compound predicate (or both) and still be simple.
The earth and the moon are beautiful. The sentence now contains a compound subject—The earth and the moon—but it’s still only one complete subject. |
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Sentences_Sentence Structures_Simple Sentences The earth and the moon are beautiful. |
Now,let’s add another verb to the predicate.
The earth and the moon are beautiful and shine on each other. We still have a simple sentence, now with a compound subject and a compound predicate. |
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Sentences_Sentence Structures_Simple Sentences The earth and the moon are beautiful, and they shine on each other. |
But look what happens when we put another subject in front of the second verb.
The earth and the moon are beautiful, and they shine on each other.
Now we have a different sort of sentence structure. We have a compound sentence. We now have two independent clauses,two separate subject-predicate units joined with a comma and a coordinate conjunction. |
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Sentences_Sentence Structures_Compound Sentence Vivid: vivid memories, dreams, descriptions etc are so clear that they seem real |
Compound subjects and predicates can add vivid relationships to your writing, as you can see in the sentence.
“The earth and the moon are beautiful and shine on each other.” |
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Sentences_Sentence Structures_Compound Sentence |
Two simple sentences can be joined into one compound sentence by a comma and a coordinate conjunction.
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Sentences_Sentence Structures_Compound Sentence Structure of a compound sentence? |
Compound sentence : main clause + connective + main clause |
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Sentences_Sentence Structures_Compound Sentence |
The word coordinate means “equal rank.” Coordinate conjunctions join clauses of the same kind—here, two independent clauses.The common coordinate conjunctions are and, but, or, nor,for, yet, and so.
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Sentences_Sentence Structures_Compound Sentence |
Complete subject Complete predicate
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Sentences_Sentence Structures_Compound Sentence The tulips are blooming. |
Complete subject: The tulips
Complete predicate: are blooming. |
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Sentences_Sentence Structures_Compound Sentence The tulips and the daffodils are blooming. |
Complete subject: The tulips and the daffodils
Complete predicate: are blooming. |
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Sentences_Sentence Structures_Compound Sentence The tulips and the daffodils are blooming and cheer up our yard. |
Complete subject: The tulips and the daffodils
Complete predicate: are blooming and cheer up our yard. |
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Sentences_Sentence Structures_Compound Sentence They cheer up our yard. |
Complete subject: They
Complete predicate: cheer up our yard. |
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Sentences_Sentence Structures_Compound Sentence The tulips and the daffodils are blooming , and they cheer up our yard. |
Complete subject: The tulips and the daffodils
Complete predicate: are blooming Complete subject: , and they Complete predicate: cheer up our yard. |
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Sentences_Sentence Structures_Compound Sentence How can you form a compound sentence with the help of semicolon? |
Simple sentences may also sometimes be joined with a semicolon to form a compound sentence. |
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Sentences_Sentence Structures_Compound Sentence Is coordinate conjunction is necessary to form a compound sentence? |
This is especially true if the relationship between the clauses is perfectly clear;a coordinate conjunction isn’t necessary to express or emphasize the relationship. |
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Sentences_Sentence Structures_Compound Sentence What is the formation of a compound sentence? |
Note that each of the simple sentences has a subject and a predicate. Each clause is a complete sentence. Nothing is omitted from the two sentences when they’re joined. Also,the period at the end of the first sentence is replaced by a comma, which is then followed by a conjunction. |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? Bob may open his own shop, or he may go into business with his father. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? Ann was late getting to the restaurant, for she missed the train and had to take the bus. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? The lawyer was usually late, yet he expected the client to be on time. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? Her children are talented musicians, but they don’t like to practice. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence How many clauses a compound sentence can have? |
Compound sentences may have more than two independent clauses. The clauses can be joined either by semicolons or by means of commas and a coordinating conjunction. |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? I swam; Mary dived; Jane surfed; Mom sunbathed; Dad stayed home. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence Identify the following sentence, is it simple or compound? John ate pizza, Lou drank soda, and Sam licked an ice cream cone. |
It is a compound sentence? |
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Sentences_Sentence Structures_Compound Sentence Irrelevant ideas can be combined in a compound sentence? |
Remember, only ideas that are related should be combined to make a compound sentence. |
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Sentences_Sentence Structures_Compound Sentence Should the following two simple sentences be combined in one compound sentence? Alice likes expensive jewelry. She plans to enter college. |
No they shouldn’t. Both ideas are about Alice, but other wise they have nothing to do with each other. The sentences shouldn’t be joined. |
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Sentences_Sentence Structures_Compound Sentence Compound sentence summary? |
In summary, a compound sentence contains two or more simple sentences that are logically related. There may be a comma and a conjunction between the simple sentences,or there may be a semicolon with no conjunction. |
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Sentences_Sentence Structures_Complex Sentences What are complex sentences? |
Another kind of sentence consists of an independent clause plus one or more dependent clauses. A sentence containing both an independent and a dependent clause is a complex sentence. |
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Sentences_Sentence Structures_Complex Sentences Structure of a complex sentence? |
Complex sentence : main clause + connective + subordinate clause (A sentence with one independent clause and at least one dependent clause.) |
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Sentences_Sentence Structures_Complex Sentences What is a dependent clause? |
Remember, a dependent clause is one used as a noun, adjective, or adverb. |
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Sentences_Sentence Structures_Complex Sentences Identify the structure type of the following sentences. 1. She wore a dress that was made of velvet. 2. I applied for the position because I am unhappy in my present job. 3. He asked what the customer wanted. |
These are complex sentences,because they contains both an independent and a dependent clause. |
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Sentences_Sentence Structures_Complex Sentences Identify the structure type of the following sentence. Charles adopted a dog that was at the shelter.” |
This is a complex sentence, because it contains both an independent and a dependent clause. |
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Sentences_Sentence Structures_Complex Sentences Is a complex sentence complicated? |
As you can see by these examples, the word complex doesn’t mean that the sentence is complicated. |
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Sentences_Sentence Structures_Complex Sentences What does mean the complex? |
Complex means that the sentence structure has become more elaborate. One of the clauses depends on another of the clauses to make sense. |
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Sentences_Sentence Structures_Complex Sentences What can be the location of a dependent clause in a complex sentence? |
This dependent clause can appear at the beginning,middle, or end of a sentence. |
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Sentences_Sentence Structures_Complex Sentences How to form a complex sentence? |
To form a complex sentence, combine an independent clause with a dependent clause. |
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Sentences_Sentence Structures_Complex Sentences The Complex Sentence definition? |
A complex sentence is one that combines one independent clause with at least one dependent clause.A clause is a group of words that has both a subject and a verb. An independent clause forms a complete thought. Dependent clauses (also called 'subordinating' clauses) do not form complete thoughts and are dependent on independent clauses for meaning. |
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Sentences_Sentence Structures_Complex Sentences What does it means an independent and dependent clause? |
An independent clause makes a complete grammatical statement. It can stand alone and function as a sentence. A dependent clause cannot standalone. It depends upon the remainder of the sentence in which it appears. |
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Sentences_Sentence Structures_Complex Sentences Explain how the following sentence is a complex sentence? She wore a dress that was made of velvet. |
The main idea She wore a dress is an independent clause that could be a sentence by itself. The rest of the sentence,that was made of velvet, is a clause. That is its subject, and was is its verb. But to what does that refer? It’s a relative pronoun that must refer to an antecedent in the same sentence.So that was made of velvet is a dependent relative clause,acting as an adjective modifying dress. She wore a dress that was made of velvet is, therefore, a complex sentence. |
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Sentences_Sentence Structures_Complex Sentences Explain how the following sentence is a complex sentence? I applied for the position because I am unhappy in my present job. |
The second example also has two clauses. The main, independent clause is I applied for the position. It can stand alone.However, it has a dependent adverbial clause attached—because I am unhappy in my present job. As you know, any clause beginning with because can’t be a sentence by itself.The reader would ask, because what? In this sentence, the dependent clause modifies the verb applied. |
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Sentences_Sentence Structures_Complex Sentences Explain how the following sentence is a complex sentence? He asked what the customer wanted. |
See if you can analyze this sentence yourself. What’s the independent clause? What’s the dependent clause? What function (part of speech) does the dependent idea perform in the complete sentence? Answer: The third example has as its main idea he asked, an independent clause that could be a sentence all by itself. The clause what the customer wanted tells what he asked. The clause is used as a noun and serves as a direct object. This sentence is a complex sentence. |
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Sentences_Sentence Structures_Complex Sentences Definition of Relative Pronoun? |
A relative pronoun is a type of pronoun that often introduces dependent (or relative) clauses in sentences. They also can stand alone as the subject or object of a sentence. There is a specific list of relative pronouns, and here they are: who, whoever, whom, whomever, that, which, when, where, and whose. |
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Sentences_Sentence Structures_Complex Sentences Is it correct to omit relative pronouns in writing and speaking, when introducing adjectival clause. |
When you’re analyzing sentences, keep in mind that writers and speakers often omit the relative pronoun that when it introduces an adjectival clause. Careful writers and speakers don’t,however, omit who, whose, whom, or which in this context. |
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Sentences_Sentence Structures_Complex Sentences Definition of adjectival clause? |
An adjective clause is simply a group of words with a subject and a verb that provide a description. The clause starts with a pronoun such as who, whom, that, or which or an adverb such as when, where and why. |
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Sentences_Sentence Structures_Complex Sentences Note: When you’re analyzing sentences, keep in mind that writers and speakers often omit the relative pronoun that when it introduces an adjectival clause. This is the kind of book I like to read. The car he likes to drive is the small one. |
In these sentences, the pronoun that is understood. This is the kind of book that I like to read. The car that he likes to drive is the small one. |
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Sentences_Sentence Structures_Complex Sentences Is the following sentences are complex? This is the kind of book I like to read. The car he likes to drive is the small one. |
These are still complex sentences even when the that is missing. When you see a clause that looks independent but acts like a modifier, see if one of the relative pronouns (who,whom, whose, which, that) can be placed before the subject.If inserting that makes sense, then you know the clause is a dependent clause, and it’s part of a complex sentence. |
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Sentences_Sentence Structures_Complex Sentences Describe the following sentence that how it is a complex? Although Denise had some doubts, she found the courses very useful. |
This sentence is a complex sentence: it has a dependent clause (a subject 'Denise' and a verb 'had'), followed by an independent clause (subject 'she' and a verb 'found') and forms a complete thought. |
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Sentences_Sentence Structures_Complex Sentences Describe the following sentence that how it is a complex? Computers have come a long way since they first came on the market. |
This example begins with an independent clause (subject 'computers' and verb 'have come') that forms a complete thought, followed by a dependent clause (subject 'they' and a verb 'came') |
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Sentences_Sentence Structures_Complex Sentences Identification of Subordinate Clauses in the Complex Sentence |
The dependent clauses begin with subordinates, (although, since, because, when, while, unless, whereas, who, whose, which---among others) that indicate the subordinate or dependent role of the clause in the sentence. |
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Sentences_Sentence Structures_Complex Sentences What is the Role of subordinate clauses in the complex sentences? |
In complex sentences, subordinate clauses function within the sentence as adjectives, adverbs or nouns. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? The President chose people who would help him make good decisions. |
Role is as an Adjective Clause (subordinate clause modifies noun 'people') The President chose people who would help him make good decisions. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? When the food arrived, the children ate everything. |
Role is as an Adverb Clause (subordinate clause modifies verb 'ate') When the food arrived, the children ate everything. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? Whoever signs the lease is responsible for the rent. |
Role is as Noun Clause (Subordinate clause is the subject) Whoever signs the lease = Subordinate clause |
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Sentences_Sentence Structures_Complex Sentences What are simple, compound and complex sentences? |
A simple sentence has one idea. A compound sentence is made up of simple sentences joined by connectives. A complex sentence has one main idea and at least one extra phrase or clause to give more information about the main point. Connectives are words which link or join up ideas to build compound or complex sentences |
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Sentences_Sentence Structures_Complex Sentences Mrs Large ran a deep, hot bath. Mrs Large emptied half a bottle of bath foam into the water. Mrs Large plonked on her bath hat. Mrs Large got in. Mrs Large poured herself a cup of tea. Mrs Large lay back with her eyes closed.It was heaven. Can you join these sentences together to make 4 compoundsentences? |
From ‘Five Minutes Peace ‘, by Jill Murphy now read this piece of text. Mrs. Large ran a deep, hot bath. She emptied half a bottle of bath foam into the water, plonked on her bath hat and got in.She poured herself a cup of tea and lay back with her eyes closed.It was heaven. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? The girl who met us is seventeen. |
Role of the subordinate clause is adjective clause. who met us = subordinate clause Subordinate clause is modifying the noun girl. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? We left when Jim arrived. |
Role of the subordinate clause is adverb clause. when = subordinate clause Subordinate clause is modifying the verb left. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence? The doctor will go wherever she is needed. |
Role of the subordinate clause is adverb clause. Wherever she is needed = subordinate clause Subordinate clause is modifying the verb will go. |
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Sentences_Sentence Structures_Complex Sentences Identify the role of subordinate clause in the following complex sentence?
