This document provides an overview of diagramming sentences. It begins by explaining that diagramming shows the relationship between words in a sentence by placing the subject on the left side and the predicate on the right. Basic sentences are diagrammed with the subject above the line and verb below. Adjectives that modify nouns are placed under the noun on a slanted line. Adverbs that modify verbs are placed under the verb on a slanted line. Examples of diagramming various sentences are provided to demonstrate these concepts.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Please help with the English test !!! Thank you very much!Identify.pdfdeepaksatrker
Please help with the English test !!! Thank you very much!
Identify the term that best describes the italic bold word
1.The teacher asked the class to stay put while she went to the office.
a) transitive verb
b) intransitive verb
c) auxiliary verb
d) linking verb
2. The ancient Greeks believed that the more people learn, the less they know.
a) correlative conjunctions
b) coordinating conjunctions
3. The committee decided that Pedro’s logo was the most appropriate representation of the
organization’s mission.
a)predicate nominative
b)predicate adjective
c)objective compliment
d)direct object
4.Maintaining a perfect GPAbecome more important to him than athletics.
a) appositive phrase
b) infinitive phrase
c) prepositional phrase
d) gerund phrase
5. Developed by government scientists, the Internet is now part of everyday life.
a) appositive phrase
b) participle phrase
c) gerund phrase
d) infinitive phrase
Identify the sentence structure.
6. Without her cat in her lap, she felt alone during the long ride.
a)simple sentence
b)compound sentence
c)complex sentence
d)compound-complex sentence
7. Today he is frail, but he still commands respect.
a)simple sentence
b)compound sentence
c) complex sentence
d)compound-complex sentence
Solution
1) In the first question you forgot to mention Italic Bold letter, but I think STAY is the verb you
meant to ask.
In the first question the answer is Intransitive verb.
let me explain it why.
Definition: An intransitive verb has two properties. one, it is an action verb, expressing an
activity which is doable e.g.:Come, go, eat, drink, sneeze, stand etc. Second, unlike a transitive
verb, it won\'t have a direct object who is receiving the action.
Example: Because of liver problems, Sameer always eats before leaving for office.
2) It\'s a correlative conjunction. Because correlative conjunctions are always in pairs and one
will be related to another. Other examples are neither/or, Both/and, not only/but also, whether/or,
neither/nor and sooner/than.
3) Direct object is the answer
Because a direct object is followed by transitive verb, it can be nouns, pronouns, phrases, or
clauses.
4) It is an Infinitive phrase.
5) It\'s a Participle phrase.
other examples: The water drained slowly in the pipe clogged with dog hair.
6) It is clearly a Complex sentence, since complex sentences have one independent clause and at
least one dependent clause. Without her cat in her lap is independent clause and she felt alone
during the long ride. is a dependent clause.
7) This one is a Simple sentence..
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
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.
More Related Content
Similar to Words_Phrases,_Clauses,_Sentence_Structure.pptx
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Please help with the English test !!! Thank you very much!Identify.pdfdeepaksatrker
Please help with the English test !!! Thank you very much!
Identify the term that best describes the italic bold word
1.The teacher asked the class to stay put while she went to the office.
a) transitive verb
b) intransitive verb
c) auxiliary verb
d) linking verb
2. The ancient Greeks believed that the more people learn, the less they know.
a) correlative conjunctions
b) coordinating conjunctions
3. The committee decided that Pedro’s logo was the most appropriate representation of the
organization’s mission.
a)predicate nominative
b)predicate adjective
c)objective compliment
d)direct object
4.Maintaining a perfect GPAbecome more important to him than athletics.
a) appositive phrase
b) infinitive phrase
c) prepositional phrase
d) gerund phrase
5. Developed by government scientists, the Internet is now part of everyday life.
a) appositive phrase
b) participle phrase
c) gerund phrase
d) infinitive phrase
Identify the sentence structure.
6. Without her cat in her lap, she felt alone during the long ride.
a)simple sentence
b)compound sentence
c)complex sentence
d)compound-complex sentence
7. Today he is frail, but he still commands respect.
a)simple sentence
b)compound sentence
c) complex sentence
d)compound-complex sentence
Solution
1) In the first question you forgot to mention Italic Bold letter, but I think STAY is the verb you
meant to ask.
In the first question the answer is Intransitive verb.
let me explain it why.
