Transcript independent clause

What Time Is It?
It is test time.
The Four Kinds of Sentences
Declarative
 Interrogatory
 Imperative
 Exclamatory

Declarative Sentences

Declarative Sentences are used to form
statements. Declarative sentences consist
of a subject and a predicate. In the
sentence "My name is Mary.", the subject
is "my name" and the predicate is "is
Mary".
Interrogatory Sentence
Interrogatory Sentence Definition: Asks a
question. It receives an interrogation
 point or question mark (?).Example :What
time is it? When do we eat?

Imperative Sentence
Imperative Sentence Definition: A
sentence that gives a request or
command.
 It always receives a period. The subject is
understood to be (you) or (thou).
 Example: Clean your room. Do the dishes.
Come here.

Exclamatory Sentence
Exclamatory Sentence Definition: A
sentence that uses an exclamation point
(!)
 Example: Welcome home !You have been
missed !

The Noun

A NOUN is a word used to name a person, place, a thing, or
an idea:

PERSONS
boy, ball player, lawyer, Miss Susie Smith,

PLACES
England, Richland, The Smithsonian, meadow

THINGS
keys, dog, car, rocket , desk, baseball glove

IDEAS
justice, love, honesty, democracy, wisdom

The Pronoun
 A PRONOUN
is a word used in place of one noun or
more than one noun:

Example:

(without pronoun) William Shakespeare wrote many plays.
Shakespeare was a great writer.

(with Pronoun) William Shakespeare wrote many plays. He
was a great writer

The Adjective
 An
ADJECTIVE is a word used to modify a
noun or a pronoun:
 To
Modify a word means to describe the word
or to make its meaning more definite. An
adjective modifies a word by telling what
kind, which one, how much, or how many.
The Verb
 A VERB
is a word used to express action or a
state of being.

Examples:

(action)... Wilson Rawls wrote the book, Where the
Red Fern Grows.

(state of being)… This room feels very warm.
The Adverb
 An
ADVERB is a word used to modify a verb, an
adjective, or another adverb.

An adverb tells where, when, how, or to what extent (how
much or how long).


WHERE?
HOW?
Hand in your homework here.
The rain came suddenly.

WHEN?
Now is the time to smile.

TO WHAT EXTENT? The butterfly was exceptionally
beautiful.
The Preposition

A PREPOSITION is a word used to show the relationship of a noun
or a pronoun to another word in the sentence.

Notice how a change in the preposition changes the relationship
between ball and table in each of the following examples:

The ball rolled under the table.

The ball rolled against the table.

The ball rolled on the table.

The ball rolled in front of the table.

The ball rolled off the table.
The Conjunction
 A CONJUNCTION
is a word used to join words or
groups of words.
 Coordinating
conjunctions such as: and, but, or, nor,
for, so, yet:
 Correlative
Conjunctions such as: both….and,
either…or, neither…nor, not only…but also,
whether…or
•
The Interjection

An INTERJECTION is a word used to express emotion.

An interjection does not have a grammatical relation to other words
in the sentence. Usually an interjection is followed by an
exclamation point. Sometimes an interjection is set off by a comma.

Examples:

Oh! That was a surprise.

Why, I know you.

Wow! That was great.

Well, I would not make Hera jealous..
What is an adjective?
a person, place or thing
a describing word
a doing word
Correct
An adjective is a describing word.


Well done!
See how many more
you can get right.
Wrong!
The boy is running.
The word in red is:
an adjective
a verb
a noun
The man has caught a fish.
The word in red is:
an adjective
a verb
a noun
Well done!
You have completed the quiz.
Print this page to show that
you have got 100% right.
Well done!
Name………………………
Date …/…/……
Signed by teacher………………
Garden of Verbals
Fall 2005
W.F. Burns Middle School
Verbals
 There
are three types of Verbals:
Gerunds, Participles and
Infinitives.
Gerunds

A gerund is a verbal that ends in -ing and
functions as a noun. The term verbal indicates
that a gerund, like the other two kinds of
verbals, is based on a verb and therefore
expresses action or a state of being. However,
since a gerund functions as a noun, it occupies
some positions in a sentence that a noun
ordinarily would, for example: subject, direct
object, subject complement, and object of
preposition.
Gerunds
Gerund as subject:
 Traveling might satisfy your desire for
new experiences.
 The study abroad program might satisfy
your desire for new experiences.

