This document discusses various aspects of syntax including phrases, clauses, sentence types, and sentence structures. It defines phrases as groups of words that make partial sense but lack a finite verb. There are five types of phrases: noun, adjective, adverb, verbal, and prepositional. Clauses contain a finite verb and can be main or subordinate, with subordinate clauses further divided into noun, adjective, and adverb clauses. Sentences are classified as assertive, interrogative, imperative, or exclamatory based on their meaning and structure. The document also covers transformations between sentence types and structures like simple, compound, and complex, as well as active and passive voice constructions.
Understanding and Correcting Common Writing Errors Pt. I Grammar and Punctuationtvandamericanculture
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This document provides an overview of common grammar, punctuation, and syntax issues in writing. It defines phrases and clauses, describing independent and dependent clauses. It also discusses essential and non-essential phrases/clauses. Additionally, it covers sentence types (simple, compound, complex, compound-complex), punctuation (semicolons, colons), plural/possessive forms, run-on sentences, sentence fragments, conjunctions, and comma usage. Key questions for evaluating writing are presented.
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What is sentence. Sentence structure that puts light on Sentence components. The importance of sentence components, their need and their usage in daily life. Moving ahead, the extension and eleborative explanation of subject and predicate . Subject being the most important part and Predicate that is the rest of the sentence that tells about the subject. The slides further explains the rules of subject verb agreement and then types of sentence not only on the basis of structure but also function.
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This document provides strategies and information for the TOEFL Structure and Written Expression sections. It begins with general strategies, such as being familiar with directions and pacing yourself. It then discusses strategies for the Structure section, such as studying each answer choice based on how well it completes the sentence. Next, it covers characteristics of sentences, clauses, and sentence structures. The remainder of the document provides skills and examples for specific grammar points tested in the Structure and Written Expression sections, such as subject-verb agreement, reduced clauses, and inverted word order.
This document provides an overview of identifying subjects and verbs in English sentences. It begins by defining nouns and verbs, including common and proper nouns, action verbs, state-of-being verbs, and helping verbs. It then discusses subjects as the noun or pronoun performing the verb. The document outlines 14 rules for subject-verb agreement, such as singular subjects taking singular verbs and plural subjects taking plural verbs. It provides examples to illustrate compound subjects, collective nouns, and pronouns as subjects.
This document provides guidance on subject-verb agreement in English. It discusses:
1) Singular subjects require singular verbs and plural subjects require plural verbs. Some indefinite pronouns like "everyone" and "nobody" are always singular. Others like "all" and "some" can be singular or plural depending on context.
2) Phrases between the subject and verb should not confuse agreement. Modifiers after the subject do not affect whether the verb is singular or plural.
3) Pronouns like "neither", "either", and "none" can be singular or plural depending on context but generally take a singular verb. Verb number is also determined by proximity for
The document provides an agenda and guidance for integrating and citing sources, creating a works cited page, and revising writing strategies such as using quotations effectively, avoiding ambiguous pronouns, and including agents in sentences. It also schedules an open discussion about revisions for Essay 4 and assigns homework for students to revise that essay using the strategies discussed.
This document contains the agenda and notes for an English class. It discusses reviewing vocabulary homework and sentences, reviewing an assigned reading, and introducing the class to transitions, rhetorical modes, and the next essay assignment on obtaining resilience through adversity. The class will discuss listing, cause and effect, compare and contrast, and chronological patterns of organization. Examples are provided and the class will practice these patterns. Finally, the class will continue watching the film "Life is Beautiful" and homework is assigned for the next class.
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Definition: A clause is a group of related words that contains a subject and a predicate.
The students who are in Mrs. Parkers class are smart.
A phrase is a group of words without a subject and a predicate
Maggie gave a gift to Ted.
Students who eat breakfast have m
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Definition: A clause is a group of related words that contains a subject and a predicate.
The students who are in Mrs. Parkers class are smart.
An independent (or main) clause can stand on its own. An independent clause is a complete thought.
Ms. Lowery teaches math.
A phrase (or subordinate) clause is not a complete thought. It is a fragment.
Because the students performed well on the exam
If I won the lottery
An adjective clause is a clause that describes a noun.
Adjective clauses are always dependent clauses.
