Chapter 31
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This document discusses ways to improve sentence variety in writing. It recommends revising writing to balance short and long sentences as well as being aware of different sentence types. Specific techniques include beginning sentences with adverbs or prepositional phrases, using -ing or -ed modifiers, appositives, and who/which/that clauses to join ideas and avoid choppy sentences. The document also notes that working on sentence variety, which includes all of the listed techniques, can improve writing.
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Chapter 31
The document discusses ways to improve writing through sentence variety, including revising writing to balance short and long sentences, being aware of different sentence types, changing word order, beginning sentences with adverbs or prepositional phrases, and joining ideas using -ing modifiers, -ed modifiers, appositives, or who/which/that clauses. The correct answer is that all of the options listed can help work on sentence variety.
Dangling Modifiers
A dangling modifier is a word or phrase that is not clearly connected to the word it is intended to modify, causing confusion or ambiguity. Dangling modifiers occur when the modifier is separated from the word it intends to describe. The document provides examples of dangling modifiers and how they can be corrected by restructuring the sentence to place the modifier physically closer to the word it intends to modify.
Grammar presentation
Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
SENTENCE VARIETY
This document discusses techniques for introducing variety into sentences to improve writing style. It describes starting sentences with adverbs, prepositional phrases, or inverting the subject and verb order. Combining ideas using modifiers, relative clauses, or appositives is also suggested. Examples demonstrate dividing long sentences, rearranging elements, and using clause modifiers to create more interesting sentence structures.
Verbals
This document discusses different types of verbals: gerunds, participles, and infinitives. Gerunds end in "-ing" and function as nouns. Participles also end in "-ing" or "-ed/-en" and function as adjectives. Infinitives are formed with "to" plus the base verb form and can function as adjectives, adverbs, or nouns. The document provides examples and rules for using each verbal form correctly based on its syntactic function in a sentence.
Dangling Modifiers
A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. There are three strategies to avoid dangling modifiers: 1) Name the appropriate doer of the action as the subject, 2) Change the dangling phrase into a complete introductory clause naming the doer, and 3) Combine the dangling phrase and main clause into one sentence. Examples are provided to illustrate correct and incorrect uses of dangling modifiers.
Sentence variety (chapter 33)
The document discusses techniques for improving sentence variety in writing including balancing short and long sentences and using different sentence structures such as simple, compound, and complex sentences. It also provides examples of beginning sentences with adverbs or prepositional phrases to vary sentence structure and make writing more engaging. Students are assigned exercises to practice applying these techniques for improving sentence variety.
Sentence variety (chapter 33)
The document discusses techniques for improving sentence variety, including balancing short and long sentences, mixing simple, compound, and complex sentences, and starting sentences in different ways such as with adverbs or prepositional phrases. It provides examples of revising sentences by moving adverbs or prepositional phrases to different positions in the sentence. The document also lists classwork exercises assigning specific numbered exercises.
Recommended
Chapter 31
The document discusses ways to improve writing through sentence variety, including revising writing to balance short and long sentences, being aware of different sentence types, changing word order, beginning sentences with adverbs or prepositional phrases, and joining ideas using -ing modifiers, -ed modifiers, appositives, or who/which/that clauses. The correct answer is that all of the options listed can help work on sentence variety.
Dangling Modifiers
A dangling modifier is a word or phrase that is not clearly connected to the word it is intended to modify, causing confusion or ambiguity. Dangling modifiers occur when the modifier is separated from the word it intends to describe. The document provides examples of dangling modifiers and how they can be corrected by restructuring the sentence to place the modifier physically closer to the word it intends to modify.
Grammar presentation
Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
SENTENCE VARIETY
This document discusses techniques for introducing variety into sentences to improve writing style. It describes starting sentences with adverbs, prepositional phrases, or inverting the subject and verb order. Combining ideas using modifiers, relative clauses, or appositives is also suggested. Examples demonstrate dividing long sentences, rearranging elements, and using clause modifiers to create more interesting sentence structures.
