Sentence variety2 (chapter 33)
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This document discusses techniques for improving sentence variety, including using different sentence lengths and types. It provides examples of how to combine short sentences into longer, more varied sentences through various techniques: 1) Using -ing and -ed modifiers to combine sentences, such as "Talking on her cell phone, Sarah drove into a tree." 2) Using appositives, which rename or describe nouns, to join ideas, like "Chocolate milk, a favorite of children, contains calcium and vitamins." 3) Using who, which, or that clauses to combine sentences, as in "Jacob, who is my favorite cousin, won the golf tournament." The document also discusses how to properly punctuate
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Description
This document provides guidance on writing descriptive paragraphs. It discusses using specific words and phrases to help readers visualize what is being described. It outlines a process for writing descriptive paragraphs, including gathering ideas, focusing on a dominant impression or main topic, devising a logical plan, drafting and revising, and polishing with proofreading. Several exercises are included to help practice descriptive writing skills.
Beyond the simple sentence (subordination)
This document discusses subordination and complex sentences. It defines clauses, independent clauses, and dependent clauses. Dependent clauses require an independent clause to give them meaning. The document provides examples of combining simple sentences into complex sentences by changing one clause into a dependent clause and placing it at the beginning or end of the sentence. It discusses using subordinating conjunctions to subordinate an independent clause. Complex sentences contain one independent clause and one or more dependent clauses. Punctuation rules for complex sentences are also covered. The document concludes with exercises for students to practice creating complex sentences.
Beyond the simple sentence
This document discusses different ways to combine simple sentences into more complex sentences for improved writing variety. It describes three main options: using a comma with a coordinating conjunction, using a semicolon between two simple sentences, and using a semicolon with a conjunctive adverb. It provides examples of each and exercises for the reader to practice identifying and correcting run-on sentences and comma splices.
Illustration (Chapter 2)
Illustration uses specific examples to support general points. A general statement presents a broad idea, while a specific example provides details to back it up. When writing an illustration paragraph, you should gather ideas and details to support your topic sentence, then create an outline before drafting. Revise your draft using a checklist, varying transitions between sentences, and proofread for errors.
The simple sentence
This document discusses the key components of a simple sentence, including subjects, verbs, and prepositional phrases. It defines subjects as answering "who or what is doing the action" and verbs as showing action or being. Helping verbs are described as verbs that come before the main verb. Prepositions are defined as small words that indicate position or possession, and prepositional phrases consist of a preposition and its object but are never the subject of a sentence. The document encourages practicing identifying these elements in sentences through an online activity.
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Sentence variety2 (chapter 33)
- 1. Sentence Variety – Part 2 Carla M. Jefferson ED 095 Sandhills Community College
- 2. Sentence Variety The use of different lengths and kinds of sentences. You can become skilled in sentence variety by: Revising your writing for a balance of short and long sentences and a mix of sentence types (simple, compound, complex) Being aware of the kinds of sentences you can use
- 3. Using Different Ways to Join Ideas Using an –ing modifier Using an –ed modifier Using an appositive Using a who, which, or
- 4. Use an –ing Modifier You can avoid short, choppy sentences by using an –ing modifier. Ex. Sarah was talking on her cell phone. She drove into a tree. Talking on her cell phone, Sarah drove into a tree. Mr. Martinez loves to read travel books. He plans his next vacation. Mr. Martinez loves to read travel books, planning his next vacation.
- 5. Use an –ed Modifier You can avoid short, choppy sentences by using an –ed modifier. Ex. The fish was broiled with lemon and butter. The fish was delicious. Broiled with lemon and butter, the fish was delicious. Ex. Sam gave me a jewelry box. It was painted with silver and blue flowers. Sam gave me a jewelry box painted with silver and blue flowers.
- 6. Use an Appositive An appositive is a phrase that renames or describes a noun. Appositive’s can go in the beginning, middle, or end of a sentence. Use commas to set off the appositive.
- 7. Use an Appositive Chocolate milk contains calcium and vitamins. It is a favorite of children. Chocolate milk, a favorite of children, contains calcium and vitamins. Richard is my best friend. He has been a wrestler for several years. Richard, my best friend, has been a wrester for several years. I am looking forward to Thanksgiving. It is my favorite holiday. I am looking forward to Thanksgiving, my favorite holiday.
- 8. Classroom Assignment Exercise 6 (pg. 592) - #’s 6, 8, 10 Exercise 7 (pg. 593) - #’s 1, 3, 5 Exercise 9 (pg. 595 - #’s 7, 8, 9
- 9. Using Who, Which, or That Clauses Clauses beginning with who, which, or that can combine short sentences. Jacob is my favorite cousin. He won the golf tournament. Jacob, who is my favorite cousin, won the golf tournament.
- 10. Using Who, Which, or That Clauses Clauses beginning with who, which, or that can combine short sentences. Good running shoes can be expensive. They make running easier. Good running shoes, which can be expensive, make running easier.
- 11. Using Who, Which, or That Clauses Clauses beginning with who, which, or that can combine short sentences. The cinnamon buns were delicious. I tasted them. The cinnamon buns that I tasted were delicious.
- 12. Punctuating Who, What or That Clause Essential clause vs. Nonessential clause Decide whether the information in the clause is essential or nonessential. Ask yourself: Is the sentence the same without the clause? Students who like history will love the movie. Essential – The sentence would hold the same meaning. Mel, who has been singing for years, deserves to win. Nonessential – The sentence would hold the same meaning.
- 13. Punctuating Who, What or That Clause Using which? Usually begins a nonessential clause The car that he was driving is expensive. Using that? Usually begins an essential clause The car, which I’ve had for years, needs a new muffler.
- 14. Classroom Assignment Exercise 10 (pg. 597) - #’s 2, 4, 6 Exercise 11 (pg 598)