Sentence fragments
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This document discusses sentence fragments and provides examples of different types of fragments. It explains that a sentence fragment is missing something that would make it a complete sentence, such as a verb or part of a verb phrase. Some fragments contain subject-verb relationships but are still incomplete because they are subordinate clauses. The document cautions against strings of prepositional phrases that do not establish a subject-verb relationship to form a complete thought. It provides additional resources for learning to identify clauses, phrases and fragments.
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Sentence fragments by sohail ahmed
This document discusses sentence fragments and how to identify and fix them. It defines a sentence fragment as an incomplete sentence that is missing a subject, verb, or complete idea. Examples of fragments are provided and fixed by adding subjects and verbs. There are three methods to fix fragments: attaching the fragment to another sentence, adding a subject or verb, or removing the fragment-causing phrase. Sentence fragments should generally be avoided in formal writing.
Phrase, clause and sentence structure
This document discusses different types of sentences including simple, compound, and complex sentences. It defines sentences formally based on punctuation and notionally based on meaning. Sentences are made up of clauses, which are made up of phrases, which are made up of words. Words can have formal labels like nouns or functional labels like subject based on their role. The basic sentence patterns and types are described. Coordination, subordination, and embedding are explained. Formal and semantic labels for sentences are defined. Passivization is briefly covered.
Sentence structure
A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
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.
Direct Objects and Indirect Objects
The document defines and provides examples of direct objects and indirect objects in sentences. It explains that direct objects can only follow action verbs and answer the question "what?" It also notes that indirect objects require a direct object and answer "to whom" or "for whom." Examples are provided of identifying direct objects and indirect objects in sentences and ensuring they do not appear in prepositional phrases. Key terms like direct object, indirect object, and action verbs are highlighted and defined.
How to teach writing
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Dangling modifiers
The document discusses misplaced and dangling modifiers and provides examples and corrections. It explains that a misplaced modifier is separated from the word it intends to describe, while a dangling modifier starts a sentence without being followed by the word it describes. Examples are given of misplaced and dangling modifiers and how to identify and fix them by placing the modifier closer to what it describes or adding context to clarify the intended meaning. Strategies for avoiding ambiguous meanings caused by modifiers include paying attention to placement of words like adverbs, prepositions, and verbals.
Punctuation Hyphen And Dash
The dash and hyphen are often confused but serve different purposes. The dash is longer and used to interrupt or add an aside to a sentence. The hyphen is shorter and used to join words or word parts, such as in compound adjectives, prefixes, and fractions. Proper use of dashes adds emphasis while hyphens clarify meaning through word combinations.
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Sentence fragments by sohail ahmed
This document discusses sentence fragments and how to identify and fix them. It defines a sentence fragment as an incomplete sentence that is missing a subject, verb, or complete idea. Examples of fragments are provided and fixed by adding subjects and verbs. There are three methods to fix fragments: attaching the fragment to another sentence, adding a subject or verb, or removing the fragment-causing phrase. Sentence fragments should generally be avoided in formal writing.
Phrase, clause and sentence structure
This document discusses different types of sentences including simple, compound, and complex sentences. It defines sentences formally based on punctuation and notionally based on meaning. Sentences are made up of clauses, which are made up of phrases, which are made up of words. Words can have formal labels like nouns or functional labels like subject based on their role. The basic sentence patterns and types are described. Coordination, subordination, and embedding are explained. Formal and semantic labels for sentences are defined. Passivization is briefly covered.
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A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
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.
Direct Objects and Indirect Objects
The document defines and provides examples of direct objects and indirect objects in sentences. It explains that direct objects can only follow action verbs and answer the question "what?" It also notes that indirect objects require a direct object and answer "to whom" or "for whom." Examples are provided of identifying direct objects and indirect objects in sentences and ensuring they do not appear in prepositional phrases. Key terms like direct object, indirect object, and action verbs are highlighted and defined.
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The document provides guidance for teachers on how to effectively teach writing to ESL students. It recommends that teachers provide functional writing tasks, allow students to choose their own topics, do group activities like brainstorming and storytelling, and focus on elements of effective writing. It also lists 30 additional ideas for teaching writing, such as using students' lives as inspiration, practicing revision, descriptive writing, and making grammar interactive. The overall document offers strategies to engage ESL students in improving their English writing skills.
