The document discusses various aspects of writing effective sentences, including: - The definition of a sentence as a group of words that expresses a complete thought with a subject and verb. - The different types of subjects (simple, complex, compound) and predicates. - The four main types of sentences based on structure (simple, compound, complex, compound-complex). - The four kinds of sentences based on function (declarative, interrogative, exclamatory, imperative). - The definition and types of clauses (main/independent and subordinate/dependent) and phrases. - Common errors that can result in faulty sentences like fragments that do not express a complete thought.

1. Writing Effective Sentences
What is a sentence?
A sentence is a group of words that expresses a complete thought.
Sentences always have a subject and a verb.
What is a subject?
The subject of a sentence is the person or thing which does/ performs
an action. Subjects can either be "simple" (composed of a single
pronoun, noun or noun phrase), "compound" or "complex“.
E.g. Chala looked in the mirror. In this example, "Chala" is
the subject because the action of looking was performed by
him.

2. Cont’d
 Simple subject is a noun or pronoun that does a given action.
E.g I met her this morning. (“I” is a simple subject)
 A complex subject consists of a noun phrase and any words,
phrases or clauses that modify it.
E.g. The man who has stolen my bag was arrested. (The
complex subject is in bold).
 A compound subject: consists of two or more noun phrases (and
their modifiers if any) joined together with a coordinating
conjunction.
E.g.The man and the woman walked over to the telephone. The
compound subject here is the whole phrase, "the man and the
woman."

3. Cont’d
What is a predicate?
 The predicate is the part of the sentence which makes a statement or
asks a question about the subject.
E.g1. Thomas bought the black sheep. In this example, the underlined
part is known as verb phrase (in modern)/ predicate (traditionally)
E.g2. Abebe went to the library. The predicate of this sentence is "went
to the library", since the subject is never part of the predicate, and
"Abebe" is the subject.
Objects
 The object of a sentence can be a noun, pronoun, or word group that
acts as a noun, and receives the action of a verb or is influenced by a
transitive verb, verbal (a word derived from a verb, i.e., gerund,
infinitive, and participle), or a preposition.
There are two types of objects: Direct object and Indirect object

4. Cont’d
 Direct object: Receives the action of a verb or verbal and
frequently follows it in a sentence. Direct objects are often needed
to complete the thought of a sentence. "Almaz reads the
newspaper." "Almaz reads" is a complete sentence, but it
doesn't express the complete thought. Almaz reads what? She reads
the newspaper.
 Indirect object: Usually the indirect object comes first.
E.g. Abebe gave me a book . If the direct object is placed first,
prepositions (to or for) are used before the indirect object.
E.g.- Abebe gave a book to me.
-My father bought a book for me.
 The indirect object tells for whom, to whom, or to what something
is done. “His father bought him a car." His father bought a car, for
whom? For him. Him is the indirect object.

5. Sentence Types(Based on their Structure)
 There are billions of sentences out there that we might have
to understand. All these sentences fall into just four
categories. They are:
-Simple Sentence
-Compound Sentence
-Complex Sentence
-Compound-Complex sentence
A/ Simple Sentence
 A simple sentence is a sentence with one independent clause.
It is a sentence containing one main clause and
no subordinate clauses. It contains one subject and one verb.
Example 1:
-The girls are playing basketball.
-Does this seem a normal activity?
-I love to read simple sentences.

6. Cont’d
Example 2: Being an English teacher with a desire for syntactical
complexity, I love to read simple sentences upon getting up and
before going to bed. (It is longer, more challenging and contains
bigger words, but it is still a simple sentence.)
B/ Compound Sentence
 A compound sentence contains two or more independent clauses
(main clauses).
A compound sentence contains two or more independent /main
clauses joined by a conjunction such as for, and, nor, but, or yet, so
or we can spell these as FANBOYS.
Example:
 She opened the bag and took out a book.
 I love conjunctive adverbs, but my students love each other. (The
independent clauses are underlined. This sentence contains no
dependent clauses)

7. Cont’d
 Sometimes a compound sentence contains more than two
independent clauses.
Example: I love conjunctive adverbs; my students love each
other, and we all love holidays.
 We can link independent clauses with semi-colon or colon to form
compound sentences.
Example:
 I met Chala yesterday; he has just come out of hospital.
 Or I met Chala yesterday: he has just come out of hospital.
 We can also link independent clauses with semi-colon or colon
followed by a connecting adverb (however, nevertheless,
meanwhile, after all, finally etc)
Example: He performed very well in the interview; however, he
didn’t get the job. Or He performed very well in the interview:
however, he didn’t get the job.