Verbals
This document discusses different types of verbals: gerunds, participles, and infinitives. Gerunds end in "-ing" and function as nouns. Participles also end in "-ing" or "-ed/-en" and function as adjectives. Infinitives are formed with "to" plus the base verb form and can function as adjectives, adverbs, or nouns. The document provides examples and rules for using each verbal form correctly based on its syntactic function in a sentence.
Dangling Modifiers
A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. There are three strategies to avoid dangling modifiers: 1) Name the appropriate doer of the action as the subject, 2) Change the dangling phrase into a complete introductory clause naming the doer, and 3) Combine the dangling phrase and main clause into one sentence. Examples are provided to illustrate correct and incorrect uses of dangling modifiers.
Sentence variety (chapter 33)
The document discusses techniques for improving sentence variety in writing including balancing short and long sentences and using different sentence structures such as simple, compound, and complex sentences. It also provides examples of beginning sentences with adverbs or prepositional phrases to vary sentence structure and make writing more engaging. Students are assigned exercises to practice applying these techniques for improving sentence variety.
Sentence variety (chapter 33)
The document discusses techniques for improving sentence variety, including balancing short and long sentences, mixing simple, compound, and complex sentences, and starting sentences in different ways such as with adverbs or prepositional phrases. It provides examples of revising sentences by moving adverbs or prepositional phrases to different positions in the sentence. The document also lists classwork exercises assigning specific numbered exercises.
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The paragraph discusses how rats have managed to survive numerous attempts to destroy them through various means such as poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all efforts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests.
Paragraph
The paragraph discusses how rats have managed to survive all efforts to destroy them through the centuries. We have poisoned, trapped, fumigated, flooded, and burned rats, and even conducted germ warfare and atomic bomb tests, yet rats continue to prove they are extremely resilient pests that survive our destruction attempts. Each sentence in a paragraph should support the main topic that is stated in the topic sentence.
Paragraph Structure
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests. The topic sentence introduces how rats have survived extermination attempts, and the rest of the paragraph provides supporting details on the many strategies used against rats and how they continue to evade such efforts.
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The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
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The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
Paragraph
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
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The paragraph discusses the topic sentence and how to develop a coherent paragraph. It states that the topic sentence introduces the main idea, and the rest of the paragraph consists of sentences that explain or expand on that idea. Transition words can be used to connect the sentences within the paragraph in a logical flow.
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Paraphrasing a document involves condensing it while maintaining the key ideas. This can be done in several ways, such as shortening phrases, rearranging clauses, replacing words with synonyms, or changing between active and passive voice. Proper paraphrasing demonstrates understanding of the source material through use of the writer's own sentences and variety in structure.
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The paragraph is a series of sentences that develop a single topic introduced in the topic sentence. The rest of the paragraph consists of sentences that explain or expand upon the main idea stated in the topic sentence. Coherence and unity within a paragraph are important, with all sentences logically relating back to the topic sentence. Transitional words and phrases can help connect sentences and guide the reader through the paragraph in a clear manner.
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The document discusses paraphrasing and provides instructions for how to properly paraphrase a source. It defines paraphrasing as incorporating an author's ideas into one's own writing using different words and sentence structure. A good paraphrase is accurate, complete, and makes sense on its own while a poor one is incorrect, adds new information or opinions, or is incomplete. The document then outlines four steps for paraphrasing: 1) copying the original quote, 2) changing words using synonyms, 3) altering the sentence structure while maintaining meaning, and 4) checking the paraphrase against the original text.
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This document provides tips for writing winning IELTS essays. It advises test takers to underline keywords from the essay question, think of synonyms for those keywords to use in the introduction, explain one idea per paragraph, address both sides of the argument, keep language formal, and avoid repeating words from the original task. Following these tips can help test takers produce high-quality essays and achieve success on the IELTS exam.
Paragraph
The paragraph discusses how rats have managed to survive numerous attempts to destroy them through various means such as poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all efforts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests.