Definition: An intransitive verb has two properties. one, it is an action verb, expressing an
activity which is doable e.g.:Come, go, eat, drink, sneeze, stand etc. Second, unlike a transitive
verb, it won\'t have a direct object who is receiving the action.
Example: Because of liver problems, Sameer always eats before leaving for office.
2) It\'s a correlative conjunction. Because correlative conjunctions are always in pairs and one
will be related to another. Other examples are neither/or, Both/and, not only/but also, whether/or,
neither/nor and sooner/than.
3) Direct object is the answer
Because a direct object is followed by transitive verb, it can be nouns, pronouns, phrases, or
clauses.
4) It is an Infinitive phrase.
5) It\'s a Participle phrase.
other examples: The water drained slowly in the pipe clogged with dog hair.
6) It is clearly a Complex sentence, since complex sentences have one independent clause and at
least one dependent clause. Without her cat in her lap is independent clause and she felt alone
during the long ride. is a dependent clause.
7) This one is a Simple sentence..
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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3. Table of Contents
Part 1: Diagnostic
assessment
Part 2: Phrases, Clauses, and
Sentence Structure
Part 3: Language Contrasts
4. Identify the subject and the predicate in
each sentence
a. The man had a one-week fast after losing
his lovely wife
b. The baseball player hit such a skilled
homerun that gave the team the
championship.
c. Living in a town where no one respects
civic rules has become an impossible task
d. The naughty pilots fly across the field
every time they have a chance.
e. A society is often affected by people’s
way of thinking
5. Translate the following sentences into
English
a. El hombre ayunó por una semana después de
perder a su adorable esposa.
b. El beisbolista hizo un homerun tan hábil que le
dió el Campeonato al equipo.
c. El vivir en un pueblo en donde nadie respeta las
reglas civiles se convirtió en una tarea imposible
d. Los pilotos traviesos vuelan por campo cada vez
que tienen oportunidad
e. Frecuentemente, se afecta a una sociedad por la
manera de pensar de su sociedad.
6. The man had a fast after losing his
lovely wife
1. In this statement (a) the word “LOVELY” is a / an
a) Noun b) Verb c) Adjective
d) adverb e) Determiner
2. In this statement the Word “FAST” is a / an
a) Noun b) Verb c) Adjective
d) adverb e) Determiner
7. The baseball player wisely hit a homerun that
gave the team the championship.
1. In this statement (b) the word “The” is a / an
a) Noun b) Verb c) Adjective d)
adverb e) Determiner
2. In this statement (b) the word “skilled” is a / an
a) Noun b) Verb c) Adjective d)
adverb e) Determiner
3. In this statment “The team” is a / an
a) direct object b) indirect object c) complement
8. Living in a town where no one respects civic
rules has become an impossible task
1. In this statement, which
word or words is the
subject of the sentence?
a) Town
b) Living in a town where no
one respects civic rules
c) Living in a town
d) No one
2 In this statement (c) the
words “Living in a town
where no one respect civil
rules” is a / an
a) Noun Phrase
b) Verb Phrase
c) Adjective Phrase
d) adverb phrase
9. The naughty children fly across the
field every time they have a chance.
1. In statement (d) the word “fly” is a / an
a) Noun b) Verb c) Adjective d)
adverb e) Determiner
2. In statement (d) underline which word can only be
the subject of the sentence.
a) The naughty pilots b) The naughty
children fly c) both
11. Phrases
1. a noun (and its modifiers)
2. a verb (and the words that follow)
an interesting dream
my magically delicious Lucky Charms
the City College book fair
many culturally diverse students
those poisonous red apples on the table
talented and helpful tutors
the drawer next to the bed
bands
were eaten by the boy next door
attend this school
will be in high demand
is always in October
were for Snow White and not for you
has been on my mind all day
open
have been playing all night long
Combine the noun phrases
and verb phrases to make
complete sentences.
12. Phrases Clauses
Clauses
A clause is a subject / verb combination. Clauses
can be dependent or independent (More
explanation on this later) First, let’s practice
distinguishing phrases and clauses. Determine
which of the examples are phrases and which are
clauses.
when I go to the store
he cried
the little kitten sitting in the shade of
the tree
they didn’t understand the instructions
stayed out all night
13. Clauses
There are two types of clauses: independent and
dependent. An independent clause, or main
clause, is a subject/verb combination that makes a
complete sentence. A dependent clause cannot
stand alone, and must be attached to an
independent clause.