8. Cont’d
C/ Complex Sentence
 A complex sentence is a sentence that contains one independent
clause and one or more dependent clauses. The most common
type of complex sentence uses adverb clauses. Adverb clauses
contain subordinating conjunctions such as: when, while,
although, after, because, if, before, unless, until, as, since etc.
 A complex sentence is like a simple sentence in that it consists of
only one main clause, but unlike a simple sentence it has one or
more subordinate clauses functioning as an element of the
sentence. Example:
We will go home when the football match is finished.

9. Cont’d
D/ Compound-Complex Sentence
 A compound-complex sentence contains two or more
independent clauses and one or more dependent clauses. It is
a compound sentence formed by combining two related
sentences: either a simple sentence and a complex sentence or
two complex sentences.
Example:
 Because you are a banking and finance student, some people
expect you to serve customers perfectly, and other people
expect you to help them perfectly.(The dependent clause is
underlined, and the independent clauses are in bold.)
 Abebech doesn’t like cartoons because they are loud, so she
doesn’t watch them.(This sentence has two independent
clauses and one dependent clause.)

10. Sentence Kinds (Based on Their
Functions)
A. Declarative Sentence
 A declarative sentence makes a statement; it gives information,
expresses/describes ideas, things, events, persons or places.
A declarative sentence ends with a period.
Example:
 The house will be built on a hill.
 The children are playing with the dog.
B. Interrogative Sentence
 An interrogative sentence asks a question. It usually needs answer
from another body. An interrogative sentence ends with a question
mark.
Example:
 Where are my keys?
 How did you find the card?

11. Cont’d
C. Exclamatory Sentence
 An exclamatory sentence shows strong feeling, emotion, and
excitement or admire. An exclamatory sentence ends with an
exclamation mark.
Example:
 What a kind thing to do!
 The silly boy!
 What a beautiful night!
 Well done!

12. Cont’d
D. Imperative Sentence
An imperative sentence gives a command or order to do
something.
Example:
-Bekele, try the other door.
-Go out of the room.
-Work hard.
 Sometimes the subject of an imperative sentence (you) is
understood.
 Example: Look in the closet. (You, look in the closet.)

13. Clauses and Phrases in writing sentences
Clauses
 A group of related words containing a subject and a predicate.
Types of clauses: There are two types of clauses. These are:
1. Main (independent) clause: An independent clause can stand
by itself as a complete sentence.
Example:
Maria left work early because she was ill. (Maria
left work early is an independent clause.) The one in
bold is subordinate clause.

14. Cont’d
2. Subordinate (dependent) clause: A subordinate clause cannot
stand by itself as a complete sentence. Subordinate or dependent
clauses are introduced by using dependent clause markers or
subordinating conjunctions such as since, because, although,
even though, as , as soon as, after, before, when, until, if,
whenever, wherever etc and relative pronouns. A
subordinating conjunction is a word which joins a dependent
clause and an independent clause together.
Example:
Maria left work early because she was ill. (Because she was ill
is not a complete thought, so it cannot stand alone as a
sentence.) and it is subordinate clause.

15. Cont’d
Phrases
A group of related words that lacks a subject, or a predicate, or
both and that acts as a single part of speech.
Example: The tallest boy is (under the tree), having done
the assignment, climbing the mountain
(are phrases).
Types of Phrases: There are five types of phrases.
These are:-
1. Noun Phrase – a word or a group of words that go with noun.
The head for noun phrase is noun.
Example: Kebede bought the black sheep. ( sheep is
the head of the sentence)

16. Cont’d
2. Verb phrase- a word or a group of words that has/have a verb in
it.
Example: The work will have been completed by tomorrow.
3. Prepositional Phrase – a word or group of words that has/have a
preposition. The head for prepositional phrase is preposition.
Example: Chala killed the lion with the gun.
4. Adjectival Phrase- The head for adjectival phrase is an
adjective.
Example: His voice is more audible.
5. Adverbial Phrase- The head for adverbial phrase is an adverb.
Example: She speaks more carefully.