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The paragraph discusses how rats have managed to survive all efforts to destroy them through the centuries. We have poisoned, trapped, fumigated, flooded, and burned rats, and even conducted germ warfare and atomic bomb tests, yet rats continue to prove they are extremely resilient pests that survive our destruction attempts. Each sentence in a paragraph should support the main topic that is stated in the topic sentence.
Paragraph Structure
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests. The topic sentence introduces how rats have survived extermination attempts, and the rest of the paragraph provides supporting details on the many strategies used against rats and how they continue to evade such efforts.
Paragraph
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
Paragraph
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
Paragraph
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as the most indestructible of pests. The topic is developed by providing details on the many ways humans have tried to destroy rats but how they still persist.
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The document provides instruction on expanding sentences through coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. It includes examples of expanding simple sentences by adding objects, complements, and adverbials. Subordinate elements such as relative clauses and appositive phrases are described as adding definition and modifying meaning. The placement of adverbial clauses is also discussed as affecting emphasis and flow. Students are assigned readings and writing tasks on sentence expansion and combining for the next class.
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A slide deck for teachers to use to explicit instruct students how to improve their sentences using participle phrases
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Chapter 31
- 1. Copyright © 2012 by Pearson Education, Inc.
- 2. CHAPTER 31: SENTENCE VARIETY Copyright © 2012 by Pearson Education, Inc.
- 3. CHAPTER OUTLINE AND LEARNING OBJECTIVES In this chapter, you will learn to: recognize a variety of sentence patterns and incorporate an effective balance of long and short sentences in your writing. Copyright © 2012 by Pearson Education, Inc.
- 4. BALANCING LONG AND SHORT SENTENCES Improve your writing by working on sentence variety, the use of different lengths and kinds of sentences. You can become skilled in sentence variety by: 1. 2. revising your writing for a balance of short and long sentences and for a mix of sentence types, and being aware of the kinds of sentences you can use. Copyright © 2012 by Pearson Education, Inc.
- 5. USING DIFFERENT WAYS TO BEGIN SENTENCES Change the word order to break the monotony of using the same pattern. Begin with an Adverb Begin the sentence with an adverb. Move adverbs from the middle to the beginning as long as the meaning is clear. Begin with a Prepositional Phrase Change the usual word order of a sentence by moving a prepositional phrase from the end of the sentence to the beginning. Copyright © 2012 by Pearson Education, Inc.
- 6. USING DIFFERENT WAYS TO JOIN IDEAS Use an –ingModifier Avoid short, choppy sentences because one of the sentences becomes a phrase. Use an –edModifier Avoid short, choppy sentences because one of the sentences becomes a phrase. Use an Appositive An appositive is a phrase that renames or describes a noun. Copyright © 2012 by Pearson Education, Inc.
- 7. USING DIFFERENT WAYS TO JOIN IDEAS Appositives can go in the beginning, middle, or end of a sentence. Use commas to set off the appositive. Use a Who, Which, or That Clause Clauses beginning with who, which, or that can combine short sentences. If the information is essential, do not put commas around it. If the information is not essential, use commas. Copyright © 2012 by Pearson Education, Inc.
- 8. OF THE FOLLOWING, WHICH IS A WAY TO WORK ON SENTENCE VARIETY? A. B. C. D. Change the word order. Being aware of the kinds of sentences you can use. Revising the writing for a balance of short and long sentences. All of the above. Copyright © 2012 by Pearson Education, Inc.
- 9. OF THE FOLLOWING, WHICH IS A WAY TO WORK ON SENTENCE VARIETY? A. B. C. D. Change the word order. Being aware of the kinds of sentences you can use. Revising the writing for a balance of short and long sentences. All of the above. recognize a variety of sentence patterns and incorporate an effective balance of long and short sentences in your writing Copyright © 2012 by Pearson Education, Inc.
Editor's Notes
- Review chapter objectives.
- Discuss sentence variety.
- Discuss various ways to begin sentences.Share examples.
- Discuss different ways to join ideas.Share examples of modifiers and appositives.
- Discuss different ways to join ideas.