The document discusses rambling sentences and how to identify and correct them. It defines a rambling sentence as one that is excessively long and contains too many independent clauses joined by coordinating conjunctions. Rambling sentences confuse readers and imply many unrelated ideas. To fix rambling sentences, writers should replace coordinating conjunctions that join complete thoughts with periods to break the sentence into shorter, more focused sentences. Exercises are provided for students to practice identifying and correcting rambling sentences in passages.
Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Prepositional phrases | What are prepositional Phrases and its TypesAngreziPanti
The presentation makes you familiar with prepositional phrases and its kinds in a very simple way.
sufficient examples are provided to make your concepts clear.
Our Youtube Channel Link:
https://www.youtube.com/channel/UCSgJ1fJjFdhpOxtoNUsuVgQ
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
Pronoun Agreement - Number, Person, & Special CircumstancesAudrey Lynn
This Power Point gives examples of how to use pronouns in sentences. The main focus is pronoun number and person. It also gives examples of ambiguous/vague antecedents, collective nouns, and indefinite pronouns.
Mini lesson on achieving Coherence in writing. Give it a try! But before you do, why not try some Coherent Breathing (i.e., breathing "from the heart")- to get in the mood?
Prepositional phrases | What are prepositional Phrases and its TypesAngreziPanti
The presentation makes you familiar with prepositional phrases and its kinds in a very simple way.
sufficient examples are provided to make your concepts clear.
Our Youtube Channel Link:
https://www.youtube.com/channel/UCSgJ1fJjFdhpOxtoNUsuVgQ
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
Pronoun Agreement - Number, Person, & Special CircumstancesAudrey Lynn
This Power Point gives examples of how to use pronouns in sentences. The main focus is pronoun number and person. It also gives examples of ambiguous/vague antecedents, collective nouns, and indefinite pronouns.
Mini lesson on achieving Coherence in writing. Give it a try! But before you do, why not try some Coherent Breathing (i.e., breathing "from the heart")- to get in the mood?
Sometimes, people just want others to listen. They want to voice the.docxwilliame8
Sometimes, people just want others to listen. They want to voice their concerns and feelings, while knowing they were heard accurately. As a professional, it is just as important to respond to clients in a way that allows them to believe that you have heard them. Your responses can demonstrate your understanding of where that person is at that moment. During this process, it is just as important to correct misconceptions of the client when listening.
To Prepare
Review Chapter 8 in the Summers textbook for sample openers for empathetic responses. Choose one of the Reflective Listening Exercises I–VI in your Summers course text, pp. 180–186. You should complete all components in the exercise section that you have chosen. You can access a Word Document of these exercises in your Weekly Resources.
For this Assignment
Complete the Reflective Listening exercises in the Summers textbook and report your responses. You can use the Word document of the exercises in the Weekly Resources.
Note:
You should delete the exercises that you are
not
using from your Word document.
Reflective Listening I
Instructions:
People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in
Chapter 7
under the heading “Useful Responses.”
1.“When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2.“Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3.“I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4.“This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions
Part II
:
Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions:
People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.Following are statements made by people with problems. For each statement, first identify the.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
Definition Essay Outline Directions Follow this outline a.docxvickeryr87
Definition Essay Outline
Directions: Follow this outline as you write your essay.
I. INTRODUCTION
a. Hook
i. Start your essay with a hook, not the thesis statement! Use one of the following
strategies:
1. Find an interesting quote about your word.
2. Or talk about a news story related to your word.
3. Or talk about something in pop culture related to your word.
b. Background information
i. Give some background information about your word by doing the following:
1. Start by providing the dictionary definition of the word.
2. Then, you talk about the origin of the word. What did the word mean thousands of
years ago? When and how was it first used?
3. You can also talk about what most people think of when they hear the word
c. Thesis statement
i. End your introductory paragraph with your thesis statement.
ii. Thesis = the word you’re defining and what it means to you in three points
1. For example, you might say, “To me, being a big sister means being a mentor, a
best friend, and an editor." Notice how there are three points. These points will be
the focus of each body paragraph. The first body paragraph will be about how
being a sister is like being a mentor, the second will be about how being a sister is
like being a best friend, and the third will be about how being a sister is like being
an editor.
II. BODY PARAGRAPH 1
a. TOPIC SENTENCE
i. Tell the reader which of your three points from your thesis this paragraph wil be about.
1. For example, my first main point would be: “As a big sister, I find that I often
have to act as a mentor for my younger sister.” Notice how the main POINT
repeats the word that is being defined in the thesis and repeats language from the
thesis.
b. EXAMPLE/EVIDENCE
i. Provide a personal example that illustrates your main point.
1. I would provide an example of how I’ve mentored my younger sister. I might talk
about the time I helped her pick her major in college.
c. EXPLAIN
i. Explain your example or evidence in detail.