17. Faulty Sentences
 Faulty sentences are those with different errors or problems
that may create communication barrior among the
communicators.
1. Sentence Fragments
 A sentence fragment is a word or word group that is capitalized and
punctuated as a sentence, but it does not contain both a subject and a verb
or that does not express a complete thought.
 It is a dependent (subordinate) clause unattached to a complete
sentence.
 It therefore, fails to express a complete thought or to be a
sentence in the sense that it cannot stand by itself.

18. Cont’d
Examples:
Nega, a friend I have known since 1986 (E.C) and
excellent at math. He asked if I had finished writing
my thesis. (The underlined part lacks a verb)
We canceled the event. Because we were not
prepared. (The underlined part is a subordinate
clause unattached to the complete sentence.)

19. Cont’d
 There are several reasons why a group of words seem to act like a sentence but not
have ability to make it as a complete thought.
 Locating something in time and place with a prepositional phrase or a series of phrases, but
lacking a proper subject-verb relationship with an independent clause.
Example: In Ethiopia, just before the fall of Derg. (There are no subject and verb.)
 Describing something, but there is no subject-verb relationship.
Example: Working far into the night in an effort to raise her children.
 Having subject-verb relationship, but still missing an important part of a verb string.
Example: Some of the students working in IT laboratory. (It misses auxiliary verb.)
 Having a subject-verb relationship, but being subordinated to another idea by a dependent
word.
Example: Even though he had good arguments.

20. 2.Run-On Sentences
 A run-on sentence (also known as a fused sentence) consists
of two or more complete thoughts placed within the same
sentence without any punctuation to separate them. Each
thought could stand alone as a complete sentence.
 A run-on sentence is long, confusing sentence whose parts are
not connected closely enough.
Example: Run-on: Political science is a difficult course I am thinking of
dropping it and taking it next year.
Correct: Political science is a difficult course. I am thinking of
dropping it and taking it next year.

21. How to Correct Run-On Sentence
We may use five basic ways of correcting a run-on sentence.
1. Using period and capital letter
 Create two separate sentences. End the first thought with a period and begin the next with a capital
letter. Example: My friend will visit me this weekend. I probably will not have much time to work.
2. Using semicolon
 Determine the independent clauses. Separate those two or more independent clauses with a
semicolon.
Example: My friend will visit me this weekend; I probably will not have much time to work.
3. Using comma
 Join the two thoughts by using a comma and a coordinating conjunction (and, or, but, for, nor, so,
or yet.)
Example: My friend will visit me this weekend, so, I probably will not have much time to work.

22. Cont’d
4. Using subordinate clauses
 Subordinate one thought to the other. To do this, make one thought into a dependent
clause by adding a subordinating conjunction or relative pronoun.
Example: Since my friend will visit me this weekend, I probably will not have
much time to work.
5. Using conjunctive adverb
 Determine the independent clauses. If there are only two independent clauses, separate
them with a semicolon, conjunctive adverb, and comma. Conjunctive adverbs are
however, consequently, therefore, hence, thus, as a result, etc.
Example: The boy ate his dinner; however, his sister played quietly in the corner.

23. Cont’d
Exceptions to the rules
 Short, closely related independent clauses in a sequence
can be joined by a comma only.
Example: he came, he saw, he conquered.
 If the second independent clause is a tag question, a
comma may be used between the clauses.
Example: He answered the questions, didn’t he?

24. 3.Comma Splices
 A comma splice (or comma fault) is a frequently committed type
of grammatical error. It contains two independent clauses joined
by a comma (the coordinating conjunction is missing).
 You can spot a comma splice by looking at your use and
placement of commas. If you see a comma between two
independent clauses but no coordinating conjunction after the
comma, then you have spotted a comma splice. However, having
two independent clauses together leaves the writer with two
options:
o To write them as separate sentences, or
o To join them (by comma and coordinating conjunction)

25. Cont’d
 The separated clauses may require period (.), semicolon (;),
question mark (?), or exclamation mark depending on the
sentence types. The second clause begins with capital letter.
Example:
Comma Splice: I got up late this morning, I didn’t eat my
breakfast.
Correct:-I got up late this morning. I didn’t have time for
breakfast.
-I got up late this morning; I didn’t eat my breakfast.
-I got up late this morning, so, I didn’t eat my breakfast.

26. 4.Dangling Modifiers
 A dangling modifier is a phrase or clause which says
something different from what is meant because words are left
out.
 It is not clearly and logically related to the words it modifies.
 A modifier that opens a sentence must be followed immediately
by the word it is meant to describe. Otherwise, the modifier is
said to be dangling, and the sentence takes unintended meaning.
 Dangling modifiers create confusion and sometimes
unintentional humor.

