Transcript The Sentence - Megan.Wilmarth`s.Wiki

Parts of a sentence, sentence errors, punctuation,
improving your writing
Parts of a sentence
 Every sentence can be broken down into two main parts:
Complete Subject and Complete Predicate.
 The complete subject consists of the simple subject (the noun or
pronoun that the sentence is about) & its modifiers.
 The complete predicate is made up of the verb & its modifiers.
Examples: Write the following sentences, then underline the
complete subject once and the complete predicate twice.
1. Sarah, my best friend, was late for school.
2. Though Jay skipped class, he still earned an 80% on his test.
3. The rain should stop within the next fifteen minutes.
4. We are going shopping at the mall, and I plan to buy a new sweater.
5. A tube of chocolate chip cookie dough and glass of cold milk made her
feel better.
Clause: dependent vs. independent
 Clauses: A clause is a group of words that contain a form
of a subject and verb. An independent clause can stand
alone. Dependent clauses need an independent clause to
complete its meaning. Most dependent clauses are set off
from the sentence with a subordinate conjunction
(because, before, even if, even though, if, when, while)
OR relative pronouns (whom, that, who, which). The
main elements of a sentence will never appear in the
dependent clause.
**A dependent clause CANNOT stand alone as a sentence
Is it Dependent Clause, Independent
Clause, or Phrases?
Write each group of words, then identify each as a dependent clause, Independent clause,
or a phrase
1. While she is on vacation although I doubt if she can.
2. The family will not leave.
3. Above all else.
4. Holding on to the only thing she has left.
5. Of all the new students, I like Miguel the most.
6. In the back of the school on the football field.
7. As if they were aiming at the center of the target.
8. After dawn the moon can still be seen.
Types of Sentences
 A sentence is a group of words that express a complete
thought through a subject and predicate.
 There are four main kinds of sentences: simple, complex,
compound, and compound complex.
 A simple sentence has one complete subject and one complete
predicate. Either or both the subject and predicate can be
compound.
 The following are all examples of simple sentences:
• John wanted to go on a hike. Simple subject; simple predicate
• John and Mary went up the hill. Compound subject, simple
predicate
• Mary became mad and yelled at John. Simple subject,
compound predicate
• John and Mary walked down the hill and cried. Compound
subject, compound predicate
 A complex sentence consists of an independent and
dependent clause.
 Although Mary fell down the hill, she didn’t die.
 A compound sentence is made up of two independent
clauses joined by a comma and a conjunction.
 Mary fell down the hill, and John followed.
 A compound complex sentence has a dependent clause and
two independent clauses joined with a comma and
conjunction.
 Because she was devastated by her fall, Mary cried, but John did
not.
 Create an example yourself of each kind of sentence.
Identify the type of sentence
1. During the first year of school, many high school students
need to be taught new study-skills.
2. Bob sat down and fell asleep.
3. John has to get a new suit so he could attend the Prom
4. After dancing in the competition, Kaitlyn went home, but we
went out.
5. Karen made a cake, and they ate it.
6. After a long day of golfing at the New Tripole Country Club,
Mel and Brian stopped at the restaurant and ordered two
hamburgers.
7.Because I had an appointment, I missed the notes, but
Lauren got them for me.
Compliments
 Compliments are nouns, pronouns, or adjectives that appear
in the predicate and complete the meaning of the subject and
verb.
 Predicate nouns, predicate pronouns, & predicate adjectives
appear in sentences that have linking verbs.
 Predicate nouns and pronouns rename the subject
 Predicate adjectives describe the subject.
 Direct objects & indirect objects appear in sentences that
have action verbs.
 The direct object can be found by asking the question what or whom.
 The indirect object is found by asking the question to or from whom.
 To have an indirect object, there must be a direct object.
 The direct and indirect objects never appear in a
prepositional phrase or dependent clause.
Identifying Compliments
 Predicate nouns, pronouns,
 Direct objects & indirect
& Adjectives
1. Dad appeared ill when he
got home from the bank.
2. We are the winners of the
academic quiz bowl.
3. This is it!
4. Singing was the only thing
she ever did well.
5. She was feeling relieved
and nervous before she
presented her speech to
the class.
objects
1. Without hesitation, he
handed her his new book.
2. After the fight, she cried
for hours.
3. Because there was a big
sale, Jenny bought a new
sweater at the mall.
4. Please give me a ride to
the game on Friday night!
5. He jumped really high.
Mixed compliment practice
 Identify the compliments in each sentence (remember you
first need to figure out if the verb is action or linking.)
1. Jenn gave me a new picture frame for my birthday.
2. Kim appeared confused when the doctor gave her the
prognosis.
3. Without hope, Sam had nothing.
4. That woman at the counter is my aunt, so give her a
discount.