In the following sentence, which one is the main
clause?
Example 1: As soon as I woke up, I made the
coffee.
If you said I made the coffee, then you are correct!
14. 14
Complete Sentences
A complete sentence includes:
1. Subject (noun)
2. Verb (may need a direct object or complement)
3. Complete Thought/Idea
3. Example 1: Marcel understands the importance
of attending class regularly.
Example 2: Shu, Tony, and Ana studied together
after class.
subject verb
verb
subject
15. Not all complete sentences have a stated subject.
The command form (also known as the imperative)
has you as the implied subject. This sentence
structure is not common in academic writing…
except perhaps as a “hook” in an introductory
paragraph. For example: Be careful!
Moreover, certain authors and genres do not
adhere to traditional sentence structure and may
use phrases and dependent clauses as complete
sentences. For example: Because I said so.
16. 16
Subjects
The subject may be
A single noun
A noun phrase
A pronoun
Two or more nouns, noun phrases or pronouns
A gerund (verb + -ing)
An infinitive (To + verb)
.
College is challenging.
The English Center can help you succeed.
It is open Monday through Friday.
Online tutoring is available on weekends.
Rose, Todd, Humberto, and Jess are all tutors there.
To err is human.
17. ESOL students frequently have incorrect sentence
structure due to missing subjects in their
sentences. It is often times the “dummy” it or
there that is missing. For example: It is raining
outside.
Additionally, it is common for ESOL students to use
a prepositional phrase as a subject. For example:
In the morning is a good time to take classes.
18. Scene One
A student’s sentence is In the article says global
health is important. There are many ways to assist
him in correcting this error. Here’s one:
Tutor: What is the subject of this sentence?
Student: “Article.”
Tutor: Not quite. What part of speech is “in?”
Student: A preposition.
Tutor: Correct. Prepositions need a noun for an object, and
“article” is the object of the preposition. So it can’t be the
subject of the sentence. So what is the subject of the
sentence? This is a trick question.
Student: There isn’t one.
Tutor: That’s right! So how can you correct this?
Student: I can take away the preposition and just write, “The
article says global health is important.”
19. Scene Two
A student’s sentence is In the article says global
health is important. There are many ways to assist
him in correcting this error. Here’s another:
Tutor: What is the subject of this sentence?
Student: “Article.”
Tutor: Not quite. What is the verb of the sentence?
Student: says.
Tutor: Correct. So what is the subject?
Student: Global health.
Tutor: Not quite. The subject has to go before the verb.
Student: There isn’t a subject.
Tutor: Correct! So how can we change it?
Student: I can add “it” so that the sentence says “In the
article, IT says global health is important.”
Tutor: Perfect.
20. Verbs
There are different categories of verbs,
some of which require a direct object or
complement to make the sentence
complete. These are called transitive verbs.
(Memory trick: Transitive verbs are like a
train; they need a caboose.) Intransitive
verbs do not require a direct object or
complement.
Note: ESOL students don’t need to know
the terms “transitive” and “intransitive.”
21. Direct Objects
A direct object is the noun that is receiving
the action of the verb.
1. Some verbs must take an object
2. Some verbs may take an object. It’s correct
with or without.
3. Some verbs cannot take an object
*We analyzed.
We wrote.
She disappeared.
*She disappeared the dog.
We analyzed the data.
22. ESOL students may have difficulty understanding
these differences as there isn’t a logical reason
why certain verbs take direct objects and others do
not. Helping them identify and memorize common
verbs and how they are used will improve their
writing.
23. Complements
A complement is a word or words that follow the
verb but aren’t direct objects. Depending on the
verb, some are obligatory.
Example 1: Rufus seems.
Example 1 is not a complete sentence because the
verb requires a complement. The example should
be: Rufus seems extraordinarily sleepy.
Example 2: Rufus walks.
This is a complete sentence. However, we can add
a complement if we want to be more precise. The
example could be: Rufus walks with vigor.
24. Complements
There are three types of phrases that can act as
complements.
1. A noun or noun phrase
1. George Michael is a brilliant lyricist.
2. An adjective or adjective phrase
1. George Michael is brilliant.
3. A prepositional phrase
1. George Michael is on tour.
25. It’s important to distinguish between direct objects
and complements as knowing which verbs take a
direct object is vital when forming the passive.