1. This will take up the most space in your paragraph.
d. LINK
i. Link everything back to the main point by repeated the topic sentence in different words.
It might be helpful to think of your body paragraphs like little sandwiches. They’re self-
contained but are part of a larger meal.
1. I would reiterate my main point by saying the following: “Being the older sister, I
sometimes find myself having to take on the role of a mentor.”
III. BODY PARAGRAPH 2
a. TOPIC SENTENCE
i. Tell the reader which of your three points from your thesis this paragraph will be about.
Pick one of the other points mentioned in your thesis statement.
1. My second main POINT will be: “While predictable, being a big sister means
having a forever best friend.”
b. EXAMPLE/EVIDENCE
i. Provide a persona example that illustrates your main point.
c. EXPLAIN
i. Explain your example or evidence in detail.
d. LINK
i. Link everything back to.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. University of El Salvador
Western Multidisciplinary Campus
Foreign Language Department
English Composition I
Handout 3
Responsible: Professor Darlene Mata
UNIT I: Main Sentence Faults
Topic 3: Rambling Sentences
A rambling sentence may be defined as any sentence that is
exceedingly long, and contains too many independent clauses. An
independent clause is nothing more than a complete, independent thought.
It makes sense, then, that rambling sentences tend to contain
coordinating conjunctions (i.e. and, but, for, or, nor, so, and yet), or
words that connect independent thoughts to one another.
Rambling sentences typically confuse readers, and often leave them out of
breath if they’re reading aloud. The purpose of a sentence is to state a single
idea or a small set of related ideas; a rambling sentence states many ideas,
most of which have nothing to do with one another.
Rambling sentences are often confused with sentences that
contain comma splices.
It is true that rambling sentences often contain comma splices, but
the presence of a comma splice does not necessarily mean that the sentence
in question is a rambling sentence. The following examples will help
explain. Note that the coordinating conjunctions (which are
characteristic of rambling sentences) are in bold print.
Example One: Sentence containing a Comma Splice
I saw a bear lumbering through the woods, it was crashing and thrashing
through the brush.
Example Two: Sentence containing three Comma Splices
I saw a bear lumbering through the woods, the air smelled like pine, as I
listened I could hear him breathing, he was giant.
Example Three: Rambling Sentence
I saw a bear lumbering through the woods, and the air smelled like pine,
but as I listened I could hear him breathing, and he was giant.
Example Four: Rambling sentence containing one Comma Splice
I saw a bear lumbering through the woods, and the air smelled like pine,
but then as I listened I could hear him breathing, he was giant.
1
2. Because of the similarities between these two errors, the reasons
provided under Explanation of the Problem will seem very similar to
the reasons stated on the lesson on comma splices. The primary difference
has to do with the fact that rambling sentences are created by coordinating
conjunctions, while sentences containing comma splices are created
(obviously) by commas.
Explanation of the Problem:
Rambling sentences appear in people’s writing for one simple reason -
writers feel compelled to join related thoughts together by using
coordinating conjunctions. The reason why some writers feel compelled to
join independent clauses together is because they have come to learn that
thoughts of a similar manner should somehow be linked. Think about it:
paragraphs are nothing more than groups of related sentences; and
although sentences are supposed to express one single thought, they often
include a lot of related details. It is the tendency of young writers to want to
group related thoughts and details together that creates rambling
sentences.
Most writers understand that unrelated thoughts must be separated
from one another. Evidence for such understanding may be seen in the
widespread use of comma splices, and in the fact that writers who create
rambling sentences use coordinating conjunctions to separate long strings of
independent clauses.
When a writer chooses to use coordinating conjunction after
coordinating conjunction to combine what should be separate sentences, the
result is almost always a rambling sentence. The following example will
help explain.
The other day I went to Grandma’s house and when I was there I
ate cookies and crackers and she gave me some soda and then I
went outside to pick apples and I fell and scraped my knee so
she brought me back inside and helped me wash it out and it
didn’t hurt at all.
Note that the tone of the above passage is characteristic of a young
child. This is done purposely, for rambling sentences are the preferred
speech pattern for young children. When speaking it is perfectly acceptable
to use a series of coordinating conjunctions, providing that it isn’t
2
3. excessively long. Children as well as adults use this technique regularly,
especially when they are excited.
In writing, however, a long series of coordinating conjunctions and
independent clauses communicate a similar phenomenon – that is, the
speaker is made to appear excited and somewhat unorganized.
It is important to realize that although rambling sentences are, in
fact, errors, they are by no means confusing. There is nothing in the
example above that would confuse or bewilder a reader. The reason
rambling sentences are considered errors is because they generate a very
specific and often destructive tone.