She told me she’d be late. |
Role of the subordinate clause is noun clause. she’d be late = Subordinate clause In this sentence subordinate clause is not modifying any other word. |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe the following sentence is compound or complex? The bus stops here, but it is always late. |
This sentence joins two main clauses with the coordinate conjunction but. It’s a compound sentence. It has two separate clauses that can stand alone. |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe the following sentence is compound or complex? Although the bus stops here, it is always late. |
This sentence shifts the emphasis to the independent clause it is always late by changing the bus stops here to a dependent adverb clause. Because this sentence has one independent clause and one dependent clause, it’s a complex sentence. |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe compound sentence? |
Remember that the clauses in a compound sentence are always independent ones and are joined by one of the coordinate conjunctions or a semicolon.The only coordinate (equal rank) conjunctions are and, but,or, nor, for, yet, and so. A test for a compound sentence is to see if you can separate it into two parts without the coordinate conjunctions, so that each can stand alone. |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe complex sentence? |
If only one of the clauses is an independent one, the sentence is complex. You might want to review the signal words for dependent clauses (clauses used as nouns, adjectives, and adverbs); they can clue you that a dependent clause follows. |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe the following sentence is compound or complex?
Hang the curtains now, or they will wrinkle. |
This sentence is a compound sentence because there are two independent clauses and those are joined by the conjunction or. Both are the clauses can stand alone separately. Independent Clause 1 = Hang the curtains now. Independent Clause 2 = They will wrinkle. Coordinate Conjunction = or |
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Sentences_Sentence Structures_Compound-Complex Sentences Describe the following sentence is compound or complex? The place that he wanted most to visit was Disneyland. |
This sentence is a complex sentence because there is only one independent clause and one dependent clause in it.And the dependent clause can not stand alone separately. Independent Clause 1 = The place he wanted most to visit Dependent Clause 2 = Was Disneyland Also these clauses are not joined by any coordinate conjunction. |
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Sentences_Sentence Structures_Compound-Complex Sentences 1_Define verbals? |
Verbals are verb forms which act as another part of speech in a sentence (i.e. as adjectives, nouns, and adverbs) Or A verbal is a verb form which functions as a noun or an adjective. In English, there are three types of verbals: Participles (past participles and present participles). Gerunds Infinitives |
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Sentences_Sentence Structures_Compound-Complex Sentences 2_Define verbals? |
A verbal is a verb form that looks like a verb, but functions as a noun, adjective, or adverb. There are three kinds of verbals: the infinitive (the base form), the participles (present and past form), and the gerund (the present participle form). |
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Sentences_Sentence Structures_Compound-Complex Sentences What are verbal phrases? |
Verbal phrases are verbals and any of the verb form's modifiers, objects, or complements. |
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Sentences_Sentence Structures_Compound-Complex Sentences Does a verbal in sentence makes it complex? |
A verbal in a sentence doesn’t necessarily make the sentence complex. |
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Sentences_Sentence Structures_Compound-Complex Sentences Does verbals and their modifiers are clauses? |
Verbals and their modifiers are phrases,not clauses? |
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Sentences_Sentence Structures_Compound-Complex Sentences What is phrase? |
In linguistic analysis, a phrase is a group of words (or possibly a single word) that functions as a constituent in the syntax of a sentence—a single unit within a grammatical hierarchy. A phrase appears within a clause, although it is also possible for a phrase to be a clause or to contain a clause within it. |
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Sentences_Sentence Structures_Compound-Complex Sentences Identify the following sentence is compound or complex? Running too fast, the football player fell to the ground. |
This is a simple sentence,because the verbal phrase is a modifier,not a separate clause. |
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Sentences_Sentence Structures_A Review of Terms What is a simple sentence? |
A group of words is a simple sentence ifit makes sense by itself and has one subject and predicate. Randy shoveled the snow. Randy is the complete subject and shoveled the snow is the complete predicate. |
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Sentences_Sentence Structures_A Review of Terms Explain what is clause? |
The addition of a clause to a simple sentence transforms it to either a compound or a complex sentence. A clause is a group of words that has a subject and a predicate.An independent or main clause is a clause that can standalone and make sense. A dependent, or subordinate, clause doesn’t make complete sense by itself. It depends on the main part of the sentence (the independent clause) to make sense.Hannah blushed when David kissed her.The independent (main) clause is Hannah blushed. The dependent (subordinate) clause is when David kissed her. |
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Sentences_Sentence Structures_A Review of Terms Explain what is a compound sentence? |
Two or more independent clausesjoined either by a comma and a conjunction, or by a semicolon,form a compound sentence.Hannah ran out of the room, but David followed her.Hannah was upset; she told David not to do that again.A compound sentence can always be divided into two ormore sentences. Hannah ran out of the room. David followed her.Hannah was upset. She told David not to do that again. |
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Sentences_Sentence Structures_A Review of Terms Explain what is a complex sentence? |
A main clause and one or more dependentclauses make up a complex sentence.The plane that was late had engine trouble.While you were sleeping, the plane that had engine troublelanded and took off again. |
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Sentences_Sentence Structures_A Review of Terms Explain what is a compound - complex sentence? |
A sentence can be bothcompound and complex at the same time. A compound complexsentence has at least two independent clausesand at least one dependent clause.Jesse went to the Metropolitan Opera with Liz, who hadbeen there many times; Eli went with Olivia, who hadnever been there before. This sentence has two independent (main) clauses: Jesse wentto the Metropolitan Opera with Liz and Eli went with Olivia. Italso has two dependent (subordinate) clauses: who had beenthere many times and who had never been there before. |
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PRACTICE EXERCISE 1 If the following sentences has related idea then make a compound sentence by joining them. 1. The girls had left early. 2. They arrived home too late for dinner. |
The girls had left early, but they arrived home too late for dinner. |
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PRACTICE EXERCISE 1 If the following sentences has related idea then make a compound sentence by joining them. 1. Their bus had been delayed. 2. Their dog was named Nickey. |
The sentences aren’t related. |
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PRACTICE EXERCISE 1 If the following sentences has related idea then make a compound sentence by joining them. 1. Plans for the party are still indefinite. 2. They finished some sewing they had startedon Monday. |
The sentences aren’t related. |
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PRACTICE EXERCISE 1 If the following sentences has related idea then make a compound sentence by joining them. 1. Kathleen had cut out a new pair of slacks. 2. Marianne was working on the jacket. |
Kathleen had cut out a new pair of slacks, and Mariannewas working on the jacket. |
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PRACTICE EXERCISE 1 If the following sentences has related idea then make a compound sentence by joining them. 1. The material for the jacket was an attractive plaid. 2. They stopped for a cold drink beforefinishing the job. |
The sentences aren’t related. |
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PRACTICE EXERCISE 1 The following complex sentence has one independent andone dependent clause. Circle the dependent clause, and tell whether it’s used as anadjective or as an adverb. 1. Bill is willing to try anything that will improve his condition. |
The following part of a sentence is a dependent clause.
that will improve his condition. (Adjective) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1.The weather vane, which is on the roof of the barn, is pointing toward the west. |
The following part of a sentence is a dependent clause. which is on the roof of the barn (Adjective) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. I went to the conference after I received your report. |
The following part of a sentence is a dependent clause. after I received your report. (Adverb) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. Unless the directions are followed carefully, the results will not be satisfactory. |
The following part of a sentence is a dependent clause. Unless the directions are followed carefully (adverb) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb.