Example 1: Rufus is a good dog.
A good dog is not the direct object as it is not
receiving the action of the verb. Thus, it cannot be
made passive.
Example 2: Rufus fetched the ball.
Here, the ball is the direct object, and the sentence
can be made passive: The ball was fetched by
Rufus. (More explanation on this later.)
26. The verb of a sentence must be complete or
include all necessary verb parts. Often times ESOL
students leave out part of the verb.
Example 1: She working in the lab.
This would be incorrect as the progressive requires
the verb to be. It should be: She is working in the
lab.
27. A sentence can consist of more than one verb.
However, parallel structure is important. ESOL
students frequently use different verb forms or
tenses when consistency is needed.
Example 1: She works, studies, and is taking care of
her children.
The three verbs are not the same form. The
example should be: She works, studies, and takes
care of her children.
28. Complete Sentences?
1. Choosing a major is an important decision.
2. Because I study a lot.
3. In my college have a cafeteria and several
snack areas.
4. It is difficult to study on the weekend.
5. There three things to do to be a successful
student.
6. While I was in my ESOL 30 class.
7. My college has many buildings, so easy to get
lost.
29. Types of Sentences
There are four types of sentences.
1. Simple Sentences
2. Compound Sentences
3. Complex Sentences
4. Compound-Complex Sentences
Roxie is a dog.
Roxie is a dog, and Rufus is her friend.
Rufus loves Roxie because she is adorable.
Rufus loves Roxie because she is adorable, and
she defers to him.
30. Simple Sentences
Simple sentences are single, independent clauses.
Subject + verb + object or
complement
Subject + verb
Rufus runs. Roxie is a dog.
31. Compound Sentences
Compound sentences consist of two independent
clauses that are combined with a coordinating
conjunction.
Independent Clause = IC
Coordinating Conjunction = cc
Formula: IC, cc IC.
I like ice cream, and Judy likes cookies.
IC cc IC.
,
32. Coordinating Conjunctions
F
A
N
B
O
Y
S
or
nd
o
ut
r
et
or
= because
= more
information
= contrast
=result/consequence
I like ice cream, and Judy likes cookies.
I like ice cream, but I don’t like cake.
Neither ice cream nor cookies are good for your
health.
I like ice cream, for it is delicious.
= alternativeI could eat ice cream, or I could eat carrots.
= contrast I could carrots, yet I wouldn’t feel happy.
I will eat ice cream, so I can feel happy.
= two negative
options
33. The coordinating conjunctions for and nor are not
very common. Thus, it would be a better use of
time to assist students with the other coordinating
conjunctions.
34. It’s important to focus on mastering simple
sentence structure before tackling compound or
complex. If a student is struggling with more
difficult grammar, go back to the basics. Make
sure that they can identify and produce
comprehensible phrases, then clauses, then simple
sentences before compound or complex.
Complex sentences will be explored more fully in
unit five.
35. Sentence Structure
Each of the sentences on the next slide has
a problem with sentence structure. Find
and correct the one sentence-structure
error in each of the sentences.
36. Correct the Sentence Structure Error
1. In my opinion, speaking in English easier than
writing in English.
2. Is a very interesting point you have raised.
3. My summer internship, for example, it is one
way for me.
4. At present, I am finishing a project, and I also
starting a new one.
5. I felt happy. Because I moved to the U.S.
is
It
am
I felt happy because I moved to the U.S.
38. Diagramming Begins!
What is diagramming?
Sentence analysis
Shows relationship of each word
to the rest of the sentence
Think of frog dissection
39. First…
We already know:
Every sentence MUST have a
subject and verb
Subject=noun
Verb=words of doing or being
Start by asking: WHO or WHAT
is DOING or BEING something?
Now, draw a horizontal line
and divide it with a vertical
one:
40. Next…
Place the subject (noun) and
all the things that go with it on
the left side
Place the predicate (main
verb) and all things that go
with it on the right side
Subject Predicate
41. See how this basic sentence is
diagrammed:
Rex barks.
Rex Barks
Subject Predicate
Who or what? Does or is
what?
42. Now You Try:
Rex whined.
Subject Predicate
Who or what? Does or is
what?
43. Good. Now Try again:
Rex was panting.