Gerund
Gerund as direct object:
 They do not appreciate my singing.
 They do not appreciate my assistance.

Gerund as subject complement:
 My cat's favorite activity is
sleeping.
 My cat's favorite food is
salmon.
Gerund as object of preposition:
The
police arrested him
for speeding.
The police arrested him
for criminal activity.
Gerund Phrase

A Gerund Phrase is a group of words
consisting of a gerund and the modifier(s)
and/or (pro)noun(s) or noun phrase(s)
that function as the direct object(s),
indirect object(s), or complement(s) of
the action or state expressed in the
gerund, such as:
GERUND PHRASE


Gerunds, verbals that end in -ing and that act as
nouns, frequently are associated with modifiers
and complements in a gerund phrase. These
phrases function as units and can do anything
that a noun can do. Notice that other phrases,
especially prepositional phrases, are frequently
part of the gerund phrase.
Cramming for tests is not a good study
strategy. [gerund phrase as subject]
Points to Remember:

1. A gerund is a verbal ending in -ing that
is used as a noun.
2. A gerund phrase consists of a gerund
plus modifier (s), object (s), and/or
complement (s).
3. Gerunds and gerund phrases virtually
never require punctuation.
PARTICIPIAL PHRASE


Present participles, verbals ending in -ing, and past
participles, verbals that end in -ed (for regular verbs)
or other forms (for irregular verbs), are combined with
complements and modifiers and become part of
important phrasal structures. Participial phrases
always act as adjectives. When they begin a
sentence, they are often set off by a comma (as an
introductory modifier); otherwise, participial phrases
will be set off by commas if they are parenthetical
elements.
The stone steps, having been worn down by
generations of students, needed to be replaced.
[modifies "steps"]
Participle

A participle is a verbal that is used as an
adjective and most often ends in -ing or -ed. The
term verbal indicates that a participle, like the
other two kinds of verbals, is based on a verb
and therefore expresses action or a state of
being. However, since they function as
adjectives, participles modify nouns or
pronouns. There are two types of participles:
present participles and past participles. Present
participles end in -ing. Past participles end in ed, -en, -d, -t, or -n, as in the words asked,
eaten, saved, dealt, and seen.
Participle
The crying baby had a wet diaper.
 Shaken, he walked away from the
wrecked car.
 The burning log fell off the fire.
 Smiling, she hugged the panting dog.

Placement of Participial:

In order to prevent confusion, a participial
phrase must be placed as close to the
noun it modifies as possible, and the noun
must be clearly stated.
Carrying a heavy pile of books, his foot caught on a step. *
Carrying a heavy pile of books, he caught his foot on a step.
Infinitives

An infinitive is a verbal consisting of the word to plus a
verb (in its simplest "stem" form) and functioning as a
noun, adjective, or adverb. The term verbal indicates that
an infinitive, like the other two kinds of verbals, is based
on a verb and therefore expresses action or a state of
being. However, the infinitive may function as a subject,
direct object, subject complement, adjective, or adverb in
a sentence. Although an infinitive is easy to locate
because of the to + verb form, deciding what function it
has in a sentence can sometimes be confusing.
Infinitive Phrase

An infinitive phrase consists of an infinitive —
the root of the verb preceded by to — and any
modifiers or complements associated with it.
Infinitive phrases can act as adjectives, adverbs,
and nouns.
•
Her plan to subsidize child care won wide acceptance among
urban politicians. [modifies plan, functions as an adjective]
• She wanted to raise taxes. [noun-object of the sentence]
Infinitives Information
To wait seemed foolish when decisive
action was required. (subject)
 Everyone wanted to go. (direct object)
 His ambition is to fly. (subject
complement)
 He lacked the strength to resist. (adjective)
 We must study to learn. (adverb)