27. Cont’d
Example:
Dangling: Flood damage was visible crossing the river. [The
modifier makes it sound as though the flood damage was
crossing the river.]
Correct: Flood damage was visible as we cross the river
Dangling: Taking the exam, the room was so stuffy that Paula almost
fainted. (Who took the exam? The answer is not the room but
Paula. The subject Paula must be added.)
Correct: Taking the exam, Paula found the room so stuffy that she
almost fainted.

28. Cont’d
There Are Two Ways to Revise Dangling Modifiers
1. Add a word or words that the modifier clearly describes.
Place the new material just after the modifier, and rearrange
other parts of the sentences as necessary.
Dangling: While watching television the cake burned.
Correct: While watching the television Sarah burned the
cake.
2. Change the dangling modifier to a subordinate clause.
Dangling: While watching television the cake burned.
Correct: While Sarah was watching television, the cake
burned.

29. 5.Misplaced Modifiers
 A misplaced modifier is simply a word, a phrase, or a
clause describing something, but not placed near enough
to the word it is supposed to modify.
 Misplaced modifiers, because of awkward placement, do
not describe the words the writer intended them to
describe.
Example:
Misplaced: I saw a dress in a magazine that cost $ 1200
[Did the magazine or the dress cost $ 1200?]
Correct: In magazine, I saw a dress that cost $ 1200.

30. Kinds of Misplaced Modifiers
i. Misplaced adjectives
 These are incorrectly separated from the nouns they modify
and almost always distort the intended meaning.
Misplaced adjective: My friend invited me food a
delicious for breakfast this morning.
Correct: My friend invited me a delicious food for
breakfast this morning.

31. Cont’d
ii. Placement of adverbs
This can also change the meaning in sentences.
Example: -Only poets write poem for the country’s
occasion.
-Literature instructors read only literary works.
 Each of these sentences says something logical but
quite different, and its correctness depends upon what
the writer has in mind.

32. Cont’d
iii. Misplaced phrases
 These may cause a sentence to sound awkward and may create a
meaning that does not make sense. To fix such problem, we put the
phrases next to the word they are supposed to modify.
Example:
Misplaced phrase: They saw a fence behind the house made of
barbed wire.
Correct: They saw a fence made of barbed wire behind the house.

33. Cont’d
iv. Misplaced clauses
 These may cause a sentence to sound awkward and may
create a meaning that does not make a sense. To fix errors
and clarify the meaning, put the clauses next to the noun
they are supposed to modify.
Misplaced clauses: I read the book yesterday that the
teacher recommended.
Correct: I read the book that the teacher recommended
yesterday.

34. Cont’d
To Sum up
Here are some tips to help you avoid misplaced modifiers:
 Check to see if your modifiers are close to the subject
they are referring to.
 Be careful with the placement of limiting modifiers
(almost, even, hardly, just, merely, nearly, and simply).
These modifiers must be placed right next to the words
they modify.
 Check to see if modifiers that describe verbs are close to
the verbs.

35. Agreement Errors
 A verb must agree with its subject in number. A
subject that refers to one person, place, or thing is
called a singular subject. A subject that refers to more
than one thing is called a plural subject.
Guidelines
 A singular subject must be used with a singular verb.
E.g. The dog wants to go jogging with me.
 A plural subject must be used with a plural verb.
E.g. The dogs want to go jogging with me.

36. Cont’d
Mistakes to Watch for
 Subject-verb agreement errors often occur in the
following situations:
1. with compound subjects (two or more subjects)
Example:
Incorrect: Samuel and Sarah wants to buy a car.
Correct: Samuel and Sarah want to buy a car.
2. When the verb comes before the subject
Incorrect: There is four gas stations on the main street.
Correct: There are four gas stations on the main street.

37. Cont’d
3. When a word or phrase comes between the subject and the verb.
Incorrect: The woman standing in the waves with the other swimmers
win a prize for her endurance.
Correct: The woman standing in the waves with the other swimmers
wins a prize for her endurance.
4.With indefinite pronouns: treat the pronoun as singular if it refers to
something that cannot be counted. Treat the pronoun as plural if it
refers to more than one of something that can be counted.
Incorrect: Everybody wish to become a millionaire.
Correct: Everybody wishes to become a millionaire.