There are 5 words (relative pronouns) that introduce adjective clauses:
who, whom, whose, which, that
Sometimes the relative pronouns that introduce an adjective clause are implied.
Example:
The grade I received was a shock.
The pronoun that is implied.
The grade [that] I received was a shock.
An adverb clause contains a subject and a predicate.
It answers the adverb questions how, when or why.
Trevon read the book until he fell asleep.
This document introduces various sentence connectors commonly used in professional writing. It provides examples of coordinating conjunctions like "and", "but", and "or" and discusses how they join elements of equal or contrasting importance. Transitional words like "moreover", "in addition", "as well", and "too" are presented as joining ideas and adding information. The document concludes with rules for appropriate usage, advising writers not to overuse connectors or mix different types in the same sentence.
This document discusses common writing errors including sentence fragments, comma splices, fused sentences, and subject-verb agreement issues. It provides examples and explanations of each error type as well as recommendations on how to correct them such as using conjunctions, semicolons, or separating clauses into individual sentences. Subject-verb agreement errors may occur with compound subjects, collective nouns, or when intervening phrases create confusion around the true subject.
The document provides information about various grammar topics including sentence structure, subject-verb agreement, run-on sentences, sentence fragments, cohesive devices, and parallel structure. It defines key terms such as independent clause, subordinate clause, and gives examples to illustrate concepts like the four basic sentence structures, rules for subject-verb agreement, how to identify and fix run-on sentences and sentence fragments, uses of cohesive devices, and maintaining parallel structure in writing.
The document discusses noun phrases and how to properly use articles (a/an, the) with nouns. It explains that a noun phrase contains a head noun and modifying words. It then covers 4 steps to determine what article to use with a noun: 1) Check if it's a proper or common noun. 2) Check if the common noun is specific or non-specific. 3) Check if a non-specific common noun is countable or uncountable. 4) Check if a countable common noun is singular or plural. Examples are provided to demonstrate applying the steps to select the correct article.
This document provides an overview of English grammar concepts that will be covered in an upcoming exam, including the format and requirements of the exam. It discusses the key elements of sentences such as subjects, predicates, phrases and clauses. It also outlines the different types of sentences and sentence structures like simple, compound and complex sentences. The goal is to help students understand difficult grammar concepts and prepare for the exam which will follow a similar format to the assignment.
The document defines and provides examples of basic sentence elements including the subject, predicate, object, and different types of clauses. It explains that a subject is the doer of the action or topic of the sentence. A predicate states something about the subject. An object receives the action of the verb. Sentences can be simple, compound, complex, or compound-complex depending on the number and types of clauses. Fragments and run-on sentences are errors that occur when clauses are not properly connected.
This document provides an overview of the parts of speech that will be covered in an English grammar and composition course. It includes the chapters that will be covered, such as parts of speech, subjects and verbs, pronoun agreement, and punctuation. It also outlines the evaluation system for midterm and final exams.
The document discusses various grammatical concepts including phrases, clauses, and sentence structure. It defines phrases as groups of words without a subject and verb, and identifies 8 types of phrases including noun, verb, adjective, and prepositional phrases. Clauses are defined as having a subject and verb and can be either independent or dependent. Sentences are composed of clauses and there are 6 basic sentence patterns involving nouns, verbs, adjectives, and objects. The document also contrasts simple versus complex sentences.
The document discusses various grammatical concepts including phrases, clauses, and sentence structure. It defines phrases as groups of words without a subject and verb, and identifies 8 types of phrases including noun, verb, adjective, and prepositional phrases. Clauses are defined as having a subject and verb and can be independent or dependent. Sentences are composed of clauses and their structure involves subjects, verbs, and 6 patterns including noun-verb and noun-verb-noun patterns. The document also contrasts simple versus complex sentences.
The document discusses different patterns of organization that authors use when writing, including transitions, thought patterns, and listing, cause and effect, comparison/contrast, examples, definitions, and chronological order. It provides examples of how each pattern is used and includes transition words for each pattern to help guide the relationship between ideas. The purpose is to teach students how to recognize these patterns when reading in order to better understand the connections within and between paragraphs.