1. Will the person whose car is blocking the driveway please move the car now? |
The following part of a sentence is a dependent clause.
whose car is blocking the driveway (Adjective) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. We will wait for you where the road forks. |
The following part of a sentence is a dependent clause.
where the road forks (Adverb) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. Read the opinions of the best authorities on the subject before you make up your mind. |
The following part of a sentence is a dependent clause. before you make up your mind (adverb) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. Martin Van Buren, who was the eighth president of the United States, was a native ofNew York State. |
The following part of a sentence is a dependent clause. who was the eighth president of the United States(adjective) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. Please close the book that is on your desk. |
The following part of a sentence is a dependent clause. that is on your desk (adjective) |
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PRACTICE EXERCISE 1 The following complex sentence has one independent and one dependent clause. Circle the dependent clause, and tell whether it’s used as an adjective or as an adverb. 1. The paint that you ordered for the kitchen wall is washable. |
The following part of a sentence is a dependent clause. that you ordered for the kitchen wall (adjective) |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. Milk that is sour can be used for cooking. |
Complex |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. Early this morning the ambulance sped down the street. |
Simple |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. George refused the other position after he received a raise in salary. |
Complex |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. The train, which was delayed by a blizzard, was an hour late. |
Complex |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. The cost of this perfume is high, but the price includes the tariff. |
Compound |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. The Valley of Ten Thousand Smokes was formed by an eruption ofMount Katmai, Alaska. |
Simple |
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PRACTICE EXERCISE 1 Label following sentence as simple, compound, or complex. The United States Naval Academy is located at Annapolis, and the United StatesMilitary Academy is located at West Point. |
Compound |
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Sentences_Sentence Length Why the great American writer William Faulkner was famous? |
The great American writer William Faulkner was famous forhis very long sentences. |
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Sentences_Sentence Length In business writing, shorter sentences are better or longer? |
However, in businesswriting, shorter sentences are usually better. The trick is toinclude all the necessary information while keeping the sentencesshort. |
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Sentences_Sentence Length Is breaking long sentences into shorter,more readable ones difficult? |
Usually, breaking long sentences into shorter,more readable ones isn’t difficult. Start by finding where thefirst thought ends and placing a period there. Sometimes youmay have to supply a few additional words to make completesentences from the information originally run together intoone long sentence. |
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Sentences_Sentence Length What do you understand by primer style of writing? |
The term primerstyle refers to the approachused in children’s firstreading books, or primers.Although this style may behelpful in teaching childrento read, it’s generally notappealing to adults. |
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Sentences_Sentence Length Tell some sentences of primer style. |
Open the package carefully. Dispose of the wrapping. Be carefulwhen removing the contents. The contents are fragile. |
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Sentences_Sentence Length Rewrite the following primer style sentences in to normal conversational language. Open the package carefully. Dispose of the wrapping. Be careful when removing the contents. The contents are fragile. |
Thefollowing revision is more readable and much less boring. Open the package carefully and dispose of the wrapping. Because the contents are fragile, be careful when removing them. |
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Sentences_Sentence Length |
In the revision, four choppy sentences have been replacedwith two longer ones. Notice that the first two sentences inthe first version are related. Both refer to the unwrapping ofthe package. Therefore, in revising this example, these twosentences were combined into one. The same is true of thesecond two sentences. The result is a conversational tonethat isn’t condescending. In addition, the revision shows aclearer relationship between the ideas in the paragraph. |
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Sentences_Sentence Length Why primer style sentences are boring and condescending? |
Choppy “Dick and Jane” sentences tend to be boring. They’re also condescending, because they imply that the reader is incapable of understanding more complicated sentences that more closely resemble ordinary conversational language. |
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Sentences_Sentence Length What is the definition of condescending? |
One definition of condescending is“assuming an airof superiority.” Youwant your writingto be understood,but at the sametime, you must treatyour audience withrespect. Never becondescending. |
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Sentences_Sentence Length_Directness What do understand by directness in sentence writing? |
In sentence writing, directness means getting to the point andavoiding word clutter. |
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Sentences_Sentence Length_Directness What are the techniques you can useto make your sentences direct: |
1- Reduce the complexity of your sentences when possible. 2- Avoid oversimplifications that reduce clarity 3- Reduce wordiness. 4- Begin the sentence with the subject—the person or thingthat’s acting. |
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Sentences_Sentence Length_Directness Complexity _Study the following example of a complex sentence and rewrite it into its simplified version. Complex: After all of the data had been reported by the marketresearchers, they were still uncertain about whether ornot the sample represented the target market. |
Simplified: After reporting all of the data, the marketresearchers were still not certain if the samplerepresented the target market. |
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Sentences_Sentence Length_Directness Complexity _Study the following example of a complex sentence and rewrite it into its simplified version. Complex: A series of tests that were made under conditionsthat were identical often produced results thatwere unpredictable. |
Simplified: A series of tests made under identicalconditions often produced unpredictable results. |
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Sentences_Sentence Length_Directness What is the key to sentence simplification? |
One key to simplification isto eliminate, or reshape into a simpler form, all of the wordsthat don’t directly convey information. In the precedingexample, the phrase “under conditions that were identical”was shortened to “under identical conditions.” This changeeliminated two words (that and were) and made the meaningmore direct |
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Sentences_Sentence Length_Directness How influence long and complicated sentences to your reader? |
Don’t frustrate or confuse your reader with long or complicated sentences. A direct, easy to-read approach will get your message across much more effectively. |
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Sentences_Sentence Length_Oversimplification Define sentence oversimplification. |
Be careful that you don’t carry simplification to an extreme.For example, to shorten sentences, some overly efficientpeople may be tempted to use expressions that are hard tofollow—even though they may be technically accurate. |
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Sentences_Sentence Length_Oversimplification Compare these two sentences to know the effects of sentence oversimplification. Oversimplification: The seven-step consumer decision process model serves as a decision-making map. Revised sentence: The seven-step model for the consumer decision process serves as a map for those making the decisions. |
As you can see, the slightly longer sentence is actually easier toread than the shorter one. In attempting to be brief and direct,the writer of the first sentence created the lengthy phrase“seven-step consumer decision process model,” which is quitedifficult to follow. In the revised sentence, this phrase becomes“seven-step model for the consumer decision process.” Eventhough this phrase is longer, its construction is much easierto understand. In addition, the longer phrase “a map forthose making the decisions” is clearer than the phrase “adecision-making map.” |
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Sentences_Sentence Length_Wordiness Define sentence wordiness. |
One way to simplify long sentences is to eliminate repeatedwords or phrases. |
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Sentences_Sentence Length_Wordiness Compare these two sentences to know sentence wordiness. Repeated phrases: The new alloy is softer than the ones we’ve used in the past, less chemically resistant than those used in the past, and less effective than the ones used in the past. Simplification: The new alloy is softer, less chemically resistant, and less effective than the ones used in the past. |
In the first sentence, the phrase “than the ones used in thepast” is repeated three times. Not only is this repetitionunnecessary, it creates a sentence that’s needlessly difficult toread. The simplification uses a parallel list of items in a series.The result is fewer words and a more readable sentence. |
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Sentences_Sentence Length_Wordiness
What is another way to reduce wordiness in complex sentence? |
Another way to reduce wordiness in a complex sentence is toset up the items in a list with numbers or bullets. This methodnot only clarifies a communication, it may also prepare thereaders for the material that follows the list. |
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Sentences_Sentence Length_Wordiness Write following paragraph in bullets form. We feel confident that our new ad campaign for the Bravo Skin Care line will appeal to younger women, increasing our market share in that demographic, highlight research results demonstrating the effectiveness of the line, showcase testimonial responses derived from our market trial, and be more appealing to women oriented television cable channels. |
We feel confident that our new ad campaign for the Bravo SkinCare Line will 1. Appeal to younger women• Increase our market share in that demographic 2. Highlight research that demonstrates the effectivenessof the line 3. Showcase testimonial responses from our market trial 4. Attract women-oriented television cable channels |
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Sentences_Sentence Length_Wordiness
What are the benefits to write items in bullets or numbers? |
When items are listed with either bullets or numbers, readerscan easily identify the intent of the writer. |
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Sentences_Sentence Length_Wordiness What is parallel construction in sentence writing? |
When you include a series of items, instructions, or detailsin your document, make sure you use parallel construction.Especially noticeable in bulleted or numbered lists, a mismatchedseries appears unprofessional and can confuseyour reader. |
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Sentences_Sentence Length_Wordiness Why should start sentence with the subject? |
To make your sentences both direct and clearly focused, startthem with the subject. The subject of a sentence is the wordthat tells what the sentence is about. |
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Sentences_Sentence Length_Wordiness
Rewrite the following sentence by putting subject in the start. Example: There were many employees who were interested in applying for the new position. |
Revision: Many employees were interested in applying forthe new position. |
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Sentences_Sentence Length_Wordiness
What are the benefits to place the subject at the beginning of a sentence? |
Placing the subject at the beginning of a sentencegenerally results in a clear, direct statement. |
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Sentences_Sentence Length_Wordiness
What should we do to write clear and direct sentence? |
To writeclear, direct sentences, ask yourself what the most importantinformation is. Then place that information at or very nearthe beginning of the sentence. |
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Sentences_Sentence Length_Emphasis Is it always easy to emphasize your main points in writing? |
It’s not always easy to emphasize your main points in writing. |
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Sentences_Sentence Length_Emphasis Can you raise your voice or use facial expressions, as you would in speaking? |
You can’t raise your voice or use facial expressions, as youwould in speaking. |
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Sentences_Sentence Length_Emphasis What items can you emphasis in a sentence? |
word, phrase, or concept |
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Sentences_Sentence Length_Emphasis How in your writing, you can draw attention of reader? |
1- By highlighting 2- Through writing style. |
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Sentences_Sentence Length_Emphasis
What are highlighting devices? |
underlining, boldface, italics,lists, dashes, and colons. Note: All of these devices attract the reader’s eye and, in doing so, provide emphasis. |
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Sentences_Sentence Length_Emphasis What should highlight in your writing? |
Highlight only logical and relevant information. Note: When using highlighting devices for emphasis, be careful not to overdo it. Too many highlighted words lose their impact and your reader will ignore them |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device underlining. |
In the last fiscal year, our company increased profits by 25 percent. Note: 25 percent was underline in the above sentence. |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device boldface. |