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The dash and hyphen are often confused but serve different purposes. The dash is longer and used to interrupt or add an aside to a sentence. The hyphen is shorter and used to join words or word parts, such as in compound adjectives, prefixes, and fractions. Proper use of dashes adds emphasis while hyphens clarify meaning through word combinations.
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Participial phrases
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The document discusses run-on sentences and provides examples of comma splices and fused sentences. It explains that a run-on sentence contains multiple ideas without proper punctuation, which makes it confusing. It also defines comma splices as using only a comma to join two independent clauses, and fused sentences as joining two independent clauses without any punctuation. The document recommends using a period, semicolon, or conjunction word to correctly join two complete sentences. It provides additional tips on limiting the number of clauses in a single sentence to avoid confusion.
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This document discusses avoiding sentence fragments and provides examples of common types of fragments. It notes that fragments are missing something essential like a verb or part of the verb. Examples show fragments missing an auxiliary verb, a whole verb, or having dependent clauses but no independent clause. The document encourages reviewing material on clauses, phrases and sentence variety to help identify and repair fragments.
Fragments
This document discusses sentence fragments and how to avoid them. It provides examples of sentence fragments that are missing verbs or parts of verbs. Specifically, it examines fragments missing auxiliary verbs, whole verbs, and those consisting of strings of prepositional phrases without an independent clause. The document encourages being alert for these types of fragments to ensure complete sentences.
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Participial phrases
A participial phrase consists of a participle plus other elements that function as an adjective to modify a noun or pronoun. There are two types of participles: present participles ending in "-ing" and past participles ending in "-ed", "-en", "-d", "-t", or "-n". Participial phrases should be placed next to the words they modify and include those words. They are punctuated with commas when they begin a sentence or contain non-essential information.
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This document defines various parts of speech and sentence structures:
Nouns name people, places or things. Verbs indicate actions or states of being. Adjectives describe nouns. Adverbs modify verbs, adjectives or other adverbs. Prepositions show relationships between nouns. Conjunctions join words or phrases. Interjections express emotions.
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This document discusses two types of complements: subject complements and object complements. A subject complement is an adjective or noun that renames or defines the subject and follows a linking verb. An object complement is an adjective, noun, or phrase that renames or defines the object of a transitive verb. Examples are provided for each type of complement.
Conjunctive Adverbs
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The document defines different types of phrases including noun phrases, prepositional phrases, appositive phrases, infinitive phrases, gerund phrases, participial phrases, and absolute phrases. It provides examples of each type of phrase and explains the basic structure and function of phrases. The document is intended to teach the reader about identifying and classifying different kinds of word groups based on their structure and use in sentences.
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This document discusses different types of sentences including simple, compound, and complex sentences. It provides examples and definitions of each. A simple sentence contains a subject and a predicate. A compound sentence joins two independent clauses with a conjunction. A complex sentence contains one independent clause and one dependent clause. The document also provides examples of transforming sentences between simple, compound, and complex structures.
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Dangling misplaced modifiers
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Modifiers are words, phrases, or clauses that describe or give information about another word in the same sentence. A modifier can be misplaced if it is separated from the word it describes, creating ambiguity. It can also be dangling if it does not clearly modify anything in the sentence. To fix these issues, the modifier should be moved next to the word it modifies or the doer of the action included to make the meaning clear.
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Infinitives
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Avoiding sentence fragments
This document discusses how to avoid sentence fragments by ensuring each sentence contains a subject and predicate that forms a complete thought. It explains that dependent clauses, introduced by subordinating conjunctions like "after", cannot stand alone as sentences. Using fragments can disrupt the flow of ideas and cause misunderstandings for the reader. To avoid fragments, writers should check that each sentence conveys complete information and logical sense on its own.
Run on sentences
The document discusses run-on sentences and provides examples of comma splices and fused sentences. It explains that a run-on sentence contains multiple ideas without proper punctuation, which makes it confusing. It also defines comma splices as using only a comma to join two independent clauses, and fused sentences as joining two independent clauses without any punctuation. The document recommends using a period, semicolon, or conjunction word to correctly join two complete sentences. It provides additional tips on limiting the number of clauses in a single sentence to avoid confusion.