There are four main types of sentences based on their structure: simple, compound, complex, and compound-complex. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined with a conjunction. A complex sentence contains one independent clause and at least one dependent clause. A compound-complex sentence contains at least two independent clauses and at least one dependent clause. Clauses can be independent or dependent. Dependent clauses are further divided into adjective, noun, and adverbial clauses. Principal and coordinate clauses are also discussed along with non-finite clauses and phrases.
This document discusses different types of sentences in English. It defines a sentence and identifies four main types according to structure: simple, compound, complex, and complex-compound sentences. It also outlines four types of sentences according to function: declarative, imperative, exclamatory, and interrogative sentences. Examples are provided for each type of sentence. The document concludes with activities to practice identifying types of sentences.
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This document provides guidance on subject-verb agreement in English. It discusses:
1) Singular subjects require singular verbs and plural subjects require plural verbs. Some indefinite pronouns like "everyone" and "nobody" are always singular. Others like "all" and "some" can be singular or plural depending on context.
2) Phrases between the subject and verb should not confuse agreement. Modifiers after the subject do not affect whether the verb is singular or plural.
3) Pronouns like "neither", "either", and "none" can be singular or plural depending on context but generally take a singular verb. Verb number is also determined by proximity for
The document provides an agenda and guidance for integrating and citing sources, creating a works cited page, and revising writing strategies such as using quotations effectively, avoiding ambiguous pronouns, and including agents in sentences. It also schedules an open discussion about revisions for Essay 4 and assigns homework for students to revise that essay using the strategies discussed.
This document contains the agenda and notes for an English class. It discusses reviewing vocabulary homework and sentences, reviewing an assigned reading, and introducing the class to transitions, rhetorical modes, and the next essay assignment on obtaining resilience through adversity. The class will discuss listing, cause and effect, compare and contrast, and chronological patterns of organization. Examples are provided and the class will practice these patterns. Finally, the class will continue watching the film "Life is Beautiful" and homework is assigned for the next class.
Understanding Clauses in an easy way with RenuRenuPandey20
油
Definition: A clause is a group of related words that contains a subject and a predicate.
The students who are in Mrs. Parkers class are smart.
A phrase is a group of words without a subject and a predicate
Maggie gave a gift to Ted.
Students who eat breakfast have m
Understanding Clauses and it's type with RenuRenuPandey20
油
Definition: A clause is a group of related words that contains a subject and a predicate.
The students who are in Mrs. Parkers class are smart.
An independent (or main) clause can stand on its own. An independent clause is a complete thought.
Ms. Lowery teaches math.
A phrase (or subordinate) clause is not a complete thought. It is a fragment.
Because the students performed well on the exam
If I won the lottery
An adjective clause is a clause that describes a noun.
Adjective clauses are always dependent clauses.
There are 5 words (relative pronouns) that introduce adjective clauses:
who, whom, whose, which, that
Sometimes the relative pronouns that introduce an adjective clause are implied.
Example:
The grade I received was a shock.
The pronoun that is implied.
The grade [that] I received was a shock.
An adverb clause contains a subject and a predicate.
It answers the adverb questions how, when or why.
Trevon read the book until he fell asleep.
This document introduces various sentence connectors commonly used in professional writing. It provides examples of coordinating conjunctions like "and", "but", and "or" and discusses how they join elements of equal or contrasting importance. Transitional words like "moreover", "in addition", "as well", and "too" are presented as joining ideas and adding information. The document concludes with rules for appropriate usage, advising writers not to overuse connectors or mix different types in the same sentence.
This document discusses common writing errors including sentence fragments, comma splices, fused sentences, and subject-verb agreement issues. It provides examples and explanations of each error type as well as recommendations on how to correct them such as using conjunctions, semicolons, or separating clauses into individual sentences. Subject-verb agreement errors may occur with compound subjects, collective nouns, or when intervening phrases create confusion around the true subject.
The document provides information about various grammar topics including sentence structure, subject-verb agreement, run-on sentences, sentence fragments, cohesive devices, and parallel structure. It defines key terms such as independent clause, subordinate clause, and gives examples to illustrate concepts like the four basic sentence structures, rules for subject-verb agreement, how to identify and fix run-on sentences and sentence fragments, uses of cohesive devices, and maintaining parallel structure in writing.