(Hint: be sure to include all parts of the verb.)
Subject Predicate
Who or what? Does or is
what?
44. Diagram these sentences.
Remember, subject on the left, predicate on the right.
1. Rex might have been
scratching.
2. Rex did bark.
Subject Predicate
Who or what? Does or is
what?
45. Diagram these sentences.
Remember, subject on the left,
predicate on the right.
1. Rex should have howled.
2. Rex could have been growling.
Subject Predicate
Does or is
what?
48. What Have We Learned So
Far?
SOMEBODY DOES
or IS
Or
SOMETHING
SOMETHING
49. Now, what if we want to
make our sentences pretty?
birds sing
What if we want to know:
Which ones? Where?
What kinds? When?
Whose? Why?
How many? How?
50. Since ADJECTIVES
Answer the ADJECTIVE QUESTIONS about
NOUNS, they are diagrammed on slanting
lines under the noun they modify:
birds sing
How many birds? Three = ADJ
51. Now notice this sentence:
Those three blue birds sing.
Same subject and verb,
birds sing
But the noun is modified by three words that
answer three different ADJECTIVE
QUESTIONS.
53. Good:
Sorrowfully answers the ADVERB QUESTION:
HOW?
birds sing
So, words that answer ADVERB QUESTIONS
are placed on a slanted line under the
VERB
54. Notice that,
While an adjective usually goes
in front of its noun, an adverb
can hop about in the sentence:
Sorrowfully the birds sing.
The birds sorrowfully sing.
The birds sing sorrowfully.
All three sentences are
diagrammed in exactly the
same way.
55. Diagram these sentences. Put adjectives under nouns, adverbs
under verbs. Write what question each modifier answers.
1. Poor Rex whined pitifully.
2. That tired Rex was panting furiously.
3. Yesterday Rex might have been scratching.
4. Rex did really bark.
5. Why did Rex really bark?
6. Why should that naughty Rex have howled so dismally?
56. Ah-ha! A few tricks:
#5, the question—turn it into a declarative
sentence…it will be diagrammed the same as
#4.
#6— “why” doesn’t answer an adverb
question; it is an adverb question. Diagram
it just as you would an adverb.
#6—Where did you put “so”? That was really
sneaky! It answers the ADVERB QUESTION:
HOW. But is does not modify the verb
“howled.” (How did he howl? So? No.) No, it
answers the question “how” about
“dismally.” (How dismally? So dismally.)
Remember that adverbs modify verbs,
adjectives and other adverbs.)
58. Review and Practice:
What have we learned so far?
1. In a sentence, somebody or
something does or is something.
2. An adjective answers the questions
Which one
What kind
Whose
How many
3. An adverb answers the questions
Where
When
Why
How
59. Diagram these sentences. Be sure to find all helping verbs, and
be careful that each modifier is attached to the word it
modifies.
1. Harry has been listening
carefully.
2. Harry has not been listening
carefully. (Hint: “not” answers
how Harry listens.)
60. Diagram these sentences. Be sure to find all helping verbs, and
be careful that each modifier is attached to the word it
modifies.
1. Lucy’s blue sweater was
thrown downstairs.
2. That sweet old lady might
have been sleeping there.
61. Diagram these sentences. Be sure to find all helping verbs, and
be careful that each modifier is attached to the word it
modifies.
1. Suddenly the booming thunder
echoed hollowly.
2. The big bad wolf huffed
importantly.
62. Diagram these sentences. Be sure to find all helping verbs, and
be careful that each modifier is attached to the word it
modifies.
1. That child might be crying
now.
2. How they must have been
laughing!
63. Diagram these sentences. Be sure to find all helping verbs, and
be careful that each modifier is attached to the word it
modifies.
1. Away flew the silly geese.
(Careful! What IS the verb?
What or who DID the verb?)
2. My sister may play here.
** More practice for homework!
64. And Now: Diagramming
Prepositional Phrases
Review: what is a prepositional
phrase? What part(s) of
speech are associated with a
prepositional phrase?
Identify the prepositional
phrase(s) in this sentence:
The squirrel ran up the tree, down the tree,
behind the tree, through the tree, under
the tree, around the tree and into the
65. Notice:
The squirrel ran up the tree, down the tree,
behind the tree, through the tree, under the
tree, around the tree and into the tree.
