Transcript Sentence Combining

SENTENCE COMBINING
Coordination and Subordination
What is a sentence?



Every sentence expresses a complete thought.
“Sentence” and “complete thought” are synonyms.
The terms mean the same thing.
The constituents of a complete thought

A complete thought is made up of a topic and a
comment.
 The
topic is what the thought is about.
 The comment is what is said about the topic.

Topic
+ Comment = Sentence

The student
+ wrote an essay.

Mohammed
+ arrived early.
Grammatical Terms for the constituents of a
sentence

Another way to talk about the constituents of a
sentence is by using grammatical terms.
 Subject


+ Predicate = Sentence
Topic = Subject
Comment = Predicate
The subject

The complete subject is the doer(s) and the
modifiers before and immediately after the doer(s),
for example
 The
long red carpet covered with flowers stretched
down the aisle of the church.

The simple subject is the doer(s) minus the
modifiers, for example
 The
long red carpet covered with flowers stretched
down the aisle of the church.

Sometimes, the simple subject may contain two or
more doers joined by and, in which case we say that
the simple subject is a compound subject, for
example
 Joan
and Andrew just got married.
 The nursing students and their professors attended a
seminar on treating the H1N1 flu virus.
Elements of the Predicate

The predicate of a sentence may be divided into
two parts.
1. the tensed verb (expressing the action of the
subject), and
2. often but not always complements and/ or
objects of the verb
Samuel enjoys playing video games.
Amrita is studying English.
Summary of Terms for
Sentence Elements



Topic
+
Comment
Subject +
Predicate
Subject + Verb(s) +[Complement]
= Sentence
= Sentence
= Sentence
Sentences  Clauses

Another word for a group of words forming a
subject and a predicate is a clause.
The Clause


A clause is a group of words that has one subject and one
predicate.
The subject may be singular or plural:


Tom studied for several hours..
Tom and I studied for several hours.

The predicate may have one or more predicate
verbs:
 Tom and I studied for several hours.
 Tom and I studied for several hours and then went
out to dinner.
 Tom and I studied for several hours, went out to
dinner, and then watched a movie.
Important Information About Clauses


While every clause has a subject and a predicate,
not all clauses are complete thoughts.
There are two types of clauses:
 one
is a complete thought;
 the other is not.

Learn to recognize the difference.
What are the two types of clauses?

An independent clause is a clause that expresses a
complete thought and can stand alone.



North Korea launched missiles into the ocean near Japan.
Therefore, Japan asked the U.N. to force North Korea to stop its
nuclear missile program.
But so far, the U.N. has not been totally successful.



A dependent clause has a subject and a predict.
HOWEVER, it does not express a complete thought
because it is preceded by a subordinating
conjunction.
Subordinating conjunctions are also called
subordinators and dependent clause markers (DM)

A subordinating conjunction (DM) turns an independent clause
into a dependent clause, which only a sentence fragment, that
is a piece of a sentence.
 Independent:
 Dependent:

John ate three tacos.
because John ate three tacos
Note by adding the DM “because” in front of “John ate three tacos,” the writer
turns an independent clause into a dependent clause, which cannot stand alone,
so the period must be removed.

To turn the sentence fragment to a complete thought,
the writer must add an independent clause to the
dependent clause:
 Because John ate three tacos, he was full.


Independent and dependent clauses are the
building blocks of the four English sentence
types.
Knowing how to use these two types of clauses
will enable the writer to have greater and more
accurate sentence variety.
Sentence Types

Combining independent and dependent in various
ways clauses allows the writer to create 4 sentence
types:
 Simple
 Compound
 Complex
 Compound-Complex
Sentence Type 1

A Simple Sentence contains one independent clause (IC):
IC.




He eats pizza and drinks beer.
Lobbing missiles and making threats appear to be North
Korea’s ways of getting attention.
Every night, John and his sisters cook dinner, do chores
around the house, and then do their homework.
Note: An IC contains one complete subject and one
complete predicate (which contains at least one verb
tense and its complements).
Practice with Simple Sentences:
1.
Write a simple sentence that has two predicate
verbs, for example

2.
The teacher/ yelled at the students and gave them
extra homework.
Write a simple sentence that has a compound
subject and one predicate verb, for example


Barack Obama and Michelle Obama went to an
elementary school in D.C.
The cars and the trucks raced down the highway.
3.
Write a simple sentence that has a compound
subject and three predicate verbs.