Infinitives

Be sure not to
confuse an infinitive-a verbal consisting of
to plus a verb--with a
prepositional phrase
beginning with to,
which consists of to
plus a noun or
pronoun and any
modifiers.
Infinitives and Prepositional
Phrases

Infinitives: to fly, to draw, to become, to
enter, to stand, to catch, to belong
Prepositional Phrases: to him, to the
committee, to my house, to the
mountains, to us, to this address
Clauses: Building Blocks
for Sentences
A clause is a group of
related words containing
a subject and a verb.
It is different from a phrase in that a phrase does
not include a subject and a verb relationship.
There are many different kinds of clauses. It would be
helpful to review some of the grammar vocabulary we
use to talk about clauses.
Words and phrases in this color are hyperlinks to the Guide to Grammar & Writing.
Clauses: Building Blocks
for Sentences
Clauses go by many names. Here are some definitions:
1. Independent: A clause that can stand by itself and still make
sense. An independent clause could be its own sentence, but is often
part of a larger structure, combined with other independent clauses
and with dependent clauses. Independent clauses are sometimes
called essential or restrictive clauses.
2. Dependent: A clause that cannot stand by itself. It depends on
something else, an independent clause, for its meaning. A
dependent clause trying to stand by itself would be a sentence
fragment. Dependent clauses are sometimes called subordinate,
nonessential, or nonrestrictive clauses. We will review the
different kinds of dependent clauses.
Clauses: Building Blocks
for Sentences
And here are some examples of independent clauses . . . .
1. Independent clauses:
• Glaciers often leave behind holes in the ground.
• These holes are called kettles, and they look just like
scooped-out pots.
• Glaciers also leave behind enormous deposits of glacial
“garbage”; these deposits are called morains.
•Kettle holes result when a large block of ice is left behind
the glacier and then melts away, leaving a large depression.
This last sentence deserves further attention . . . .
Clauses: Building Blocks
for Sentences
Notice that this sentence consists of a very brief independent
clause followed by a long and complex dependent clause.
•Kettle holes result when a large block of ice is left behind
the glacier and then melts away, leaving a large depression.
The dependent clause begins with what is called a
subordinating conjunction. This causes the clause to be
dependent upon the rest of the sentence for its meaning; it
cannot stand by itself.
More on dependent clauses in a moment. . . .
Clauses: Building Blocks
for Sentences
Independent clauses can be connected in a variety of ways:
1. By a comma and little conjunction (and, but, or, nor, for,
yet, and sometimes so).
2. By a semicolon, by itself.
3. By a semicolon accompanied by a conjunctive adverb
(such as however, moreover, nevertheless, as a result,
consequently, etc.).
4. And, of course, independent clauses are often not
connected by punctuation at all but are separated by a period.
Clauses: Building Blocks
for Sentences
Dependent clauses can be identified and classified according to
their role in the sentence.
Noun clauses do anything that a noun can do. They can be
subjects, objects, and objects of prepositions.
• What Turveydrop has forgotten about American politics
could fill entire libraries.
• President Johnson finally revealed what he had in mind for
his congressional leaders.
• Sheila Thistlethwaite has written a marvelous book about
how American politics and economic processes often run
counter to common sense.
Clauses: Building Blocks
for Sentences
Dependent clauses can be identified and classified according to
their role in the sentence.
ADVERB CLAUSES tend to tell us something about the
sentence’s main verb: when, why, under what conditions.
• After Jubal Early invaded the outskirts of Washington,
Congressional leaders took the southern threat more seriously.
• Lincoln insisted on attending the theater that night because it
was important to demonstrate domestic tranquility.
Notice how the dependent clauses begin with “dependent words,”
words that subordinate what follows to the rest of the sentence.
These words are also called subordinating conjunctions.
Clauses: Building Blocks
for Sentences
Dependent clauses can be identified and classified according to
their role in the sentence.
ADJECTIVE CLAUSES modify nouns or pronouns in the
rest of the sentence..
• The Internet, which started out as a means for military and academic
types to share documents, has become a household necessity.
• Tim Berners-Lee, who developed the World Wide Web, could never
have foreseen the popularity of his invention.
•The graphical user interface (GUI) that we all take for granted
nowadays is actually a late development in the World Wide Web.
Notice, now, how the subject is often separated from its verb by
information represented by the dependent clause.
Clauses: Building Blocks
for Sentences
Sometimes an adjective clause has no subject other than the
relative pronoun that introduces the clauses.
The Internet was started in 1969 under a contract let by the
Advanced Research Projects Agency (ARPA) which connected
four major computers at universities in the southwestern US
(UCLA, Stanford Research Institute, UCSB, and the University
of Utah).
Such clauses — all beginning with “which,” “that,” or a form
of “who” — are also known as RELATIVE CLAUSES. The
relative pronoun serves as the subject of the dependent clause
and relates to some word or idea in the independent clause.
Clauses: Building Blocks
for Sentences
Understanding CLAUSES and how they are connected within
the larger structure of your sentence will help you avoid
Sentence Fragments
Run-on Sentences
and make it possible for you to punctuate your sentences
properly and write confidently with a variety of sentence
structures.
Don’t forget to take the
quizzes listed at the end of
the section on clauses.
Varying Sentence Structure
Adding Variety to Sentence Structure
To make your writing more interesting, you
should try to vary your sentences in terms of
length and structure. You can make some of
your sentences long and others short. Read
the two paragraphs on the next page.
Two Paragraphs
Read the paragraphs below. Choose the
paragraph that is more effective.
I love living in the city. I have a wonderful view of the
entire city. I have an apartment. I can see the Golden
Gate Bridge. I can see many cargo ships pass under the
bridge each day. I like the restaurants in San Francisco. I
can find wonderful food from just about every country. I
don’t like the traffic in the city.
I love living in the city of San Francisco. I have a
wonderful view of the entire city from my apartment
window. In addition, I can see the Golden Gate Bridge
under which many cargo ships pass each day. I also like
San Francisco because I can find wonderful restaurants
with food from just about every country; however, I don’t
like the traffic in the city.
How do you vary sentence structure?
You will want to use a variety of sentence
structures in your writing. There are three
types of sentences we will study in this
lesson:
- Simple Sentence
- Compound Sentence
- Complex Sentence
The Simple Sentence
A simple sentence has one independent clause
(one subject and a verb):
I live in San Francisco.
Subject
Verb
Compound Sentence
A compound sentence contains two independent
clauses that are joined together.
She works in the city, but she lives in the suburbs.
Independent
Clause
Independent
Clause
Compound Sentence
You can make a compound sentence by
joining two logically related independent
clauses by using…
- a semicolon
- a coordinating conjunction
- a transition
Using a Semicolon
Independent Clause ; Independent Clause
I love living in the city ; there are so many things to do.
Independent
Clause
Independent
Clause
Using a Coordinating Conjunction
Independent Clause ,coordinating conjunction Independent Clause
He couldn’t watch the show , so he decided to tape it.
Independent
Clause
Independent
Clause
Coordinating Conjunctions
Logical Relationship
Coordinating Conjunction
Addition
And
Contrast
But, yet
Choice
Or, nor
Cause
For
Result
So
FANBOYS
Another way to remember these is…
For 
 And 
 Nor 
 But 
 Or 
 Yet 
 So 