The survey revealed that totally satisfied customers are ten times more likely to repurchase a product than customers who are just mildly satisfied. |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device italics. |
Demographics refers to the size, structure, and distribution of a population. Note: Demographics was written in italics. |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device Tabulation. |
Our new marketing approach should result in 1. Reduced costs 2. Increased efficiency in delivery 3. Increased profitability for the line Note: You can use both numbers or bullets. |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device Dash. |
We have but one goal—to develop a stronger and more durable product that outlasts our competitor’s product. |
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Sentences_Sentence Length_Emphasis Write a sample sentence to define a highlighting device colon. |
Our objective is clear: to increase sales by 25 percent during the coming year. |
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Sentences_Sentence Length_Emphasis What should notice when creating emphasis by writing style? |
You can also use your writing style to create emphasis inseveral ways. Notice that these methods for emphasis don’tuse exclamation marks, which aren’t appropriate inbusiness writing. |
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Sentences_Sentence Length_Emphasis What should do to create emphasis by writing style? |
1- Placeyour key idea at the beginning or end of your sentence. 2- Use words that are concrete and specific rather thanabstract and general. 3- Repeat important words. |
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Sentences_Sentence Length_Emphasis How to place your key idea at the beginning or end of your sentence, give examples. |
1- Profitability should increase dramaticallyas shipping costs are reduced. 2- The result of reduced shipping costs will be adramatic increase in profitability. Note: The first example would follow a sentence that ended withthe idea of profitability; the second example leads to a newsentence that will further explore increases in profitability. |
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Sentences_Sentence Length_Emphasis How to place your key idea at the beginning or end of your sentence, give examples. |
Examples: 1-Profitability should increase dramaticallyas shipping costs are reduced. 2-The result of reduced shipping costs will be adramatic increase in profitability. Note: The first example would follow a sentence that ended withthe idea of profitability; the second example leads to a newsentence that will further explore increases in profitability. |
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Sentences_Sentence Length_Emphasis Give examples of using words that are concrete and specific rather than abstract and general. |
Abstract: At least one business has successfullyadopted our inventory system. Concrete: Harmon Industries has successfully adoptedour inventory system. Abstract: Our new bakery item is proving popular withsome people. Concrete: Our new Frosted Twist is clearly popular withsoccer moms and the after-school teenage crowd. |
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Sentences_Sentence Length_Emphasis Give an example to show the repeat of important words. |
Example: Our purpose is to satisfy customers, tomake customers feel important, and to win thecustomers’ loyalty. |
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Sentences_Sentence Variety In writing why should vary sentences? |
Monotony puts people to sleep; variety keeps them alert.That principle certainly applies to writing. In any kind ofwriting you undertake, try to vary your sentences to makeyour material more interesting and easier to understand. |
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Sentences_Sentence Variety Read the following paragraph and find how the variety is used? 1) We have been observing our sales people. (2) Unfortunately,we’ve found that some of you should remember to be more patient,more attentive, and more courteous in dealing with customers.(3) When you talk to customers, make courtesy a prime concern.(4) Following the old saying “The customer is always right” mayseem frustrating at times, but the alternative is not worth its cost.(5) Where courtesy is absent, sales are lost. |
This paragraph is easy to read and it’s interesting, because the writer varied the structure of the sentences. Notice how each sentence begins:(1) We, a pronoun, which is the subject of the sentence(2) Unfortunately, an introductory transition(3) When, a subordinating conjunction(4) Following, a verbal, which is the subject of the sentence(5) Where, a subordinating conjunction |
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Practice Exercise 2 Reduce wordiness in the following sentence by reordering or simplifying its textor improving its construction. 1. The small city of Wilkes-Barre was built next to the Susquehanna River and it wasa fertile farming area until coal became a very valuable natural resource and miningtook over. |
1. Wilkes-Barre, a small city on the Susquehanna River,was a fertile farming area until coal mining took over. |
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Practice Exercise 2 Reduce wordiness in the following sentence by reordering or simplifying its text or improving its construction. 2. I asked Gwendolyn if there is a shop that sells gifts that are nice that is near the hotel. |
2. I asked Gwendolyn if there is a nice gift shop nearthe hotel. |
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Practice Exercise 2 Reduce wordiness in the following sentence by reordering or simplifying its text or improving its construction. 3. Carlos went to college. He attended the University of Pittsburgh. He earned a degree inmarketing. He works for Allegheny Advertising, Ltd. He is a market analyst. |
3. Carlos earned a degree in marketing from the Universityof Pittsburgh and now works for Allegheny Advertising,Ltd. as a market analyst. |
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Practice Exercise 2 Reduce wordiness in the following sentence by reordering or simplifying its text or improving its construction. 4. A wellness program for all employees makes sense for Allied Technical Services becauseit reduces absenteeism among employees, improves employees’ overall health, improvesperformance and productivity, and saves money on healthcare costs. |
4. A wellness program for all employees of Allied TechnicalServices will 1-Reduce absenteeism 2- Improve employees’ overall health 3- Improve performance and productivity 4- Save money on healthcare costs |
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Practice Exercise 2 Reduce wordiness in the following sentence by reordering or simplifying its text or improving its construction. 5. Katrinne has many more clothes than her brother has, many more shoes than herbrother has, and many more coats than her brother has. |
5. Katrinne has many more clothes, shoes, and coats thanher brother has. |
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Practice Exercise 2 In the following example, emphasize main point by using concrete term,reorganizing the sentence, or using punctuation to highlight words. 6. Among several goals discussed for the next fiscal year, the company’s executives agreedthat reducing production costs will be most important. |
6. Reducing production costs will be our most importantgoal for the next fiscal year. |
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Practice Exercise 2 In the following example, emphasize main point by using concrete term, reorganizing the sentence, or using punctuation to highlight words. 7. Several out-of-state companies are interested in our new technology. |
7. Arundel Health in Maryland, the Skye Group, Inc. inVermont, and Susquehanna Science Corp in New Yorkare interested in our new billing and tracking software. |
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Practice Exercise 2 In the following example, emphasize main point by using concrete term, reorganizing the sentence, or using punctuation to highlight words. 8. Mr. Washington thinks that our main goal, which is to sell more than our main competitor,will be reached some time late this year. |
8. Mr. Washington said we expect to reach our mostimportant goal—outselling Technifruit—by October 30. |
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Practice Exercise 2 In the following example, emphasize main point by using concrete term, reorganizing the sentence, or using punctuation to highlight words. 9. Some nurses tried to convince the administrator that the new scheduling system wasnot working. |
9. A group of nine nurses representing all three shifts triedto convince Dr. Vandelle that her split-shift schedulingwas not working. |
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Practice Exercise 2 In the following example, emphasize main point by using concrete term, reorganizing the sentence, or using punctuation to highlight words. 10. In his welcoming address, Mr. O’Connell repeated his main point several times. |
10. In his welcoming address, Mr. O’Connell emphasizedthat the company would not downsize and would notclose. |
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Sentences_Sentence Types How you can provide variety to your audience in sentence writing? |
Another way to provide your audience with variety is to varysentence types. |
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Sentences_Sentence Types How sentences are classified? |
Sentences are classified by their purpose, orby what they intend to do. |
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Sentences_Sentence Types What are the types of sentences? |
There are four types of sentences: 1- Declarative 2- Imperative 3- Exclamatory 4- Interrogative |
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Sentences_Sentence Types_Declarative Sentences Define declarative sentence with example. |
A declarative sentence makes a statement. It ends witha period. Example: Franklin D. Roosevelt was elected president four times. |
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Sentences_Sentence Types_Imperative Sentences Define imperative sentence with example. |
An imperative sentence gives a command or makes a request.The subject is usually understood (you). It usually ends witha period. Please mail this letter on your way home. Call 555-2863 and ask forSameeta. |
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Sentences_Sentence Types_Imperative Sentences Are exclamation points appropriate in business writing? |
Exclamation points are rarelyappropriate in business writing. If you do have the occasionto use an exclamation point, never end a sentence with morethan one. One exclamation point is all you need to makeyour point. |
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Sentences_Sentence Types_Exclamatory Sentences Define exclamatory sentences with examples. |
An exclamatory sentence expresses strong feeling. Exclamatorysentences are always followed by an exclamation point. Again,these sentences are rarely appropriate in business writing. What an incredible story! That’s wonderful! |
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Sentences_Sentence Types_Interrogative Sentences Define Interrogative sentences with examples. |
An interrogative sentence asks a question. It ends with aquestion mark. Can you stop at the dry cleaners? |
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Sentences_Correcting_Sentence Fragments What are the main elements to make up a complete sentence? |
The main elements that make up a completesentence are the subject and the predicate. If either of thesevital components is missing, it’s simply not a sentence. |
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Sentences_Correcting_Sentence Fragments What are the sentence fragments? |
Sentence fragments are groups of words that look like sentences, but aren't. To be a sentence, groups of words need to have at least one independent clause. Sentence fragments never have independent clauses, but instead are dependent clauses or phrases. Fragments can masquerade as real sentences because they begin with a capital letter and end with a period. If you read them more closely, you'll see that fragments don't form a complete thought. A sentence fragment is a little like having only half of the pieces to a puzzle. Without all the pieces, you won't have the whole picture. |
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Sentences_Correcting_Sentence Fragments Are the following sentences complete? Alex, Jen, Maisie, and their dog Chopper. The house on the hill. Stirring the mixture constantly. Stood up. |
These are all perfectly good parts of sentences; they’re justnot complete thoughts. |
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Sentences_Correcting_Sentence Fragments Are the following sentences complete? Alex, Jen, Maisie, and their dog Chopper like toplay Frisbee. The house on the hill has eight rooms. Henry was stirring the mixture constantly.Caroline stood. |
Sentences are correct because they have subjects, predicate and complete thought. |
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Sentences_Correcting_Sentence Fragments Is the following written a sentence or fragment? When Dan rode to the lake. |
At first, you might think this is a sentence— it does have a subject and a predicate,a capital letter at the beginning, and a period at the end. But it doesn’t express a complete thought. It leaves you asking,What happened when Dan rode to the lake? So it is a fragment. |
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Sentences_Correcting_Sentence Fragments Complete the following fragment to make it a sentence. When Dan rode to the lake. |
When Dan rode to the lake, his dog followed him. Note: This example adds an independent clause to a dependent clauseto make a complete sentence. |
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Sentences_Correcting_Sentence Fragments The fragments depend on something to complete them are called? |
Fragments depend on something else to complete them are called dependent clauses. That’s becausethey begin with subordinating conjunctions, when andalthough. Other subordinating conjunctions are where, since,while, and because. A relative pronoun, such as who,which, that, whose, or whom, also requires additional supportto express a complete thought. |
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Sentences_Correcting_Sentence Fragments What to do if a sentence contains only a dependent clause? |
If a sentence contains a dependent clause, youmust also include an independent clause to support it andcomplete the thought. |
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Sentences_Correcting_Sentence Fragments Are following phrases are fragments or sentences?