4.
The students and the teachers/ went to the Lab,
listened to the orientation, and took tests.
Write a simple sentence that has a single subject
and one predicate verb.

Mrs. Britton/ has two dogs and three cats.
Type 2

A Compound Sentence is made up of two or more
independent clauses (IC) following the basic sentence
patterns: IC + IC.



He eats pizza, and he drinks beer.
Lobbing missiles is one way North Korea gets
attention, and making threats is another way
North Korea gets attention.
Every night, John and his sisters cook dinner, and
they do chores around the house, and they then
do their homework.
Practice writing compound sentences using FANBOYS (coordinating
conjunctions) – refer to the Summary Chart on Sentence Combining
1.
2.
3.
4.
5.
6.
7.
8.
Mrs. Britton gave a lecture, so her students took
notes.
It is cold outside, but the sun is shining.
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Practice writing compound sentences using conjunctive adverbs (also
called independent clause markers or IMs) – refer to the Summary
Chart on Sentence Combining
1.
2.
3.
4.
5.
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Type 3
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A Complex Sentence is made up of one
independent clause and at least one dependent
clause:
IC + DC.
Maureen didn’t eat even though she was hungry.
DC, + IC.
Because a hurricane was coming, the school
canceled classes.
Practice writing Complex Sentences with Adverb Clauses – refer
to the Summary Chart on Sentence Combining
1.
2.
3.
4.
5.
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Practice writing Complex Sentences with Noun Clauses – refer to
the Summary Chart on Sentence Combining
1.
2.
3.
4.
5.
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Practice writing Complex Sentences with Adjective Clauses –
refer to the Summary Chart on Sentence Combining
1.
2.
3.
4.
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Type 4
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Compound-complex Sentence contains at least two
independent clauses (IC) and at least one
dependent clause (DC):
IC + IC + DC.
Because Jim hadn’t recovered from the flu, he didn’t
go to work, nor did he go to class.
Practice writing Complex-compound sentences (2 or more Ics + 1
or more DCs) – refer to the Summary Chart on Sentence
Combining
1.
2.
3.
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SENTENCE COMBINING
Part II: Coordination
Two Clause Combining Techniques:
1.
Coordination
a.
b.
b.
–
Coordinating Conjunctions (for, and, nor, but, or, yet, so:
I studied, so I got a good grade.)
Paired Coordinators (not only. . .but also; both. . .and;
either. . .or; neither. . .nor; whether . . .or)
Conjunctive Adverbs (therefore, nevertheless, however,
moreover: I studied; therefore, I got a good grade.)
NOTE: The Purdue On-line Writing Lab refers to Conjunctive Adverbs as
“independent clause markers” (IM).
Coordinating Conjunctions