A rambling sentence, if it is to be read aloud, must be read with
speed. How else could you pronounce it in a single breath? Because our
minds are trained to hear words as we read them to ourselves, reading a run
– on sentence silently to ourselves causes us to speed up. Interestingly, a
perfectly valid technique in writing is to control the intensity and speed of a
passage by using repeated coordinating conjunctions. The destructiveness
occurs when the conjunctions are used to link independent clauses within a
passage that does not benefit from having a fast, speedy tone.
How to Fix It:
The solution is simple. Writers must come to realize that it is not
acceptable to link a long series of thoughts using a series of coordinating
conjunctions. More importantly, it is essential that they realize why it is not
acceptable to link too many thoughts using a series of coordinating
conjunctions. It is not acceptable because it utterly destroys the
intended tone of the passage and replaces it with an excited and
unorganized tone. Consider again the rambling sentence from above.
The other day I went to Grandma’s house and when I was there I
ate cookies and crackers and she gave me some soda and then I
went outside to pick apples and I fell and scraped my knee so
she brought me back inside and helped me wash it out and it
didn’t hurt at all.
The writer who wrote the above example is obviously aware that he or
she has combined a series of different thoughts; otherwise, there would be
3
4. no coordinating conjunctions (the words “and” in it at all. In order to fix
the problem, the first thing to do is to take out all the
coordinating conjunctions that separate complete, distinct
thoughts, and then replace them with periods. Remember, the seven
coordinating conjunctions are and, but, for, or, nor, so, and yet. The
change is not permanent, but that it is only the first step in revising the
passage.
At this point it is important to realize that there are two types of
conjunctions: those that
join separate thoughts, and those that join objects or actions. Both types are
called conjunctions, but it is important to realize the difference between
them.
1. The word “and” as a coordinating conjunction:
The other day I went to Grandma’s house and when I was there I ate
cookies and crackers.
2. The word “and” as a conjunction:
The other day I went to Grandma’s house and when I was there I ate
cookies and crackers.
If someone were to take the passage from above and transform all the
coordinating conjunctions into periods without distinguishing between those
that separate complete thoughts and those that separate objects or actions,
the passage would look like this:
The other day I went to Grandma’s house. When I was there I
ate cookies. Crackers. She gave me some soda. Then I went
outside to pick apples. I fell. Scraped my knee. She brought me
back inside. Helped me wash it out. It didn’t hurt at all.
See the problem?
Having learned the important distinction between the two types of
coordinating conjunctions, one can then be sure to replace only those
conjunctions which separate complete thoughts. Then, the passage should
then look like the following:
The other day I went to Grandma’s house. When I was there I
ate cookies and crackers. She gave me some soda. Then I went
outside to pick apples. I fell and scraped my knee. She brought
me back inside and helped me wash it out. It didn’t hurt at all.
Once this has been done, the next step is to understand that some of
the individual sentences (which are also independent clauses, by the way) in
the newly formed paragraph were originally dependent upon one another.
Specifically, the word “so” in the sentence “I fell and scraped my knee so she
brought me back inside and helped me wash it out” tells the reader that the
4
5. second clause (“She brought me back inside and helped me wash it out”)
happened as a result of the first one (“I fell and scraped my knee”).
The other day I went to Grandma’s house. When I was there I
ate cookies and crackers, and then she gave me some soda. Then
I went outside to pick apples. I fell and scraped my knee, so she
brought me back inside and helped me wash it out. It didn’t hurt
at all.
Having learned how to break rambling sentences into sentences that
are more precise and exact, it is important to understand that coordinating
conjunctions aren’t merely nasty things that should be eliminated from a
person’s writing. True, too many of them in one sentence can create a
grammatical freight train which strings together thought after thought after
thought - but it’s perfectly acceptable to join two separate thoughts together
once in a while. Such a construction, incidentally, is called a compound
sentence. If you were to take two ordinary sentences and join them together
with the word and (or but, or for, or nor, or or, or yet), you’d create a
perfectly legitimate sentence. The next few examples will help explain.
Example Five:
I stood under the branches of the apple tree. I jumped at the apples, my
fingers outstretched.
I stood under the branches of the apple tree, and I jumped at the apples, my
fingers outstretched.
Example Six:
At first it wasn’t easy. Then I discovered that if I kept my eye fixed firmly on
one of the red fruits, I could make one single jump and grab onto it.
At first it wasn’t easy, but then I discovered that if I kept my eye fixed
firmly on one of the red fruits I could make one single jump and grab onto it.
Example Seven:
She put hydrogen peroxide on it. The liquid bubbled and fizzed.
She put hydrogen peroxide on it, and the liquid bubbled and fizzed.