Beth has many hobbies. Such as quilting, knitting,gardening, and skydiving. |
Together they seem to make a complete thought, but thesecond sentence can’t stand alone. Such as quilting, knitting, gardening, and skydiving. |
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Sentences_Correcting_Sentence Fragments What to do to make a complete thought in the following sentences? Beth has many hobbies. Such as quilting, knitting, gardening, and skydiving. |
To make a complete thought we have to combine both of sentences. Beth has many hobbies, such as quilting, knitting, gardening, and skydiving. |
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Sentences_Correcting_Sentence Fragments
To complete the thought, combine the following sentences. 1-Everyone piled into Kareem’s new car. Since he was goingto the library. 2-Tim studied for the test. Because he needed to improvehis average. 3- Elana planned to paint the kitchen. After the tenantmoved out. |
1- Everyone piled into Kareem’s new car, since he was going to the library. 2- Tim studied for the test, because he needed to improve his average. 3- Elana planned to paint the kitchen, after the tenant moved out. |
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Sentences_Correcting_Sentence Fragments How to check your writing work for errors? |
When you’re checking your own work for errors, try readingeach sentence aloud, to see if it makes sense on its own. If itdoesn’t, see if the sentence before or after it completes thethought and can be used to support the fragment. If thereare no supporting sentences around it, you must add themissing part, usually a subject or verb. |
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Sentences_Correcting_Run on Sentences What are Run on Sentences? |
A run-on sentence isn’t a sentence that’s too long. It’s a sentencethat’s not punctuated properly. |
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Sentences_Correcting_Run on Sentences What is the main problem with Run On Sentences? |
The main problem with run-on sentences is that two or moreseparate thoughts run together, so the reader may becomeconfused. |
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Sentences_Correcting_Run on Sentences How separate thoughts run together in a Run-on-Sentence? |
Generally, there are two separate sentences writtenwith no punctuation between them, or the two sentences arejoined by a comma, which is insufficient to divide independentclauses. |
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Sentences_Correcting_Run on Sentences Is the following sentence punctuated properly? ”Jan loves tennis, she practices three hours aday.” |
These are two separate thoughts, so they should bepunctuated with a period or a semicolon, not a comma. Thought 1: Jan Lover tennis Thought 2: She practices three hours a day. |
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Sentences_Correcting_Run on Sentences Is the following sentence punctuated properly? I looked all over the house for the remote control it was inthe coffee table drawer where it belongs. |
These are two separate thoughts, so they should be punctuated with a period or a semicolon, not a comma. Thought 1: I looked all over the house for the remote control. Thought 2: It was in the coffee table drawer where it belongs. |
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Sentences_Correcting_Run on Sentences Is the following sentence punctuated properly? The quarterback fumbled the ball was picked up on theone-yard line. |
These are two separate thoughts, so they should be punctuated with a period or a semicolon, not a comma. Thought 1: The quarterback fumbled the ball. Thought 2: Was picked up on the one-yard line. |
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Sentences_Correcting_Run on Sentences Is the run on sentence always be long? |
A sentence doesn’t have to be long to be a run-on. Look atthis one. Blake fell his ankle hurt. The sentence contains two complete thoughts, which must beproperly punctuated if they’re to make sense to the reader. |
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Sentences_Correcting_Run on Sentences Correct the following run on sentence. Blake fell his ankle hurt. |
Blake fell. His ankle hurt. Or Blake fell; his ankle hurt. The semicolon is sufficient to divide the two ideas if you don’twant to use a period and start a new sentence. The thoughtscould also be expanded to give the reader more information. Blake fell because his ankle hurt. Or Blake fell and hurt his ankle. |
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Sentences_Correcting_Run on Sentences Describe method - 1 to correct run on sentences. |
Run-on sentences can be corrected using a comma and acoordinating conjunction such as and, but, or, yet, for, or so. |
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Sentences_Correcting_Run on Sentences Describe method -2 to correct run on sentences. |
Another way to correct a run-on sentence is to make one of the clauses dependent by adding a subordinating conjunction, such as when, if, where, while, before, since, until, or unless. A comma may be needed for clarity. |
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Sentences_Correcting_Run on Sentences Describe method -3 to correct run on sentences. |
You may also use a conjunctive adverb with a semicolon.Words like however, therefore, furthermore, afterwards, ormeanwhile are commonly used to clarify meaning when twoindependent clauses are joined. |
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Sentences_Correcting_Run on Sentences Correct following run on sentences by using coordinating conjunctions. The quarterback fumbled the ball was picked up on theone-yard line. Blake fell his ankle hurt. |
The quarterback fumbled, and the ball was picked up onthe one-yard line. Blake fell, but he wasn’t hurt. |
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Sentences_Correcting_Run on Sentences Correct following run on sentences by adding one independent clause. The quarterback fumbled the ball was picked up on the one-yard line. Blake fell his ankle hurt. |
When the quarterback fumbled, the ball was picked upon the one-yard line. Blake fell when his ankle began to hurt. |
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Sentences_Correcting_Run on Sentences Correct following run on sentences by adding conjunctive adverb with a semicolon. The quarterback fumbled the ball was picked up on the one-yard line. Blake fell his ankle hurt. |
The quarterback fumbled; meanwhile, his teammate sawwhat had happened, picked up the ball, and ran to theone-yard line. Blake fell; however, his ankle hurt before that. |
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Sentences_Correcting_Run on Sentences How you can be more confident in finding and correcting run on sentences? |
Once you’re familiar with the clear flow of ideas found incorrectly structured sentences, you’ll become more sure ofyour ability to identify and correct run-on sentences. |
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Sentences_Practice Exercise 3
Rewrite the fragments andrun-on sentences to make them into correct sentences. 1. Jason hid Jared’s keys they were in the planter. |
Jason hid Jared’s keys. They were in the planter. Or Jason hid Jared’s keys, which were in the planter. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 2. Carey loves chocolate, but Paul prefers marshmallows. |
Correct |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 3. We ran into heavy traffic. Because we left at rush hour. |
We ran into heavy traffic because we left at rush hour. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 4. Johann and James are brothers. But they aren’t twins. |
Johann and James are brothers, but they aren’t twins. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 5. I heard a crash, I looked down the street. |
I heard a crash, so I looked down the street. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 6. After he received a raise. |
After he received a raise, he bought a new car.(Or similar completion of thought) |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 7. Kate picked up the house was a mess. |
Kate picked up, since the house was a mess. Or Kate picked up. The house was a mess. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 8. Please hand me the book. That’s on the table. |
Please hand me the book that’s on the table. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 9. We will wait. |
Correct |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 10. Let’s have chicken for dinner. Unless you’d rather have fish. |
Let’s have chicken for dinner, unless you’d ratherhave fish. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 11. The cat on the couch. |
The cat sat on the couch. Or The cat on the couch is mine. (Or similar correction,adding a verb and completing the thought) |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 12. The pony ran and ran she almost ran into the fence. |
The pony ran and ran; she almost ran into the fence. Or The pony ran and ran; in fact, she almost ran into thefence. (Or similar separation of independent clauses) |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 13. Meet me. At the corner of Main Street and Lincoln Avenue. |
Meet me at the corner of Main Street and Lincoln Avenue. |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 14. John Steinbeck, a famous American novelist, wrote a number of classics that we wererequired to read in college, including The Grapes of Wrath, East of Eden, Cannery Row,Of Mice and Men, and several others, the names of which I can’t remember right now. |
Correct |
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Sentences_Practice Exercise 3 Rewrite the fragments and run-on sentences to make them into correct sentences. 15. I was reading a book Madelyn gave me a piece of sticky candy. |
I was reading a book. Madelyn gave me a piece of stickycandy. Or While I was reading a book, Madelyn gave me a piece ofsticky candy. (Or similar separation of clauses) |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from thefollowing: simple, compound, complex, compound-complex, fragment, or run-on. ______ 1. Edinburgh is the capital of Scotland, but Glasgow is its largest city. |
1. Compound |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 2. Call me as soon as you get home. |
2. Complex |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 3. Running every day of his life. |
3. Fragment |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 4. Bhanu learned about the program from Marcus, who had attended last year; Grace hadalready enrolled, although she was now having second thoughts about her decision. |
4. Compound-complex |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 5. Quietly sang a lullaby to her baby brother. |
5. Fragment |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 6. After John and I got to know each other we became very good friends, we wenteverywhere together. |
6. Run-on |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 7. When Robert stood in front of the group wearing a top hat and an argyle sweater. |
7. Fragment |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 8. Unless he stops playing games on his computer, Glenn is going to get in troubleat work. |
8. Complex |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 9. When the job offer comes and if Enrique decides to take it, he will have to moveto Seattle. |
9. Complex |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 10. I sat in the sun and read my book. |
10. Simple |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 11. Teodulo studies hard I know he’s in the library every night. |
11. Run-on |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 12. Zoe left. |
12. Simple |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 13. I like Ashika very much, but she ignores me, although I’ve given her gifts and doneher favors. |
13. Compound-complex |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 14. I want to study European history; my sister loves science; my mother has gone backto school to get a degree in business. |
14. Compound |
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Sentences_Self Check-1 Label each of the following sentences with the correct description. Choose from the following: simple, compound, complex, compound-complex, fragment, or run-on. ______ 15. Rainbows in the sky. |
15. Fragment |
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Sentences_Self Check-1 Rewrite the following sentences or phrases on a separate sheet of paper to make themmore direct, more readable, or less wordy. 16. Remove one match from the box. Close the box. Strike the match on the rough surface. Donot touch the flame. Do not touch the head of the match. Keep away from children. |