1.
2.
3.
4.
5.
6.
7.
Each coordinating conjunction signals a particular
relationship between ideas:
Addition
Contrast
Cause
Effect
Time
Positive alternative
Negative alternative
Chart: Coordinating Conjunctions and Their
Relationhips
Addition
and
Jean ate tacos and
pizza.
Contrast
but
yet
Effect
so
I want to buy a new
car, but (yet) I don’t
have enough money.
I had little sleep, so I
was tired.
Cause
for
I was tired, for I had
little sleep.
Chart continued
Time
And then
We ate dinner,
and then we
watched
television.
Alternative –
one but not
the other
Or
I have time to
study or sleep.
Negative
alternatives-not either of
them
Nor
He didn’t sleep,
nor did he eat.
Practice: Choose the Coordinating Conjunction that best
completes the meaning of each item.
1.
2.
3.
Amneris has finished all of her homework, ____
she can go out with her friends.
Diego was very tired, ____ his head ached.
The teacher had to take time to remind the
students of the benefits of homework, ____ only
one student had done the homework.
Answers:
1.
2.
3.
Amneris has finished all of her homework, so she
can go out with her friends.
Diego was very tired, and his head ached.
The teacher had to take time to remind the
students of the benefits of homework, for only one
student had done the homework.
4.
5.
6.
Almira saw a quarter lying on the sidewalk, ____
she didn’t pick it up, ____ it was lying tails up.
He buys new cars every year, _____ he constantly
complains about making car payments.
Janice has gotten a new job, ____ she has won the
lottery.
4.
5.
6.
Almira saw a quarter lying on the sidewalk, but
she didn’t pick it up, for it was lying tails up, a sign
of bad luck.
He buys new cars every year, yet he constantly
complains about making car payments.
Janice has gotten a new job, or she has won the
lottery.
7.
8.
9.
10.
Sheila doesn’t like to write, ____ does she like to
read.
Dany bought a new car, ____ the engine in his old
car burned up.
It rained all night, ___ the streets were flooded.
Anton hasn’t eaten any sweets today, ___ his
brother has consumed three Mars Bars.
7.
8.
9.
10.
Sheila doesn’t like to write, nor does she like to
read.
Dany bought a new car, for the engine in his old
car burned up.
It rained all night, so the streets were flooded.
Anton hasn’t eaten any sweets today, but his
brother has consumed three Mars Bars.
Fill in each blank with an appropriate coordinating
conjunction.
1.
2.
3.
4.
5.
6.
_________ signals a cause relationship.
_________ signals an effect relationship.
_________ and ______ signal a contrast relationship.
__________ signals a time relationship.
__________ signals an addition relationship.
______ and _____ signal a positive and negative
alternative, respectively.
Complete the following statements:
1.
2.
3.
4.
5.
6.
For signals a cause relationship.
So signals an effect relationship.
But and yet signal a contrast relationship.
And then signals a time relationship.
And signals an addition relationship.
Or and nor signal a positive and negative alternative,
respectively.
SENTENCE COMBINING
Part III: Paired Coordinators
Paired Coordinators

Paired coordinators are similar to coordinating
conjunctions:




they can be used to combine combine clauses,
they signal some of the same relationships, and
Some paired coordinators, like some FANBOYS, require changes
in word order.
Unlike coordinating conjunctions, paired coordinators must
be used in pairs – if you use “not only,” for example, you
must also use “but also.”
Chart: Paired Coordinators
and Their Relationships
Addition
with
emphasis
Both. . .and
Both Thuy
and Neringa
passed the
exam.
alternative
Whether. .
.or
I don’t know
whether to
study or
party.
Practice


Write a sentence using “both. . .and.”
Write a sentence using “ whether. . .or.”
Chart: Paired Coordinators and Their
Relationships continued
Positive
Alternative –
one but not
both
Either. . .or
I either fell
asleep or
spaced out
during the
lecture.
Negative
alternative –
not both
Neither. . .nor I neither fell
asleep nor
spaced out
during the
lecture.
Practice


Write a sentence using “either. . .or.”
Write a sentence using “neither. . .nor.”
Chart: Paired Coordinators and Their
Relationships continued
Addition with
strong
emphasis
Not only. . .
but also
He is not only
brilliant but
also kind.
He not only
sings but also
plays the
guitar.
2.
Subordination

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

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Subordinating Conjunctions create 3 types of dependent clauses
Adverbial clauses (using words such as because, although, while, as, when:
Because it’s raining, the game has been cancelled.)
Adjective Clauses (using the relative pronouns who, which, that, whom,
whose, when, where: The book that I bought cost $10.)
Noun Clauses (using that: He said that he’s leaving early.)
NOTE: The Purdue On-line Writing Lab refers to subordinating
conjunctions as “dependent clause markers” (DM).
What is coordination?


Coordination means that we join two independent
clauses using one of the following techniques.
Coordination creates compound sentences.
 IC
+ Comma + Coordinating Conjunction + IC.
 John loves tacos, but he hates quesadillas.
 IC
+ semicolon + IC.
 Cindi likes spring rolls; she hates rice.
 IC
+ semicolon + *conjunctive adverb +
comma + IC.
Marie wrote an essay; additionally,
she worked on a math problem.
 *Another name for conjunctive adverb is
independent clause marker (IM).
What is subordination?