F
A
N
B
O
Y
S
CAUTION!
Do NOT use a comma
every time you use the
words and, or, but, nor, for, so, yet. Use a
comma only when the coordinating conjunction
joins two independent clauses.
Simple Sentence
The necklace was beautiful but expensive.
Independent
Clause
No comma- not an
independent clause
Using a Transition
Independent Clause ; transition , Independent Clause
I love San Francisco ; however, I hate the traffic.
Independent
Clause
Independent
Clause
Click here to see lists of
transitions.
Complex Sentences
A complex sentence contains at least one
independent clause and one dependent clause.
John cannot set up his typewriter
Independent Clause
because the wall has no outlet.
Subordinating
Conjunction
Dependent Clause
Example- Complex Sentence
A complex sentence contains at least one
independent clause and one dependent clause.
She will go to school in the city
Independent Clause
until she finds a job.
Subordinating
Conjunction
Dependent Clause
Complex Sentences
Use a comma after a dependent clause if it begins
the sentence.
When I first moved to the city,
Subordinating
Conjunction
Use a comma if
the dependent
clause is the first
part of the
sentence.
I was afraid to drive the steep and narrow streets.
Independent
Clause
Practice Exercises
Now you are ready to practice what you’ve learned. Click the link
below to return to Unit D. Print and complete the Practice Exercise
on adding sentence structure variety to your writing. Check your
answers with a tutor.
Relationship
Transition
Addition
Moreover
Furthermore
In addition
besides
Contrast
However
In contrast
Result or Effect
Consequently
Thus
Therefore
Reinforcement/Emphasis
Indeed
In fact
On the contrary
On the other hand
Accordingly
Hence
As a result
Relationship
Transition
Exemplification
For example
For instance
In particular
Time
Meanwhile (at the same time)
Subsequently (after)
Thereafter (after)
Reinforcement/Emphasis
Indeed
In fact
Exemplification
For example
For instance
In particular
References