38. Cont’d
Compound Subject
 The word “compound” means “made up of two or more
parts.” Two or more words can be compounded or linked
by joining them with any of three words: and, or, and nor
Example:
The ranger or the camper sees the bear.
The ranger and the camper see the bear.
 Two or more singular (or plural) subjects joined
by and act as a plural compound subject and take a plural
verb (singular + singular = plural).

39. Pronoun/Antecedent Agreement
 Pronouns need to agree with the word they replace in
number, gender, and person (just as verbs must agree
with their subjects.). If the antecedent is singular,
feminine, and third person, so is its pronoun, “Aster did
not like her grammar grade." The singular, feminine,
third person noun - Aster - demands a pronoun of the
same sort - her.
 NUMBER: Indefinite pronouns like anyone or everybody
present a problem in agreement. They don't need antecedents, and
their number is unclear to many people.

40. Cont’d
 Anyone coming to the party should bring his costume.
 Anybody coming as Dracula should bring his fangs.
 Everyone who shows up as Barney should return to her
home.
 Everybody who does the Trekie bit should check her phasers
at the door.
 Everything is not as bad as it seems.
 Nothing that happened is what it seems.
 One should never forget her manners.
 Someone forgot his coat.
 Somebody forgot his goat.

41. Faulty Parallelism
 Parallelism means that words, phrases or clauses in a
series should have similar grammatical form. Keeping
corresponding parts of a sentence parallel in structure
and length will make your writing clearer and easier to
read or understand.
Items to be parallel in a sentence
1. Words in series: When two or more nouns, verbs, or
adjectives appear together in a sentence, they should be
parallel in grammatical form. Verbs should be in the same
tense.

42. Cont’d
Example:
Incorrect: All night long the music from the next apartment was
banging, thumping, and pounded so loudly that I
couldn’t sleep.
Correct: All night long the music from the next apartment was
banging, thumping, and pounding loudly so that I couldn’t
sleep.
2. Phrases
Incorrect: My sister likes wearing crazy hats, dressing in funky
clothes, and to go to classic music.
Correct: My sister likes wearing crazy hats, dressing in funky
clothes, and going to classic music.

43. Cont’d
3. Clauses
Incorrect: While Almaz studied Math and worked on
Psychology, her husband was watching the baby.
Correct: While Almaz studied Math and worked on
Psychology, her husband watched the baby.

44. Punctuation and capitalization
A. Punctuation Marks
 Punctuation is the use of standard marks and signs in writing to
separate words into sentences, clauses, and phrases in order to
clarify meaning.
 Here are the punctuation marks that are most commonly
used when writing and the most typical way or ways they are
used.
1. Period (.)
 Use a period at the end of a declarative sentence (a sentence
which states an idea). Example: That was a wonderful movie.

45. Cont’d
 Use a period to end an abbreviation.
Example: I think that Mr. Williams is a great teacher.
2. Question Mark (?)
 Use a question mark at the end of an interrogative
sentence (a sentence which asks a question).
Example: Did you like that movie?
3. Comma (,)
 Use a comma to separate three or more items in a series.
Example: My history class meets each Monday, Wednesday, and
Friday.

46. Cont’d
 Use a comma to separate independent clauses in a
sentence.
Example: We wanted to go to the beach, but it rained that
day.
 Use a comma after introductory words or phrases in a
sentence.
Example: Certainly, I have my homework right here.
 Use a comma to set off dates and addresses.
Example: My friend Jane, who was born June 18, 1992, lives
in

47. Cont’d
4. Semicolon (;)
 Use a semicolon when two independent clauses in a
sentence are not separated by a conjunction (such as "and").
Example: I like pizza; Carlos also likes pizza.
 Use a semicolon between independent clauses in a sentence that
are separated by any of the following transitional words or
phrases: accordingly, consequently, for example, for instance,
furthermore, however, instead, moreover, nevertheless, otherwise,
and therefore.
Example: I planned to study Saturday morning; however, the
power in our house went out due to a storm.

48. Cont’d
 Use a semicolon when the items in a series of items contain
commas.
Example: I have lived in Los Angeles, California; Boston,
London; Trenton, New Jersey; and Philadelphia.
5. Colon (:)
 Use a colon before a list that is preceded by a complete independent clause.
Some form of the word "follow" is often used in such a case.
Example: On our next vacation, we plan to visit the following countries:
England, France, Italy, and Greece.
 Use a colon to divide hours from minutes.
Example: I have an appointment with the doctor at 10:30 tomorrow morning.