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ENG 380 Week 1 Language and Linguistics Worksheet
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This document provides guidance on creating an effective thesis statement. It defines a thesis statement as the main idea or central point of an essay that is presented as an arguable claim. The document recommends that a thesis statement be one sentence, placed in the introductory paragraph. It offers tips for developing a thesis such as answering any writing prompts directly, brainstorming ideas, and connecting related concepts under one sentence. Examples demonstrate how to avoid thesis statements that are too factual, broad, or vague and instead present a focused, arguable claim or opinion.
Personal.narrative.memoir JTCC
This document defines and provides examples of different types of personal essays:
- A personal narrative essay recounts a meaningful personal experience and lesson learned from the writer's life. An example narrative describes learning to swim.
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Conjunctions Presentation JTCC
Conjunctions are words that join sentences and clauses. There are three main types of conjunctions: coordinating conjunctions like "and", "but", and "or"; correlative conjunctions which always come in pairs like "not only...but also"; and subordinating conjunctions which introduce dependent clauses like "because" and "though". Conjunctions help vary sentence structure and smoothly connect ideas. It is important to use conjunctions appropriately - the meaning and flow of the sentence should not be contradicted by the conjunction used. Conjunctions are a useful tool for enhancing writing.
Nouns
Nouns define people, places, or things in a sentence. They provide the subject and can receive actions from verbs. To make a noun plural, usually an "s" is added to the end. However, there are some exceptions like "sheep" that do not change form. Without nouns, sentences would lack subjects and objects, making meaning unclear.
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This document provides guidelines for using various punctuation marks correctly in writing, including quotation marks, commas, semicolons, colons, parentheses, brackets, and apostrophes. It explains that punctuation helps with organization, distinguishes speakers, indicates pauses or stops, and expresses emotion. Key rules are outlined, such as using quotation marks for direct quotes and titles, placing periods and commas inside quotation marks, and using semicolons to connect independent clauses or separate items in a list with internal commas.
Verbs
This document defines verbs and discusses how to identify and use them. It explains that a verb describes an action, state or occurrence. Verbs can be identified by using tricks like "I ran" or "You said." There are different types of verbs including action, transitive, intransitive, helping and linking verbs. Action verbs express an action, transitive verbs have a direct object, and intransitive verbs do not. Helping verbs provide more information about the subject and linking verbs connect the subject to a description.
Interjections
Interjections are exclamations that express emotion and often interrupt or add emphasis to a sentence. Common examples include "Wow!", "Oh no!", and "Hey!". Interjections can use exclamation points or commas. They are commonly used in creative writing, narratives, poetry, and letters but are generally not appropriate for academic papers where information is prioritized over emotion. Interjections show feeling and can stand alone or be included in sentences to affect tone.
Paraphrasing
The document discusses paraphrasing and provides guidance on how to effectively paraphrase sources in writing. It defines paraphrasing as borrowing information from another source and presenting it in a new way using one's own words. The document advises readers to fully understand the source material before paraphrasing, and to convey all essential information while avoiding direct quotes or use of a thesaurus to simply replace words. Examples demonstrate a legitimate paraphrase that accurately relays the key points from the original source in condensed form using different wording.
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The document discusses the purpose and benefits of outlining for writing papers. It explains that outlining helps organize ideas, shows how ideas are related, and constructs an overview of the paper. There are different ways to format outlines, including alphanumeric outlines that use Roman numerals and capital letters, and basic outline form that uses main ideas and subsidiary supporting ideas. Effective outlines use parallel structure, equal significance between items, more general to more specific information, and dividing each heading into multiple parts. A working outline can be revised as new ideas and material are discovered, while a final outline enhances organization and removes irrelevant information.
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The document provides an overview of APA style guidelines for writing and presenting research. It discusses the four main sections of an APA style paper: the title page, abstract, main body, and references. Each section is described, including formatting guidelines for things like running headers, block formatting for abstracts, and reference list formatting with hanging indents and alphabetical order by author. In-text citations follow an author-date format and can be signal phrases or parenthetical.
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This document provides guidance on prewriting and developing ideas before starting to write a paper. It emphasizes that writing is a process that involves drafting, revising, and editing. It recommends beginning by writing down all initial ideas on a topic without worrying about structure or style. Key questions to ask include what is known about the topic, what the purpose of the writing is, and who the intended audience is. Outlining strategies like developing a thesis, identifying reasons to support an opinion, and finding examples to back up each reason can help to organize ideas. The document also provides tips for deconstructing a writing prompt and using an organizer to structure the various elements of a paper.