PowerPoint Presentation by Ruth Luman:
Modesto Junior College.

This project incorporates portions of copyrighted works.
These items are included under the fair use exemption
of the U.S. Copyright Law and have been prepared
according to the educational fair use guidelines. They
are restricted from further use.
Welcome to…
Do you say it this way?
A sentence must have a subject
and verb that go together.
Subject-verb inconsistencies occur
when the subject is singular and the
verb is plural, or when the subject
is plural and the verb is singular.

For example, in the sentence, "John eat
vegetables," John, the subject, is singular. Eat,
the verb, is plural. We can replace "eat" with
"eats."
What do you mean? Agree?
I
got a hold of some bad pork
chops the other day, and they
didn't agree with me. Stomach
aches aren't very pleasant.
Don't you agree?
What do you mean? Agree?
 We
all know these meanings of
"agree," but when we talk about
subject-verb agreement, we're
talking about something
different: matching subjects
and verbs according to number.
What do you mean? Agree?
 That
is, when you have a singular
subject, you have to match it with
a singular verb form: The boy
plays. When you have a plural
subject, you must have a plural
verb form: The boys play.
Can you pick the right verb for
this sentence?
John ______ outside.
 A. playing
 B. plays
 C. play

The correct answer is

John plays outside.
Choose the correct verb.
The bird _____ in the sky.
 A. flys
 B. flies
 C. flying

The correct answer is
The bird flies in the sky.
Choose the correct verb.
Kelly and Beth _____ good grades on their
report cards.
 A. make
 B. makes
 C. making

The correct answer is

Kelly and Beth make good grades on their
report cards.
Choose the best sentence.
A.
 B.
 C.
 D.

She gone to the post office.
She going to the post office.
She went to the post office.
She go to the post office.
Choose the best sentence.
A.
 B.

She gone to the post office.
She going to the post office.
 C. She went to the post office.

D.
She go to the post office.
Choose the sentence that is written
correctly.
1.
2.
3.
We been having hamburgers for dinner.
We be having hamburgers for dinner.
We are having hamburgers for dinner.
Choose the sentence that is written
correctly.
2.
We been having hamburgers for dinner.
We be having hamburgers for dinner.
3.
We are having hamburgers for dinner.
1.
Choose the sentence that is written
correctly.
That Jesse, he are a great basketball player.
 That great basketball player were Jesse.
 Jesse is a great basketball player.


Choose the sentence that is written
correctly.
That Jesse, he are a great basketball player.
 That great basketball player were Jesse.

 Jesse

is a great basketball player.
Let’s do some more practice.

http://english-zone.com/verbs/subverbs.html
Let’s try a quiz.

http://cuip.uchicago.edu/www4teach/97/jly
man/default/quiz/subverbagquiz.html