49. Cont’d
6. Exclamation Point (!) (Sometimes called an Exclamation Mark)
 Use an exclamation mark at the end of a sentence to show strong
emotion.
Example: I am very upset with him!
 Use an exclamation mark at the end of a sentence for emphasis.
Example: I have to go home right now!
 Use an exclamation mark after an interjection at the start of a
sentence (an interjection is a word used to express strong feeling or
sudden emotion).
Example: Wow! That test was harder than I expected.

50. Cont’d
7. Apostrophe (')
Use an apostrophe to indicate a missing letter or
letters in a contraction.
Example: I don't think she will win the election.
Use an apostrophe plus the letter "s" to show
possession.
Example: Please take good care of Brad's dog.

51. Cont’d
8. Quotation marks (“ ")
 The two main uses of quotation marks are:
1. To set off the exact words of a speaker or writer
Example:
 The biology professor said, “Ants are a lot like human
beings. They farm their own food and raise smaller
insects as livestock. And like humans, ants send armies to
war.”
2. To set off the titles of short works
Example:
 The physics professor said, “For class on Friday, do the
problems at

52. Cont’d
9. Dash (—)
A dash signals a pause longer than a comma but not
as complete as a period.
Use a dash to set off words for dramatic effect:
Example:
 I was so exhausted that I fell asleep within seconds—
standing up.
 He had many good qualities—sincerity, honesty, and
thoughtfulness—yet he had few friends.

53. Cont’d
10. Parentheses ( )
 Parentheses are used to set off extra or incidental
information from the rest of a sentence:
Example:
 In 1913, the tax on an annual income of four thousand
dollars (a comfortable wage at that time) was one penny.
11. Hyphen –
Some of the uses of hyphen are:
 To combine words into compounds: twenty-two.
 To set off prefixes: anti-democracy, post-independence,
etc.
 To form compound nous, adverbs, and verbs: Ice- cold
(noun); full—heartedly (adverb); dry-clean(verb)

54. B. Capitalization
 Capitalization is the process of making the letter (s) of
words capital based on the rules of particular language.
1. The first word of every sentence is capitalized.
Example: We enjoyed reading the book.
2. The first-person singular pronoun I is always capitalized.
Example: My brother and I picked up the papers.
3. The first, last, and important words in a title of a book, magazine,
song, movie, or other work are capitalized.
Example: She saw Snow White when she was five years old.
4. Proper nouns are capitalized:
 Specific persons and things: George W. Bush, the White House,
General Motors Corporation.

55. Cont’d
Specific geographical locations: Hartford,
Connecticut, Africa, Forest Park Zoo, Lake Erie,
the Northeast, the South end.
However, we do not capitalize compass directions or
locations that aren't being used as names: the north
side of the city; we're heading south this winter.
When we combine proper nouns, we capitalize
attributive words when they precede place-names, as
in Lakes Erie and Ontario.
But, the opposite happens when the order is reversed:
the Appalachian and Adirondack mountains.

56. Cont’d
 When a term is used descriptively, as opposed to being
an actual part of a proper noun, do not capitalize it, as
in "The California deserts do not get as hot as the
Sahara Desert."
 Names of celestial bodies: Mars, Saturn, the Milky Way. Do not,
however, capitalize earth, moon, sun, except when those names
appear in a context in which other (capitalized) celestial bodies
are mentioned. "I like it here on earth," but "It is further from
Earth to Mars than it is from Mercury to the Sun.

57. Cont’d
 Names of newspapers and journals. Do not,
however, capitalize the word the, even when it is part
of the newspaper's title: the Hartford Courant.
 Days of the week, months, holidays. Do not, however,
capitalize the names of seasons (spring, summer, fall,
autumn, winter). "Next winter, we're traveling south; by
spring, we'll be back up north."
 Historical events: World War I, the Renaissance.

58. Cont’d
 Races, nationalities, languages: Swedes, Swedish,
African, American, Jewish, French, Native American.
 Names of religions and religious terms: God, Christ,
Allah, Buddha, Christianity, Christians, Judaism, Jews,
Islam, Muslims.
 Names of courses: Economics, Biology 101.
(However, we would write: "I'm taking courses in
biology and earth science this summer.")
 Brand names: Tide, Maytag, Chevrolet.