Lesson 5: Deconstructing Sentences

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Lesson 5: Deconstructing Sentences

  1. 1. Lesson Five Deconstructing Sentences Neijiang Normal University - Week Six - Brent A. Simoneaux
  2. 2. Sentence Expansion Subordination 1. Relative Clauses 2. Appositive Phrases 3. Adverbial Clauses 4. Participial Phrases 5. Absolute Phrases
  3. 3. Sentence Expansion 4. Non-restrictive Participial Phrases Participial phrases are verb phrases headed by the – ing or the – en / –– ed form of the verb which function as adjectives. They enable you to work concrete details into your sentences without actually increasing the number of sentences needed.
  4. 4. Writing Advice I am glad to talk about my future career with you. After I graduate, the first thing that I will do is to be a teacher. When I was young, I have a dream that is to be a teacher. I'm glad to talk with you about my future career. Because my childhood dream was to be a teacher, the first thing that I'll do after I graduate is teach.
  5. 5. Sentence Variety “ In this paragraph there are short and long sentences, simple, compound and complex sentences, and parallel sentences. As a result, the ideas they express are quite impressive.” --pgs 73-74 “ Short sentences are not only emphatic, but effective in describing a series of quick movements and actions. Generally speaking, both short and long sentences should be used; using one type of sentences continuously would be monotonous.” – pgs 58-59
  6. 6. “ The Intimately Oppressed” By Howard Zinn Excerpted from The People’s History of the United States
  7. 7. The Intimately Oppressed Vocabulary oppress (verb)- to crush or burden by abuse of power or authority submerged (adj)- hidden, suppressed exploit (verb)- to make use of meanly or unfairly for one's own advantage warden (noun)- one having care or charge of something monogamy (noun)- the state or custom of being married to one person at a time socialization (noun)- to fit or train for a social environment patronization (noun)- to act as patron of; provide aid or support for
  8. 8. The Intimately Oppressed <ul><li>The explorers were men, the landholders and merchants men, the political leaders men, the military figures men. </li></ul><ul><li>The explorers were men. </li></ul><ul><li>The landholders and merchants were men. </li></ul><ul><li>The political leaders were men. </li></ul><ul><li>The military figures were men. </li></ul>
  9. 9. The Intimately Oppressed <ul><li>The very invisibility of women, the overlooking of women, is a sign of their submerged status. </li></ul><ul><li>The very invisibility of women is a sign of their submerged status. </li></ul><ul><li>The overlooking of women is a sign of their submerged status. </li></ul>
  10. 10. The Intimately Oppressed <ul><li>The biological uniqueness of women, like skin color and facial characteristics for Negroes, became a basis for treating them as inferiors. </li></ul><ul><li>The biological uniqueness of women became a basis for treating them as inferiors. </li></ul><ul><li>Skin color and facial characteristics of Negroes were a basis for treating them as inferiors. </li></ul>
  11. 11. The Intimately Oppressed True, with women, there was something more practically important in their biology than skin color—their position as childbearers—but this was not enough to account for the general push backward for all of them in society, even those who did not bear children, or those too young or too old for that.
  12. 12. The Intimately Oppressed <ul><li>There was something more practically important in their biology than skin color. </li></ul><ul><li>Women’s position as childbearers was more practically important than skin color. </li></ul><ul><li>Women’s position as childbearers was not enough to account for the general push backward for all of them in society. </li></ul><ul><li>Those who did not bear children, or those too young or too old for that were pushed backward in society. </li></ul>
  13. 13. The Intimately Oppressed <ul><li>It seems that their physical characteristics became a convenience for men, who could use, exploit, and cherish someone who was at the same time servant, companion, and bearer-teacher-warden of his children. </li></ul><ul><li>It seems that their physical characteristics became a convenience for men. </li></ul><ul><li>Men could use, exploit, and cherish someone who was at the same time servant, companion, and bearer-teacher-warden of his children. </li></ul>
  14. 14. The Intimately Oppressed Societies based on private property and competition, in which monogamous families became practical units for work and socialization, found it especially useful to establish this special status of women, something akin to a house slave in the matter of intimacy and oppression, and yet requiring, because of that intimacy, and long-term connection with children, a special patronization, which on occasion, especially in the face of a show of strength, could slip over into treatment as an equal.
  15. 15. The Intimately Oppressed 1. Societies based on private property and competition found it especially useful to establish this special status as women. 2. Monogamous families became practical units for work and socialization in societies based on private property and competition. 3. The special status of women was something akin to a house slave in manner of intimacy and connection.
  16. 16. The Intimately Oppressed 4. Intimacy and long-term connection with children requires a special patronization. 5. The special patronization, especially in the face of a show of strength, could slip into treatment as an equal.
  17. 17. Next Week: Features of a Paragraph
  18. 18. Writing Assignment Rewrite one of the compositions that you have written this semester, paying special attention to your sentences. Combine sentences when it is appropriate and use a good variety of sentences. You may choose whichever composition you feel needs the most work.
  19. 19. Reading Assignment Catch up on your reading of chapter 3. Finish reading whatever you have not read of the chapter or review important concepts. Remember, you will be responsible for knowing the information in this chapter even if we did not cover it in class. Start preparing now.
  20. 20. Office Hours Every Tuesday 1:00 – 3:00 pm Building 5, Second Floor
  21. 21. Radio show Every Thursday 12:30 – 1:30 pm
  22. 22. Turn in your writing notebook . Class 1 20050540138 20050540139 20050540140 20050540141 20050540167 20050540168 20050540169 20050540173 20050540201 20050540202
  23. 23. Turn in your writing notebook . Class 2 20050540147 20050540148 20050540165 20050540174 20050540175 20050540176 20050540177 20050540178 20050540180 20050540221
  24. 24. Turn in your writing notebook . Class 3 20050540156 20050540157 20050540158 20050540159 20050540184 20050540185 20050540186 20050540187 20050540188 20050540189
  25. 25. Turn in your writing notebook . Class 4 20050540164 20050540166 20050540183 20050540194 20050540195 20050540196 20050540197 20050540198 20050540199 20050540200
  26. 26. Turn in your writing notebook . Class 5 20050540273 20050540276 20050540277 20050540280 20050540285 20050540287 20050540288 20050540295
  27. 27. Turn in your writing notebook . Class 6 20050540291 20050540292 20050540293 20050540294 20050540300 20050540301 20050540305 20050540306 20050540307 20050540310

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