16. After removing one match, close the box. Carefully strikethe match on the rough surface. Keep matches out of thereach of children. |
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Sentences_Self Check-1 Rewrite the following sentences or phrases on a separate sheet of paper to make them more direct, more readable, or less wordy. 17. This handy brochure is jam-packed with vital information over a vast and varied range ofinteresting and surprising company-related topics you can read carefully and thoroughly atyour earliest convenience, keeping in mind that you’ll more than likely need to become asfamiliar as you can with recent legislative acts related to the overall benefits, what is requiredand what is not, and your company’s outstanding program, as well as an assortment of otherprescription drug programs similar to it. |
17. This brochure contains vital information regarding thenew law and company benefits and requirements relatedto your prescription drug program, as well as otherprograms from which you can choose. |
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Sentences_Self Check-1 Rewrite the following sentences or phrases on a separate sheet of paper to make them more direct, more readable, or less wordy. 18. Janet Warren is not only the most honest of all the candidates for senator, she is also themost experienced, with more than 10 years of service in the government; she has theendorsement of all three of the major cities’ newspapers; she has already proven herself areliable representative at the state level; and she has a reputation for her strong moral fiberand sense of ethics. |
18. Janet Warren is the best candidate for senator becauseshe offers her constituents 1- Honesty and sincerity 2- Ten years’ experience in government 3-Reliable representation 4- Moral and ethical authority 5- Endorsements from all the major newspapers |
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Sentences_Self Check-1 Rewrite the following sentences or phrases on a separate sheet of paper to make them more direct, more readable, or less wordy. 19. Our community outreach program attracted the attention of more than one local hospital,as well as a couple of labs. |
19. Our community outreach program attracted the attentionof Memorial, Mercy, and Municipal Hospitals, as well asHealthtrust Laboratory and Midtown Medical Services. |
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Sentences_Self Check-1 Rewrite the following sentences or phrases on a separate sheet of paper to make them more direct, more readable, or less wordy. 20. This chapter, and, indeed every chapter of this text, throws acronyms at you like confetti ina parade for the home team. It is one of those chapters you may need to refer back to fromtime to time for reference. |
20. This chapter contains many acronyms, so you may needto refer to it later. |
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Paragraphs Define what is a paragraph? |
Generally speaking, a paragraph is a group of sentences about a related idea. Grouping sentences in to paragraphs makes a document more readable. Think of a paragraph as a device for gathering sentences around a single controlling or central idea. |
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Paragraphs_Writing Effective Paragraphs What you have learned about ABCs of writing? |
A Abstract: Tell your reader what you’re going totalk about. B Body: Present supporting details about your topic. C Conclusion: Summarize what you’ve said in the body. |
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Paragraphs_Writing Effective Paragraphs Define what is the primary or controlling sentence of the paragraphs? |
The primary or controlling sentence of the paragraph,called the topic sentence, is like the abstract. It’s oftenthe first sentence. It should tell your reader what the paragraphis about. (Abstract: Tell your reader what you’re going to talk about.) |
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Paragraphs_Writing Effective Paragraphs Define what is the body of a manuscript? |
Following the topic sentence should be severalsentences that support the concept presented in the topicsentence. These sentences are like the body of a manuscript. |
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Paragraphs_Writing Effective Paragraphs What do you understand about the closing sentence of a paragraph? |
The closing sentence in a paragraph is like theconclusion. It should repeat and reinforce the idea or conceptpresented in the topic sentence. |
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Paragraphs_Writing Effective Paragraphs Where to begin you writing? |
When you sit down to write, you may often find it difficult toknow where to begin. The ABC formula can provide directionto get you started and to help you organize your material. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence Describe what is a coherent paragraph? |
A paragraph is coherent when its sentences work togetherin clear, understandable relationships to develop the mainidea. The key idea of the topic sentence should flow logicallyand smoothly into the sentences that follow it. To write coherentparagraphs, you must organize your document and use effectiveconnections from one sentence to another. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence What is unified paragraph? |
A unified paragraphis one in which each sentence in the body reinforces anddevelops the key idea of the topic sentence. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence Read a sample paragraph. |
Magnetism has been known to humankind for at least the last2,000 years. Sailors first used its effects by placing a special stoneon a piece of wood and then floating the wood in a bowl of water.No matter where the ship sailed or how it turned, the stone alwayspointed in the same direction. Because the sailors used the stoneto guide them across the open seas, it became known as a lodestone,or guide stone. In fact, a lodestone is a sliver of magnetite,an iron oxide mineral, which has the natural ability to attract ironor other material that can be magnetized. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence Comment on above sample paragraph. |
The key, or controlling, idea appears in the first sentence. Youimmediately know the paragraph will be about magnetism. Key idea is referred to directly or indirectly in eachsentence of the paragraph. This technique gives the paragraphboth unity and coherence. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence What we have to make sure while writing sentences in a paragraph? |
Make sure you have smooth transitions between sentences;otherwise, your reader may not see the connections between your ideas. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence What do you understand by transition in writing? |
Another way to create cohesiveness in a paragraph is toprovide transitions. A transition is a means by which a writerguides readers from one sentence to the next and from oneparagraph to the next. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence List the words and phrases can use as transitional elements in writing. |
also, although, as a result, as soon as, as well as, because, consequently, first, for example, furthermore, however, in conclusion, in fact, instead, in summary, namely, nevertheless, next, no matter, on the contrary, on the other hand, otherwise, similarly, then. These are just some of the many expressions you can use in your writing to help yourreaders move smoothly from one sentence to the next. Make it a point to use them in your writing.You may even wish to add to this list as you come across other words you can use as transitions. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence What will happen if you don't use effective transition in your writing? |
If you don’t useeffective transitionsin your writing, yourreader must workharder to understandwhat you haveto say. As a result,the reader maysimply give upand not read thematerial. |
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Paragraphs_Writing Effective Paragraphs_Unity and Coherence Add transition elements in the following sentence. Miles received the statistics onApril 19, the day after he had submitted his report.He was unable to use them to help his argument. |
Miles received the statistics on April 19,the day after he had submitted his report. Therefore, hewas unable to use them to help his argument. The word therefore in the above sentence shows the relationshipbetween the two sentences. In the first without transitioned sentence , readersmust determine the relationship on their own. Transitionsmake writing clearer and easier to read. |
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Paragraphs_Writing Effective Paragraphs_Paragraph Length How much should be the length of a paragraph? |
No fixed or set rules existregarding the length of paragraphs. For example, you maychoose to use a longer paragraph when you must provide explanations or illustrations to clarify your controlling idea.On the other hand, since business writing should be practical,efficient, and logical, longer paragraphs may be counterproductive.As a general rule, strive for shorterparagraphs—about three to five sentences. |
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Paragraphs_Writing Effective Paragraphs_Paragraph Length Summarize how to write effective paragraph. |
In summary, to write an effective paragraph, express yourcontrolling idea in the first sentence. Use transitionalexpressions to link sentences in light of your controllingidea. Keep your paragraphs short unless—as in a complexreport—a longer paragraph may seem the best option. Inthe final sentence of each paragraph, briefly summarizewhat the paragraph is about. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 1. Explain how the structure of a paragraph and a longer document are similar. |
1. The composition of well-written paragraphs and wellwrittendocuments is similar, following the ABC pattern.Both should begin with an introduction to what the paragraphor document is about. This introduction is followedby details that support the information presented inthe introduction. Finally, the paragraph or documentends with a summary or conclusion that restates theidea in the introduction. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 2. Read the paragraph below. Examine it and identify the methods used by the author toprovide coherence. The sentences are numbered for easy identification. (1) There are only about a hundred different elements. (2) These include such commonsubstances as hydrogen, carbon, nitrogen, oxygen, silicon, aluminum, and copper, aswell as many substances that are known only to scientists. (3) Atoms of two or moreelements combine to form most of the substances with which we are familiar. (4) Forexample, hydrogen and oxygen, two gases, combine to form water. (5) The result of thecombination of two elements is called a compound. (6) Water is a compound thatresults from the combination of the elements hydrogen and oxygen. |
2. Here are some of the ways in which the author hasprovided coherence in the paragraph. You may haveidentified some different ones. (a). The second sentence uses the pronoun These torefer to elements. This technique connects the firsttwo sentences. (b). The second sentence contains examples to illustratethe elements mentioned in the first sentence. (c). The fourth sentence includes the phrase “For example”to let the readers know they’re going to see an exampleof how atoms combine. (d). The fifth sentence begins with “The result of the combination,”which refers to the combination mentionedin the previous sentence. (e). The sixth sentence ties together the fourth and fifthsentences by showing how the combination ofhydrogen and oxygen (sentence 4) is a compound(sentence 5). |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 3. Examine the following sets of sentences and try to determine a relationship betweenthem. Then rewrite the sentences, adding a transition to help the reader understandtheir meaning. You may rewrite them as two sentences, or you may decide to combinethem into one sentence. a. I decided not to go to the movies. I had already seen the show they had chosen. |
a. I decided not to go to the movies, since (or because)I had already seen the show they had chosen. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 3. Examine the following sets of sentences and try to determine a relationship between them. Then rewrite the sentences, adding a transition to help the reader understand their meaning. You may rewrite them as two sentences, or you may decide to combine them into one sentence.