All the underlined words connect a noun, “tree,”
with the rest of the sentence, in this case
through the verb “ran.” Notice that each
propositional phrase (“phrase” means the
preposition, its object (the noun it connects)
and any modifiers of the object)) answers the
questions “where” or possibly “how.” These are
our old friends, the ADVERB QUESTIONS, and
since the phrase answers where and how the
verb was carried out, we know these phrases
are acting as ADVERBS modifying the verb.
66. How to diagram a
prepositional phrase:
tree
Notice that the preposition goes on a slanting
line just below the word the phrase modified, the
object goes on a horizontal line connected to the
preposition line, and any modifier of the noun
object goes under it. In these phrases the word
“the” is an adjective telling “which tree.” Even
though our word order goes: preposition,
adjective, noun object, we diagram it:
preposition, noun object, adjective, because we
are showing the importance of words.
68. Let’s diagram these prepositional phrases used as
ADJECTIVES:
1. The boy with the red hat was
singing.
2. A basket of food appeared.
3. That cat of Lucy’s scratches.
4. An amount of six dollars was
owed.
69. Now, a trick:
Diagram this sentence:
The bird in the tree sang
happily.
**Remember to figure out which
question is being asked!**
70. Okay, so, you found the prepositional
phrase. You asked, “What question does
it answer?” and you said “Where,” didn’t
you? What the prepositional phrase “in
the tree” really tells is “which one.”
It does this by telling “where.” Now think
about that. We often tell “which one”
about a noun in this way. “Which dress
will you wear?” “The one on the bed.”
This is an example of how you must always
THINK about what words and word
groups are really doing. In most cases,
word order will be a clue as to what a
prepositional phrase modifies.
71. It may be well to notice that, in
our speech patterns, while
one-word adjectives generally
go in front of the nouns they
modify, prepositional phrases
used as adjectives go after
their nouns.
72. A final example to study:
The horse with the star on its
forehead
galloped through the pasture
with angry
snortings at its pursuers.
73. The horse with the star on its forehead galloped through the
pasture with angry snortings at its pursuers.
horse galloped
star pasture
s
forehea
d
snortin
gs
pursuer
s
Study the placement of all phrases. Notice “on its
forehead” modifies the noun “star.” (“On its forehead”
does NOT describe this horse!) Nor did it “gallop” “at its
pursuers.” that tells about its “snortings.” Any noun, not
just the sujbect noun, may be modified by a
prepositional phrase.
74. Review and Practice
1. Each word in a sentence is one of the eight parts of
speech, depending on the job it does in the sentence.
2. Groups of words, called phrase, may act as single parts
of speech.
3. A prepositional phrase consists of a preposition, a noun
object, and perhaps some adjectives modifying the
object.
4. A preposition connects the object with the rest of the
sentence and show the object is related to the sentence.
Usually the relationship has to do with direction, space,
time, possession, etc.
5. Prepositional phrases usually act as ADJECTIVES or
ADVERBS. The whole phrase will answer one of the
ADJECTIVE or ADVERB questions.
6. We diagram a prepositional phrase under the word it
modifies. The object goes on a horizontal line connected
to the preposition. Any modifiers of the object go under
the object.
75. Diagram these sentences after you have found each prepositional phrase
and asked yourself,
“What question does it answer?”
1. The lamp with the crooked
shade leaned against the wall.
2. The carefree moth with the
black spots o nits wings
lunged happily toward the
flames of the sooty lantern.
76. Diagram these sentences after you have found each prepositional phrase
and asked yourself,
“What question does it answer?”
1. The rich society lady sighed
with regret over the column in
the paper.
2. After the rain Nellie splashed
in the puddles on the walk.
77. Diagram these sentences after you have found each prepositional phrase
and asked yourself,
“What question does it answer?”
1. John had been reading about
space travel in that book with
the orange cover.
2. Suzy has been playing with
that girl in the house at the
corner.
78. Diagram these sentences after you have found each prepositional phrase
and asked yourself,
“What question does it answer?”
1. During the winter the farmer
worked at repairs in his barn.
2. Harry should not have been
sleeping on the porch without
a blanket.
79. Diagram these sentences after you have found each prepositional phrase
and asked yourself,
“What question does it answer?”
1. In January I walk to school in
the dark.
2. Beside the dry book she wept
for the thirsty violets.