The document discusses noun phrases and how to properly use articles (a/an, the) with nouns. It explains that a noun phrase contains a head noun and modifying words. It then covers 4 steps to determine what article to use with a noun: 1) Check if it's a proper or common noun. 2) Check if the common noun is specific or non-specific. 3) Check if a non-specific common noun is countable or uncountable. 4) Check if a countable common noun is singular or plural. Examples are provided to demonstrate applying the steps to select the correct article.
This document provides an overview of English grammar concepts that will be covered in an upcoming exam, including the format and requirements of the exam. It discusses the key elements of sentences such as subjects, predicates, phrases and clauses. It also outlines the different types of sentences and sentence structures like simple, compound and complex sentences. The goal is to help students understand difficult grammar concepts and prepare for the exam which will follow a similar format to the assignment.
The document defines and provides examples of basic sentence elements including the subject, predicate, object, and different types of clauses. It explains that a subject is the doer of the action or topic of the sentence. A predicate states something about the subject. An object receives the action of the verb. Sentences can be simple, compound, complex, or compound-complex depending on the number and types of clauses. Fragments and run-on sentences are errors that occur when clauses are not properly connected.
This document provides an overview of the parts of speech that will be covered in an English grammar and composition course. It includes the chapters that will be covered, such as parts of speech, subjects and verbs, pronoun agreement, and punctuation. It also outlines the evaluation system for midterm and final exams.
The document discusses various grammatical concepts including phrases, clauses, and sentence structure. It defines phrases as groups of words without a subject and verb, and identifies 8 types of phrases including noun, verb, adjective, and prepositional phrases. Clauses are defined as having a subject and verb and can be either independent or dependent. Sentences are composed of clauses and there are 6 basic sentence patterns involving nouns, verbs, adjectives, and objects. The document also contrasts simple versus complex sentences.
The document discusses various grammatical concepts including phrases, clauses, and sentence structure. It defines phrases as groups of words without a subject and verb, and identifies 8 types of phrases including noun, verb, adjective, and prepositional phrases. Clauses are defined as having a subject and verb and can be independent or dependent. Sentences are composed of clauses and their structure involves subjects, verbs, and 6 patterns including noun-verb and noun-verb-noun patterns. The document also contrasts simple versus complex sentences.
The document discusses different patterns of organization that authors use when writing, including transitions, thought patterns, and listing, cause and effect, comparison/contrast, examples, definitions, and chronological order. It provides examples of how each pattern is used and includes transition words for each pattern to help guide the relationship between ideas. The purpose is to teach students how to recognize these patterns when reading in order to better understand the connections within and between paragraphs.
There are four main types of sentences based on their structure: simple, compound, complex, and compound-complex. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined with a conjunction. A complex sentence contains one independent clause and at least one dependent clause. A compound-complex sentence contains at least two independent clauses and at least one dependent clause. Clauses can be independent or dependent. Dependent clauses are further divided into adjective, noun, and adverbial clauses. Principal and coordinate clauses are also discussed along with non-finite clauses and phrases.
This document discusses different types of sentences in English. It defines a sentence and identifies four main types according to structure: simple, compound, complex, and complex-compound sentences. It also outlines four types of sentences according to function: declarative, imperative, exclamatory, and interrogative sentences. Examples are provided for each type of sentence. The document concludes with activities to practice identifying types of sentences.
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2. Review Some Terms
Subject
A subject is a part of a sentence that contains the person or thing performing the action
(or verb) in a sentence.
Predicate
The predicate is what comes after the subject. In a simple sentence, the predicate can be just a
verb (the action happening in the sentence): Ex: She cried. Ex: He kicked the ball.
Phrase
A phrase is a group of words that works together in a sentence but does not contain a subject
or a verb. Often phrases are used for descriptions of people, things, events, or verbs. Phrases
are bold typed in the following sentences.
Filled with joy, the girl jumped up and down.
The man with the red jacket is my father.
He performed the song with a smile on his face.
He created the experiment to test the embryos sensitivity to outside light.
3. Review some terms Contd
Clause
A clause is a group of words working together that contains both a subject and a verb.
Independent Clause
An independent clause can stand on its own as a complete sentence.
The athlete completed the marathon.
Dependent Clause
A dependent clause must be attached to another clause in order for it to be a complete
sentence; it cannot stand on its own.