b. The report was due first thing Friday morning. I stayed late Thursday night to finish it. |
b. The report was due first thing Friday morning.Therefore, I stayed late Thursday night to finish it. Or Since the report was due first thing Friday morning,I stayed late Thursday night to finish it. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 3. Examine the following sets of sentences and try to determine a relationship between them. Then rewrite the sentences, adding a transition to help the reader understand their meaning. You may rewrite them as two sentences, or you may decide to combine them into one sentence. c. Sommerset has many different kinds of fruit trees. Apple, pear, peach, and cherrytrees dot the landscape as far as you can see. |
c. Sommerset has many different kinds of fruit trees. Forexample, apple, pear, peach, and cherry treesdot the landscape as far as you can see. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 3. Examine the following sets of sentences and try to determine a relationship between them. Then rewrite the sentences, adding a transition to help the reader understand their meaning. You may rewrite them as two sentences, or you may decide to combine them into one sentence. d. To ignite the grill, open the valve on the gas tank. Turn on the gas and press theignite button. |
d. To ignite the grill, open the valve on the gas tank.Then, turn on the gas and press the ignite button. |
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Paragraphs_Writing Effective Paragraphs_Practice Exercise 4 3. Examine the following sets of sentences and try to determine a relationship between them. Then rewrite the sentences, adding a transition to help the reader understand their meaning. You may rewrite them as two sentences, or you may decide to combine them into one sentence. e. Charles wanted to attend the celebration. He stayed home. He had promised to carefor his two nephews. |
e. Charles wanted to attend the celebration. Nevertheless,he stayed home, since he had promised to care for histwo nephews. |
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Paragraphs_Elements of a Paragraph Define what are the qualities of a good paragraph? |
A paragraph is a unit of thought that focuses and develops asingle subject. Thus, a good paragraph is said to be unified.It’s also said to be coherent, from the Latin word meaning “tostick.” All the sentences in a paragraph should “stick together,”flowing logically from one meaning to the next. A unified,coherent paragraph may be developed in several ways. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence How a paragraph begins? |
Typically, a paragraph begins with a topic sentence, a statementof the main idea or subject. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence Identify the topic sentence in the following paragraph. One of the most attractive features of word processing is the efficiency of editing documents. Mistakes are easy to fix,especially with the selections provided in the menu. Even better, you can do editing on screen—add this, delete that,substitute something here, rearrange something there. Or, if you prefer, you can edit a printout, called a hard copy. Either way, you don’t have to retype the whole document. Simply move the cursor (a blinking light or marker that indicates your position on the monitor) to the exact spot in the document where you want to add, delete, or move text. Then make the changes. |
One of the most attractive features of word processing is theefficiency of editing documents. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence Is the first sentence always a topic sentence? |
The topic sentence doesn’t have to be the first sentence. Thetopic sentence can appear anywhere in the paragraph. Manyparagraphs build up to the main point, saving the topic sentencefor last. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence Identify the topic sentence in the following paragraph. The neighbor’s dog dug up my dahlia bulbs at eight o’clock in the morning. At nine, the water heater burst and soaked the family room carpet. My son was sent home from school with poison ivy at ten o’clock, and at eleven the rain started. The roof started leaking at noon.Some days just aren’t worth getting up for. |
Some days just aren’t worth getting up for. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence Can you identify the topic sentence in the following paragraph? Accuracy isn’t the only goal in technical documents. You have to make sure the letter or report is clear, concise,and logical—in other words, readable. What makes writing readable? Writing teachers often urge their students to think of their purpose, medium, and audience as they write. Why is this document being composed? What form will it take? Who will read it and what are their needs?To communicate effectively, good writers keep these questions in mind. |
Youhave to make sure the letter or report is clear, concise,and logical—in other words, readable. Theremaining sentences in the paragraphsomehow relate to readability. Thefirst sentence doesn’t mention readabilityoutright, but it leads to the pointthrough logical comparison. |
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Paragraphs_Elements of a Paragraph_The Topic Sentence What is the topic of the following paragraph? Computers were first intended to do quick mathematical calculations.Today’s computers can also be used to file information, create graphics,process data, and manage accounts.They also perform many other functions that help businesses run smoothly and keep costs down. Some offices use word processors that aren’t full-scale computers. They look something like electronic typewriters and use computer technology for the sole purpose of creating written documents. |
“Some Uses of ComputerTechnology” |
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Paragraphs_Elements of a Paragraph_The Topic Sentence What is the topic of the following paragraph? The snow on the roads had packed and frozen during the night. As Ann drove slowly to work, she saw several empty cars that had skidded off the road into the snowbanks.The car radio blared news of an eight-car pile upon a highway, and it cautioned drivers to use an alternate route. Drifting snow had closed another highway, according to the announcer. |
“Snowstorm Causes Hazardous Driving Conditions.” |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic What are the advantages to begin a paragraph with topic sentence? |
Although paragraphs don’t have to begin with a topicsentence, beginning with the topic is usually an effectivestrategy. Putting the topic up front helps the reader predictthe information that follows. |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic What should be the writing strategy for paragraph to remain stick with the topic? |
Wherever the topic sentenceappears—the beginning, middle, or end of the paragraph(or not at all)—every sentence in the paragraph shouldcontribute to supporting or developing the topic. |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic Following paragraph is about describing a black locust tree. Does all sentences describe the topic tree? 1- The black locust tree has flowers that look like sweet peas, it has seed pods, and it has deeply pitted bark. 2- I remember reading somewhere that it was almost wiped out during the ice ages. 3- When I was a child, I always knew that when I smelled its blossoms, school would soon be over for the school year. |
Sentences 2 and 3 are not fully describing the topic tree but partially. |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic Find the topic sentence in the following paragraph and check if all sentences are describing the topic? The black locust tree presents an interesting contrastin textures. Round, golden-green leaflets that look andfeel like suede unfurl late in May. Its smooth, off-white,sweet-pea blossoms appear soon after. The rugged,vertical ridges of its black trunk contrast with the softcolors and smooth textures of the flowers and leaves.The twisted, bumpy seed pods with satin linings clingto the sparse, brittle branches long after the leaveshave dropped. |
Topic Sentence: The black locust tree presents an interesting contrast in textures. Notice that every sentence in the paragraph contains a referenceto the texture somewhere on the tree, thus fulfillingthe promise of the topic sentence. |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic Here’s another example of a descriptive paragraph. As youread, identify the topic sentence. See if you can state themain theme of the paragraph in one brief phrase. Ask yourself,“What single idea holds all the sentences together as aunified whole?” Ben is a striking man. Big and solid like a football pro,he is tanned a rich brown from working in the sun. Hissilver-white hair and his ice-blue, transparent eyes arestartling against his dark skin. Although he has a slendernose, his thick lips and puffy eyelids give his face asensual look. |
Topic sentence: Ben is a striking man. The topic sentence begins the paragraph. Each sentenceshows a different aspect of Ben’s striking appearance. |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic Are all paragraphs are descriptive? |
Not all paragraphs are descriptive, of course. More often thannot, writers write to relate ideas. The idea expressed in aparagraph might be something that can’t be seen or felt, butthat you know about through reading or through conclusionsreached by your own mental processes. For example, youmight write to express thoughts on topics such as these: 1-Why the crime rate is so high 2-What should be done with the space program 3-How your local government can function better 4-Why dinosaurs became extinct 5-How homeowners can improve their lawns |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic How we should start writing a paragraph? |
Example: We should go the way describe in the following example. That is first we have to decide the topic and then find the information to write. Dan decided to follow up on his recollection that the locusttree was almost wiped out during the ice ages. He went tothe library and found some fascinating information. Thenhe wrote this paragraph: |
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Paragraphs_Elements of a Paragraph_Unity: Sticking to a topic Find the topic sentence in the following paragraph and check if all sentences are describing the topic? The detective work of scientists has revealed thatthe black locust tree, which flourishes today in theAppalachians, was almost wiped out during the iceages. As glaciers crept south through the AppalachianMountains, the black locusts fell before the crushingmountains of ice. The tree survived only in the summitsof the southern Appalachians, where the glaciers didn’treach. As the glaciers melted and receded, the hardylocust gradually reclaimed much of its former range.Today you can drive through the northern AppalachianMountains in Pennsylvania and see tall stands of thishardy, thorny tree. |
Topic Sentence: The detective work of scientists has revealed that the black locust tree, which flourishes today in the Appalachians, was almost wiped out during the ice ages. Topic: The locust tree was almost wiped out during the ice ages. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What delights you in watching performance of a skillful athlete or a talented dancer. |
One of the delights in watching a skillful athlete or a talenteddancer perform is seeing how every body motion flows out ofone movement and into another. The continuous stream ofmotion gives the movements power and clarity. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow How you can make your writing clear and readable? |
If your writingis to be clear and readable, every sentence must flow easilylike an athlete’s or a dancer’s movements. Sentences mustgo from one to another without any break in the forwardmotion of your thought. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Abruptly start and stop of sentences makes what effects on the reader? |
Sentences that abruptly start and stop leave readers wondering where they’ve come from or where they’re going. Here are four suggestions |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the four suggestions for writers to achieve a graceful and dynamic sentence flow. |
1- Use of transitional words and phrases 2- The deliberate repetition of key terms 3- Use of verbal links 4- Parallel repeats of similar word patterns, |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Define the first suggestion_transitional words and phrases_ to achieve a graceful and dynamic sentence flow. |
Transitional words and phrases draw attention to relationships.They help a reader follow the direction of your argument. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the four types of relationships indicates by transitional words or phrases? |
We can categorize transitional words or phrases according to the four types of relationships they indicate: a. The relationship of continuation: b. The relationship of conclusion: c. The relationship of contrast: d. The relationship of comparison or illustration: |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the transitional words and phrases indicates relationship of continuation? |
The relationship of continuation: again, also, similarly,besides, furthermore, in addition, moreover, next to,continue, likewise Example sentence: No one can doubt Herb’s honesty. Besides, he had nomotive for embezzlement. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the transitional words and phrases indicates relationship of conclusion? |
The relationship of conclusion: as a result, consequently,hence, in conclusion, so, then, therefore, thus, accordingly,to sum up, in short, in brief Example sentence: This new sealing compound will be popular throughoutthe building industry. We should, therefore, beginmarketing it at once. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the transitional words and phrases indicates relationship of contrast? |
The relationship of contrast: but, however, nevertheless,on the contrary, on the other hand, yet, notwithstanding,instead, conversely, in spite of, still, nor Example sentence: Pauline led her department with energy and determination.Nevertheless, her progress up the corporateladder was slow. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow What are the transitional words and phrases indicates relationship of comparison or illustration? |