Subject verb agreement
1) Subject-verb agreement refers to matching the number (singular or plural) of the subject with the verb.
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Apa citation
The document provides information about APA citations and reference pages. It explains that APA style is used in social sciences papers and requires both in-text citations and a reference page listing all cited sources. The reference page appears on a separate page at the end of the paper, is titled "References" centered at the top, and lists sources alphabetically by author's last name. The document outlines various rules for formatting the reference page, such as indentation of lines after the first line and capitalization of title words. Following APA style guidelines ensures sources are properly credited to avoid plagiarism and allows readers to easily locate cited sources.
Parts of speech edited adj. new powerpoint format
Adjectives are words that describe or modify nouns by providing additional details such as which one or how many. Adjectives are normally placed before the noun they modify but can also be placed after verbs. Adjectives have different forms like comparative and superlative that are used correctly depending on whether a single item or multiple items are being compared.
Types of evidence
This document discusses different types of evidence that can be used to support arguments in persuasive papers. It provides examples like quotes, statistics, graphs and charts. Evidence should be incorporated to strengthen the paper's stance when the writer cannot find the right words, needs to show consequences or pros and cons, or thinks the reader may not understand the topic. When including evidence, the writer must explain its significance and connection to the thesis, and avoid assuming the evidence speaks for itself or adding too many personal experiences.
References
This document provides guidance on finding credible references for academic writing. It notes that while there is a vast amount of information available from sources like books, the internet, interviews, newspapers, journals, magazines, movies and videos, academic writing requires the use of scholarly and peer-reviewed sources. It directs the reader to use John Tyler Community College's online library and academic search engine to locate credible articles and books. Additionally, interviews and documentaries can be acceptable references if cited properly. The document provides examples of how to cite interviews, movies and documentaries. It cautions against using unreliable sources like Wikipedia and against plagiarizing others' work.
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MLA paper format
MLA paper format outlines the proper way to format and structure a paper. It includes a title page with the author's name, professor's name, course, and date. The body of the paper uses Times New Roman 12-point font, double spacing, 1-inch margins, and paragraph indents. A works cited page lists all sources in alphabetical order following the MLA citation style guide. MLA format is commonly used in the humanities for presenting research and citing sources.
MLA in text citations
This document provides guidance on using MLA in-text citations. It explains that in-text citations give credit to sources and point to the corresponding works cited entry. It details how to cite sources with single authors, multiple authors, unknown authors, and sources with page numbers. The document also covers citing two works by the same author. The goal is to properly attribute ideas and quotes to their original sources.
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Sentence fragments
- 1. Sentence Fragments FROM THE WRITING CENTER @ THE A.R.C.
- 2. Objectives: -Understand what sentence fragments are and be able to identify them. -Recognize a couple different forms that sentence fragments can take. -Learn how to correct sentence fragments.
- 3. Sentence Fragments A sentence fragment tries its best to be a sentence, but it just can’t make it. It’s missing something. Often, the sentence is missing a verb or part of a verb string: John working extra hard on his hook shot lately. Here, for instance, the sentence is missing an auxiliary —such as is, or has been, in this case— that would complete the verb string and the sentence. John has been working extra hard on his hook shot lately.
- 4. Sentence FragmentsSometimes a sentence fragment can give you a great deal of information, but it’s still not a complete sentence. After the coach encouraged him so much last year and he seemed to improve with each passing game. • Here we have a subject-verb relationship — in fact, we have two of them — but the entire clause is subordinated by the subordinating conjunction word after. Therefore we have no independent clause. • Here is the sentence without the subordinating conjunction. • An independent clause is a complete sentence. It has a subject, a verb, and expresses a complete thought. • A dependent clause is a kind of fragment. While it has a subject and a verb, it does not express a complete thought. The coach encouraged him so much last year, and he seemed to improve with each passing game.
- 5. Sentence Fragments Be alert for strings of prepositional phrases that never get around to establishing a subject-verb relationship: • A Prepositional Phrase is simply a preposition and its object. • Again, be careful of sentences that give a great deal of information but still don’t contain a clear subject and verb. • Something to take note of is that the subject will never be a part of a prepositional phrase. Immediately after the founding of the college and during those early years as the predominant educational institution in the American Midwest.
- 6. Sentence Fragments If you are still having trouble with identifying clauses, phrases, and fragments, check out more information at the following links: • Purdue Owl Online Lab • UMUC • UNC Writing Center