5. Joan and Eddie drove Jason to the store
6. Because of the snow, mom had to dive me to school.
7. Sharon looked sick, but she said she was perfect.
Sentence Errors
 As we discussed, a sentence is made up of a complete subject
and a complete predicate. Sentence errors occur when a part
of the sentence is missing or two sentences are incorrectly
put together.
 A run-on sentence is when two independent clauses are
incorrectly joined.
 I got to go to Hersheypark this summer and Ben came with me.
 Ben came on the rollercoaster with me, we were scared
 A sentence fragment is when a sentence is missing either the
subject, the predicate, or both.
 Because it was all his fault, Joe, who worked at the store.- missing
predicate
 Forgetting to do your homework.- missing subject & predicate
 Drove me home even though it was out of the way.- missing subject
Identifying Fragments and Run-ons
 Read each sentence, then decide if it is a sentence, fragment, or
run-on. If it is a fragment or run-on, correct it.
1. Without a doubt, the most hated man in the office.
2. My little brother spilled juice on the kitchen floor I had to clean it
up because he is too little.
3. Although we do not agree with your methods.
4. I had a sandwich for lunch I was not very hungry, though.
5. TV weather maps have various symbols, for example, a big
apostrophe means drizzle.
6. It is.
7. After a long day at school, then studying for hours, and working
three days a week.
8. Your letter of April 15 about the recent revisions to the Federal Tax
Code and their implications for the U.S. economy.
9. We arrived a little early, class begins at 10:00.
10. Anyone can.
Comma usage
 The comma is the most commonly misused punctuation mark in
writing.
 You have already learned that a comma is used, with a conjunction,
to separate independent clauses in compound sentences, but we
will discuss when else to use commas.
 Some of the most common ways we use commas are in writing
dates, separating items in a series, addressing people, introducing
clauses, separate two independent clauses in a compound sentence,
and giving additional information.
 Dates: Today is Saturday, July 19, 2006.
 Items in a series: Jane, Bob, Kate, and Joe participate in after school




activities.
Introduce people: Joanne, did you complete your homework
assignments?
In a compound sentence: My sister is in ninth grade, but I am in
seventh.
Introduce clauses: When I was six, I learned to write cursive.
Give additional info: Kristen, who is in my dance class, is dating Dave.
Comma practice: Read the following sentences. If there are
no errors, write correct; if there are errors, rewrite the sentence with
correct punctuation.
1. If you give me ten dollars I will do your laundry.
2.Joey can jump four feet in the air.
3.Since we are seniors we get to go out to lunch.
4.On June 11 we will graduate high school!
5.On our Black Friday shopping trip we went to Target, JC Penny’s,
Old Navy, Macy’s and the Gap.
6.My aunt Jane bought me a new sweater.
7.Mr. Hopkins the vice- principal at Dunmore High School is in
charge of detention.
8.The Yankees have won more championships than any other team
but did not win this year.
9. It seems like forever since I had a day off from work.
10. Liz was the youngest girl in our class but she was the
valedictorian.
Improving your writing:
voice, parallel structure, & adding clarity
Voice: has to do with the verbs you choose
 Active voice is when a subject is performing an action.
 Kate ripped the paper in half.
 Passive voice is when the verb is being performed on the
subject.
 The paper was ripped in half by Kate.
 In writing, one should use active voice whenever possible
because active voice is clearer and more direct than passive.
 Avoid beginning sentences with “There,” since these
sentences are often passive.
Using Active Voice
Identify if the voice is active or passive. If it is passive, rewrite the
sentence making it active.
1. A new experimental liver-transplant operation was performed
successfully yesterday.
2. The government built a road right outside her front door.
3. The dispatcher is notifying police that three prisoners have
escaped.
4. A great deal of our oil will have been exported to other countries
by our government.
5. These books had been left in the classroom by a careless student.
6. Many customers in the restaurant found the coffee too bitter to
drink, but it was still ordered frequently.
7. The statue is being visited by hundreds of tourists every year.
8. There has always been a large number of students interested in
music.
Adding clarity to your writing
 Good writing is clear and to the point. Repeating
information can muddle your meaning and make your
writing less powerful, so to improve and clarify your message,
avoid redundancies in your writing.
 A sentence should not contain unnecessary words. Likewise,
a paragraph shouldn’t contain unnecessary sentences. Every
word and sentence has a purpose. Because of this, it is
important to use the best words- most accurate, precise,
measurable words possible.
Common Mistakes in Writing
 Who or That
 Use who when referring to a person. The woman who sat in the
front row…
 Use that when referring to an object. The book of poems that I
borrowed…
 Tense shifts
 One tense should be used throughout your writing. In academic
writing, your tense should be past, since your research has been
completed.
 Wordiness
 Remember that each word has a reason for being used. Do not
use filler words to try to make your sentences or essay longer or
seem more sophisticated. All they add is confusion.
 Avoid loaded (emotional) language & opinions
 Using this makes you seem bias. Instead of using loud or
emotional language, use reason to prove your point.