The relationship of comparison or illustration: forexample, to illustrate, that is, in other words, in fact, ashas been said, as is well known, as a matter of fact Example sentence: India is not a poor country. As a matter of fact, itpossesses large reserves of iron and coal. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Define the 2nd suggestion_repetition of key words_ to achieve a graceful and dynamic sentence flow. |
The deliberate repetition of key terms over one or twosentences will highlight each step in the advance of yourthought and will aid reader comprehension. You must becareful, however, that the word or phrase is central toyour meaning and that you don’t overuse it. Example: The by-products of our new promotional campaignhave been numerous. One by-product is the increasedconsumer familiarity with our company and its rangeof services. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Give two examples for the repetition of key words in writing to achieve graceful and dynamic sentence flow. |
Example Sentence-1: Nature’s wonderful engineering reaches its peak inthe design of the hand. The hand has 25 joints capableof 58 separate motions. With these 58 motions peopleplay, hunt, build, dance, destroy, love, and shape theiraspirations with endless variety. Example Sentence-2: The symbolism of American Indian art flows frommyths. These myths are social creations of the tribethat celebrate and perpetuate its communal life. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Define the 3rd suggestion_use of verbal links_ to achieve a graceful and dynamic sentence flow. |
Verbal links are used to hook the beginning of one sentenceto the end, to something near the end, or to thewhole of the previous sentence. Example: Bill lay down beneath the tree. There, the rustlingleaves formed a cool canopy over him. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Sentences not linked in a smooth flow how can effect the reader? |
Sentences not linked in a smooth flow break the reader’strain of thought. Such breaks tend to slow down or preventeffective communication. Example: Before you hang any wallpaper, drop a plumb line. Bythis means you’ll keep all the strips in vertical alignment.(If the reader doesn’t know what a plumb line is, he orshe has to stop and find out what one is.) |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow How demonstrative pronouns can be helpful in creating graceful and dynamic sentence flow? |
The demonstrative pronouns this, these, that, and thoseare an easy and convenient method for referring thereader to some part of the preceding sentence. However,you must always be sure that the pronoun’santecedent—the word it refers to—is clear. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Find out the demonstrative pronoun's antecedent-the word it refers to-is clear in the following example sentences? You won’t help the problem of our productionshortfalls by your perpetualharping. That can only hamper creativesolutions to our present as well as ourfuture troubles. |
The pronoun "that" refers to perpetualharping so we can say the antecedent of pronoun is clear. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Find out the demonstrative pronoun's antecedent-the word it refers to-is clear the following example sentences? Blue chip stocks were falling, and mybroker advised me to invest in selectedmutual funds. This led me to revise myportfolio. |
In this example, it’s unclear whether "this" refers tothe falling blue chip stocks or to the broker’s advice. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow To avoid ambiguity in the following sentences how to write? Blue chip stocks were falling, and my broker advised me to invest in selected mutual funds. This led me to revise my portfolio. |
Theeasiest way to avoid ambiguity is to give a fuller statementof what the pronoun refers to, Blue chip stocks were falling, and my broker advised me to invest in selected mutual funds as "this" advice led me torevise my portfolio. In above example, the demonstrativepronoun this has been replaced with the demonstrativeadjective this and the noun advice. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Define the 4th suggestion_parallel repeats of similar word patterns _ to achieve a graceful and dynamic sentence flow. |
Parallel repeats of similar word patterns, either within orbetween sentences, will lay down even tracks over whichyour meaning may roll without interruption. |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Identify the repeated word pattern in the following example: For many women, the balance of rewards and costs inhaving children may appear more favorable than thebalance of autonomy and energy expended in pursuinga career. |
For many women, the balance of rewards and costs in having children may appear more favorable than the balance of autonomy and energy expended in pursuing a career.(Parallel repeat within a sentence) |
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Paragraphs_Elements of a Paragraph_Coherence: Making sentences flow Identify the repeated word pattern in the following example: The issue is not whether we will ignore or help the poor. The real question is whether the poor will endure passively or explode in violence. |
The issue is not whether we will ignore or help thepoor. The real question is whether the poor will endurepassively or explode in violence. (Parallel repeatbetween sentences) |
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Paragraphs_Elements of a Paragraph_Coherence: Practice Exercise 5 What is the best way to learn how to write? |
The best way to learn how to write is to start writing. |
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Paragraphs_Elements of a Paragraph_Coherence: Practice Exercise 5 Project:1, Think of an item, a person, or an animal that you feel you can describe well. Yoursubject can be anything from a baseball bat to a well-loved hat to your grandmother tothe squirrel outside your window. When you’ve decided what you’re going to describe,take some scrap paper and free write a few sentences about your subject. The sentencesshould describe anything and everything about it in sensory detail—its size, shape,color, texture, smell, sounds, and so on. Write anything that comes to mind that mighthelp a reader envision the subject vividly. Then sort through your sentences, as Dan didin his description of the locust tree, and pick out those sentences that you think belongtogether in a paragraph. |
I will write and paste here my work. |
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Paragraphs_Elements of a Paragraph_Coherence: Practice Exercise 5 Project:2, Write a paragraph about an idea that you have. It might be an idea of how somethingcan be improved or why you think a certain event happened. It might be something assimple as your plan for catching an elusive mouse or as complicated as various ways todiscipline children. If you can’t think of a new idea, you might consider some of theones we’ve mentioned already (for example, the crime rate, or one of the writingtopics we gave you). The subject you choose should be one that you know well. Choose a subject thatyou feel strongly about and can write about from experience or from ideas alreadyin your mind. |
I will write and paste here my work. |
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Paragraphs_Paragraph Structure what are the possibilities to structure a paragraph? |
Just as there are many ways to comeup with ideas and many ways toexpress them, there are many ways toarrange details in paragraphs. Writersoften place details in spatial order,chronological order, order of importance,or order of comparison and contrast. |
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Paragraphs_Paragraph Structure_Spatial Order What is spatial order in writing a paragraph? Definition from web. |
Another principle of organization is spatial order. In this pattern, items are arranged according to their physical position or relationships. In describing a shelf or desk, I might describe items on the left first, then move gradually toward the right. |
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Paragraphs_Paragraph structure_Spatial Order What is spatial order in writing a paragraph? Definition from the book. |
When a real estate agent describes ahouse from front doorto back door or from top to bottom,that person is ordering ideas spatially.To arrange details in spatial ordermeans to place them in the order oftheir locations in space or in relationshipto one another. |
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Paragraphs_Paragraph Structure_Spatial Order Write an example paragraph in spatial order. |
My mother always plants her garden thesame way. She begins in the middle with peas. On bothsides of the peas she plants lettuce. The next row on theright side contains broccoli, and the next row on the leftside contains cabbage. Beside the broccoli she plantsbeets; beside the cabbage, radishes. She finishes the rightside with several rows of corn. The left side, which facesthe lawn, ends with several rows of flowers that bloomthroughout the summer. |
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Paragraphs_Paragraph Structure_Chronological Order Define chronological order structure of paragraph. |
To arrange details in chronological order means to arrangethem in the order of time in which they occurred. Stories thatbegin “Once upon a time” are usually told in chronologicalorder. |
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Paragraphs_Paragraph Structure_Chronological Order What types of paragraphs we can organize by chronological order? |
You’ll find chronological order the easiest way to organizeparagraphs that explain the steps of how to do something,whether it’s how to get to your house, how to make your specialfish chowder, or how to do your job. |
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Paragraphs_Paragraph Structure_Order of Importance What is order of importance in paragraph structure? |
Writers often arrange supporting details in the order ofimportance, either from the most important to the leastimportant, or from the least important to the most important. Example: In newspaper articles, press releases, and business reports,the most important information usually goes first, so readerscan find the main points right away. |
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Paragraphs_Paragraph Structure_Order of Importance Why should write a paragraph in most to least important order? |
If your purpose issimply to relay information quickly, and if that’s what youraudience expects from you, place details in order of most toleast important. |
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Paragraphs_Paragraph Structure_Order of Importance Why should write a paragraph least to most important? |
The more effective organization is from leastimportant to most important. This structure is more dramaticand more likely to hold the reader’s interest. If your purposeis to entertain, captivate, or build a persuasive argument,and your audience expects to be engrossed rather than togloss, place details in order of least to most important. |
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Paragraphs_Paragraph Structure_Comparison and Contrast What is the first method of writing in comparison and contrast method? |
You can show all the aspects of the first object and then allthe aspects of the other object. Your paragraph will becomposed of two halves generally equal in style and sentencestructure. Example: My older daughter is the shortest girl in her class. She hasbrown hair, brown eyes, and a contagious giggle. Myyounger daughter is the tallest girl in her class. She hasblond hair, blue eyes, and a contagious giggle. |
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Paragraphs_Paragraph Structure_Comparison and Contrast What is the second method of writing in comparison and contrast method? |
You can alternate aspects of the two subjects beingcompared and contrasted. Be careful to treat only oneaspect at a time and make certain that the aspects arecomparable. Example: My older daughter has brown hair and brown eyes; myyounger daughter has blond hair and blue eyes. The elderis the shortest girl in her class, while the younger is thetallest in hers. However, they both have a contagious giggle. |
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Paragraphs_Paragraph Structure_Practice Exercise 6 Write a paragraph for the followingtopic as instructed. 1. Spatial order. Topic: The location of the library in a town or a college. You can basethe information on a real place or you can make it up, as long as you place the detailsin spatial order. |
I will write and paste here_Insha Allah
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Paragraphs_Paragraph Structure_Practice Exercise 6 Write a paragraph for the following topic as instructed. 2. Chronological order. Topic: A simple recipe for lunch, including at least three separatefood items. Apply the step-by-step method of organization. |
I will write and paste here_Insha Allah |
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Paragraphs_Paragraph Structure_Practice Exercise 6 Write a paragraph for the following topic as instructed. 3. Order of importance. Topic: Writing a paragraph. Putting the most importantinformation first, write a paragraph explaining how to organize and write aneffective paragraph. |
I will write and paste here_Insha Allah |
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Paragraphs_Paragraph Structure_Practice Exercise 6 Write a paragraph for the following topic as instructed. 4. Comparison and contrast. Topic: Compare and contrast your favorite teacher with arelative or friend of about the same age. Discuss at least three points of similarityand/or difference between them. |
I will write and paste here_Insha Allah |
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Paragraphs_Paragraph Structure_Practice Exercise 6 How to begin writing? |
Follow the planning, organizing, drafting, and revising process for writing yourparagraphs. Use details to support your topic sentence and check your punctuationand spelling. |