When we use subordination to join two clauses, we
use two kinds of words:
 subordinating
conjunctions,
 relative pronouns, or
 The noun clause marker that.
Changing an Independent Clause a
Dependent Clause

Attaching a subordinating conjunction to an
independent clause turns the independent clause
into a dependent clause; e.g., because, when, while,
since create dependent clauses.
 John
didn’t study. John failed the test.
 Because John didn’t study, he failed the test.
Advantages of Combining Clauses with Coordination
and Subordination





eliminate short and choppy sentences,
improve coherence in essays,
reduce the number of words and sentences, thereby making
writing more economical,
allow the writer to communicate his/her ideas with greater
precision, and
make it easier for the reader to see relationships between
and within sentences and paragraphs.
Coordinating Conjunctions, Conjunctive Adverbs, and
Subordinating Conjunctions Express 8 Relationships








Addition
Time
Cause and Effect
Comparison
Contrast
Alternative
Illustration
Restatement/Clarification
Addition

Coordinating Conjunctions: and
 Pete
bought a pizza, and he picked up a box of Krispy
Crème doughnuts.

Conjunctive Adverbs: additionally, also, in
addition, moreover
 Pete
bought a pizza; additionally, he picked up a box
of Krispy Crème Doughnuts.

Subordinators: NONE
Time

Coordinating Conjunction: and then
I

typed the essay, and then I revised it.
Conjunctive Adverb: thereafter, then, next, first,
second, finally, meanwhile
 He
apologized for being late; thereafter, he always
arrived on time.

Subordinator: when, while, after, before
 After
I typed the essay, I revised it.
 While I was sleeping, I was dreaming of winning the
lottery.
 Before the teacher began lecturing, she announced a
test for the next class.
Cause and Effect


Coordinating Conjunctions: so, for
 He did not study, so he did not pass.
 He did not pass, for he did not study.
Conjunctive Adverbs: therefore, consequently, as a
result
 He did not study; therefore, he did not pass.

Subordinating Conjunctions: because, since, as
 He
did not pass because he did not study.
 Because he did not study, he did not pass.
 He did not pass since he did not study.
 Since he did not study, he did not pass.
Comparison


Coordinating Conjunctions: NONE
Conjunctive Adverbs: likewise, similarly, in like
manner
 He
comes late to class; likewise, he arrives ten to
fifteen minutes late at work.

Subordinating Conjunctions: as + adj. + as + noun
 This
class is as boring as counting sheep [is].
Contrast

Coordinating Conjunctions: but, yet
 The food was cold, but we ate it.
 The food was cold, yet we ate it.
Contrast Conjunctive Adverbs:

however, nevertheless, on the contrary, in contrast, on the one hand. . .on
the other hand



The food was cold; however, we ate it.
The food in the cafeteria was cold; the food at the Lil’ Bean,
in contrast, was hot.
The food in the cafeteria is cold;on the contrary, it is often too
hot to eat.
Contrast Subordinators:





Subordinating Conjunctions: while, although, even though, despite the fact
While Mrs. Britton allows rewrites, it is difficulty to earn an
A in her class.
Even though Mrs. Britton allows students to rewrite, it is difficult to earn an
A in her class.
It is difficult to earn an A in Mrs. Britton’s class even though she allows
students to rewrite.
Despite the fact that Mrs. Britton allows students to rewrite, it is difficult to
get an A in her class.
Alternative

Coordinating Conjunction: or, nor
 You
can do your homework, or you can cook dinner.
 You can’t do your homework, nor can you cook dinner.

Conjunctive Adverb: otherwise
 You
can do your homework; otherwise, you can cook
dinner.

Subordinating Conjunctive: NONE
Illustration


Coordinating Conjunctions: NONE
Conjunctive Adverbs: for example, for instance
 He
has several choices; for example, he can have
tacos, pizza, or hamburgers.

Subordinating Conjunction: NONE
Restatement and Clarification

Conjunctive Adverbs: that is, to repeat, to
rephrase, to clarify, to restate
 Every
classroom is like a military barracks; that is,
desks and chairs are perfectly lined in neat rows.
 The situation in Iraq is worsening; to clarify, the
insurgents are growing in number and strength.