In order to determine whether or not the two sentences should be
linked together to form a compound sentence, we must ask ourselves
5
6. whether or not such a decision would add to the overall effect of the
paragraph. Would combining the two sentences make the passage more
cohesive? How would it affect the tone? Would combining the two sentences
make the passage sound like we want it to sound? Such questions must be
answered by the individual writer. As a general rule, though, no more than
two individual sentences should be joined together.
Using coordinating conjunctions to create compound sentences,
therefore, is usually a matter of creating and controlling the tone or mood of
the sentence. Problems occur when writers try to use them too often, thus
creating rambling sentences.
Exercises 1
Directions: Correct the following rambling sentences. You may
eliminate coordinating conjunctions, and you may also use them
to create compound sentences. Each sentence should be
transformed into at least two smaller, more concise sentences.
1. My friend came over and she said, “Let’s play marbles,” so we did and
then it started to rain so we came inside.
My friend came over and said: “Let’s play marbles,” so we did it.
Because it started to rain, we came inside.
2. He picked up his bag, for it was time to go, and then he grabbed his coat
and walked out the door.
He picked up his bag, for it was time to go. As he grabbed his
coat, he walked out the door.
3. The puppies romped and rolled, and then they played and pounced, but
eventually they became exhausted, and they were out of breath, so they
curled up by the heart and went to sleep.
The puppies romped, rolled, played and punced. Eventually, they
became exhausted and out of breath, so they curled up by the
heart and went to bed.
6
7. 4. I saw the shadow move, so I froze, but then I started to worry and so I
made a run for it, sprinting down the street until I came to a telephone
booth.
__________________________________________________________________
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__________________________________________________________________
5. My mother asked me to go to the store for her, but then she changed her
mind and she decided to go herself, for she had several other errands to run
and needed to take the car.
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
6. Three days after the storm the power still hadn’t come back on and the
streets were still littered with fallen trees and branches, so we had to heat
the house with the old wood stove and cook our food from scratch.
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
7. Out east it rained so much we couldn’t play in the yard for a week, for the
mud was ankle-deep and the sky was like a giant showerhead that wouldn’t
stop leaking.
__________________________________________________________________
__________________________________________________________________
7
8. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. After all the fun and laughter had ended, when all but one or two of the
lights had been turned off, the backyard seemed strangely empty, and
where once a joyous throng had danced and sung, an exhausted silence had
settled amid the vacant picnic tables and abandoned folding chairs, for night
had fallen and the party had ended.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. While baking bread, Mr. Smith decided to add three times the normal
amount of dough, for he wanted to make a larger loaf, but when he put it in
the oven and left the room the dough rose so high and so wide that it quickly
filled the oven, forced open the oven door, and oozed out onto the floor, but
when it reached the pantry Mr. Smith returned and promptly scooped it all
up with a snow shovel.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
10. On the table there were four cakes, a plate of chocolate chip cookies, a
basket of muffins, two platters of homemade butter crunch, and an endless
8
9. supply of chocolate milk in a tall glass pitcher, and yet I couldn’t bring
myself to touch any of it, but then everyone started milling around the table
grabbing handfuls of this and handfuls of that and suddenly my appetite
came back, stronger than ever, so I took hold of a giant chocolate cupcake
and took a bite, and when the taste hit my tongue I smiled the biggest smile
I had ever smiled in my life.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Exercise 2
Directions: Rewrite the rambler below. Break it into shorter
several sentences.
My family takes our Iris heritage very seriously, so last year my father
decided we would host a St. Patrick’s Day party, but my younger sister,
Vanessa, forgot to mail the invitations, and nobody had the slightest idea
that we were throwing a party, and so on St. Patrick’s Day, Mom, Dad,
Vanessa, and I prepared the house and cooked tons of food, but five minutes
before the guests were supposed to arrive, Vanessa’s face went white with
fear, and she explained that the invitations were still in her backpack, but
Mom and Dad laughed and assured her it was OK, and we sat down to have
a party of four.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9
10. ______________________________________________________________________
_____________________________________________________________________
Exercise 3
Directions: Rewrite each of the following rambling sentences as
two or more.
1. Cassie was walking down the street when she decided to visit Alicia,
and so she turned on Drummond Place, but then she couldn’t
remember which house Alicia lived in, so she looked for a phone booth
so she could call Alicia and ask her for the address.
2. The dogs started barking last night, and they woke everyone up, and
we all went to see what was bothering them, but we couldn’t find
anything that could be making them bark.
3. It was the last of ninth, and the bases were loaded, and there were
two outs, and the count was three and two, and the crowd was yelling,
but then the batter swung and missed, and we lost, and everyone was
depressed.
4. No one understood the lesson, and so we all asked questions, but then
the teacher became confused, and she had to stop and think, and then
she explained it to us clearly.
5. Debra loves animals, and she has two dogs and three cats, and she
has trained them herself, and she takes complete care of them, and
she’d like to be a veterinarian when she grows up.
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