Because he was not thinking about the consequences, the toddler chose to
touch the hot stove.
5. Three Errors to Avoid - Fragments
Mosaics from the Tetrapylon Street in Aphrodisias (5th
century)
Incomplete sentence (subject or verb is
missing)
Does not express a complete thought
-ing phrases (gerunds)
Fixing his car
To fragments
To avoid making my parents angry
Noun + relative pronoun
The dog that lives next door
Incomplete predicates (transitive vs.
intransitive verbs)
It was a long drive, but I enjoyed.
Dependent clauses
After I arrived home
Because she was tired
Fragment
6. Fragments Participials vs. Gerunds
Gerunds mixed with participles
Seeing these people suffer as they struggle to feed themselves and their
children. It is truly heartbreaking.
(the first one is a gerund used as subject and is missing predicate)
Seeing these people suffer as they struggle to feed themselves and their
children is truly heartbreaking. (gerund subject + predicate)
Seeing these people suffer as they struggle to feed themselves and their
children, some volunteers quit due to a lack of hope.
(When they see these people suffer.some volunteers quit)
Subject of the ing- participial and the second clause is the same:
some volunteers)
Participles do not have a subject. The subject of the participle must be the
same as the subject they describe.
Walking along the trail, a fallen tree blocked our way. (incorrect)
A fallen tree is the subject of the second clause, but cannot be the subject
of the participial, so this sentence is incorrect)
Walking along the trail, we saw a fallen tree blocked our way.
Both the participial and the second clause have we as their subject,
so it is correct.
7. Fragments Real Examples
Leading them to perhaps make different choices, including the career path
they choose to go into.
(A gerund as subject missing predicate)
Where most women like to be able to have the freedom to express
themselves in different ways, writing, drawing, talking, and so on.
(a dependent clause if not joined to an independent clause, its
incomplete.)
In this essay, Why Do Women shun STEM? by Barbara Oakley. She
argues there are not many women that choose STEM.
(the first one is a phrase and cannot stand alone. Change to: In the
article, Why, Barbara Oakley argues
Feminism, which first emerged in the 19th century, aimed to equalize
womens social image and rights with those of men, also advocated for
womens emancipation and practical equality through the expansion of
womens rights.
Omit also and the fragment is fixed.
Because women do not receive enough encouragement during their early
childhood years and later at school, which lose confidence in their
abilities and think they cannot compete with men in STEM field.
Two dependent clauses. Change which to they and its fixed.
8. How to fix fragments?
Often, you can fix a fragment by joining it to the previous or the
following sentence, change the punctuation, add the missing
part, or even omit the extra element that causes the clause to
turn into a dependent clause.
Jet lag which is simply the urge to sleep at inappropriate times.
(Omit the conjunction.) -> Jet lag is simply the urge to sleep at
inappropriate times.
->There are different ways to make college affordable. Such as
providing more student support and cutting unnecessary costs.
(Change the punctuation.)
-> There are different ways to make college affordable, such as
providing more student support and cutting unnecessary costs.
9. Three Errors to
Avoid
One sentence runs into another.
The results of the study were inconclusive
more research needs to be done.
The results of the study were inconclusive
therefore more research needs to be
done.
On this occasion, women frequently hear
that they do not have enough
competencies they are also paid less than
men.
10. Three Errors to Fix
Comma Splices
Two complete sentences are separated with a
comma.
The attitude of professors can affect a
students life, those professors can make
women decide to choose social sciences
or humanities.
I agree with her, women face lots of
difficulties getting into STEM because they
face gender bias and stereotypes.
11. How to fix run-ons and comma splices?
Use a period.
Use a comma and a coordinating conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So)
Joe waited for the train, the train was late.
Use a semicolon, a conjunctive adverb, and a comma.
Students must take final exams they will receive a grade of Incomplete.
Use a subordinating conjunction (Because, when, where/wherever, although, after/before,
until, since).
Because the weather is warm in Arizona, they moved there.
Although she was tired, she stayed up and worked.
To add similar idea To show contrast
Also, besides, furthermore, moreover,
in addition
However, nevertheless, nonetheless,
still
On the other hand, in contrast
Result To give an alternative possibility,
often negative
As a result, therefore, thus,
consequently, hence
otherwise