This document discusses the basics of sentences, including the different types of sentences and the use of clauses and punctuation. It explains that a sentence contains a subject and a verb and makes complete sense on its own. There are four types of sentences: statements, questions, commands, and exclamations. The document also discusses main and subordinate clauses, noting that main clauses can stand alone as sentences while subordinate clauses provide extra information but not stand alone. Commas are used to separate items in lists and set off introductory phrases, tags, and parenthetical information to aid readers.
Periods are used at the end of sentences, with abbreviations, before decimals, and between dollars and cents. Question marks and exclamation points are used to end questions and sentences expressing strong emotion. Commas are used to separate introductory phrases from the main clause, in appositives, with independent clauses joined by conjunctions, and to separate items in a series.
This document provides an overview of sentences and sentence structures in English. It defines what constitutes a sentence and identifies the key elements of a subject and predicate. It describes the four basic types of sentences: simple, compound, complex, and compound-complex. It also covers sentence functions, common sentence errors like fragments and run-ons, and ways to correct run-on sentences.
The document discusses different types of phrases and clauses. It defines a phrase as a group of words that acts as a unit, usually built around a main word. Noun phrases are built around a noun. A clause contains a subject and verb and can form a complete sentence. The document provides examples of different phrases like noun phrases, prepositional phrases, and adverbial phrases. It also discusses clauses, auxiliary verbs, modal verbs, and determiners.
There are five main rules for using commas that are discussed in the document. The rules cover using commas before coordinating conjunctions in compound sentences, after prepositional phrases at the beginning of sentences, in complex sentences with dependent adverb clauses before independent clauses, after listing and time order signals, and to separate items in a series of three or more items.
This document discusses the basics of sentences, including the different types of sentences and the use of clauses and punctuation. It explains that a sentence contains a subject and a verb and makes complete sense on its own. There are four types of sentences: statements, questions, commands, and exclamations. The document also discusses main and subordinate clauses, noting that main clauses can stand alone as sentences while subordinate clauses provide extra information but not stand alone. Commas are used to separate items in lists and set off introductory phrases, tags, and parenthetical information to aid readers.
Periods are used at the end of sentences, with abbreviations, before decimals, and between dollars and cents. Question marks and exclamation points are used to end questions and sentences expressing strong emotion. Commas are used to separate introductory phrases from the main clause, in appositives, with independent clauses joined by conjunctions, and to separate items in a series.
This document provides an overview of sentences and sentence structures in English. It defines what constitutes a sentence and identifies the key elements of a subject and predicate. It describes the four basic types of sentences: simple, compound, complex, and compound-complex. It also covers sentence functions, common sentence errors like fragments and run-ons, and ways to correct run-on sentences.
The document discusses different types of phrases and clauses. It defines a phrase as a group of words that acts as a unit, usually built around a main word. Noun phrases are built around a noun. A clause contains a subject and verb and can form a complete sentence. The document provides examples of different phrases like noun phrases, prepositional phrases, and adverbial phrases. It also discusses clauses, auxiliary verbs, modal verbs, and determiners.
There are five main rules for using commas that are discussed in the document. The rules cover using commas before coordinating conjunctions in compound sentences, after prepositional phrases at the beginning of sentences, in complex sentences with dependent adverb clauses before independent clauses, after listing and time order signals, and to separate items in a series of three or more items.
This document discusses the basics of sentences including phrases, clauses, auxiliary verbs, and modal verbs. It defines phrases as groups of words that act as a unit, usually built around a main word. Phrases do not contain verbs and can be noun, prepositional, adjectival, or adverbial phrases. Clauses contain both a subject and a verb and can stand alone as a complete sentence. The document also discusses common auxiliary verbs like is, are, and has that help verbs and modal verbs like can, may, and must that express possibility or necessity.
This document discusses finite and non-finite verbs. A finite verb shows tense and has a subject, while a non-finite verb does not show tense or have a subject. The document provides examples of infinitives, gerunds, and participles as types of non-finite verbs. It also discusses clauses, types of sentences including simple, compound, complex and compound-complex, and includes exercises to identify verbs and sentence structures.
Adverb clauses powerpoint (ms standard 4c4)jeremybrent
This document discusses adverb clauses, which are groups of words that contain a subject and finite verb that describe or add to the meaning of a verb, adjective, or other adverb. It defines 8 types of adverb clauses: time, reason, concession, contrast, result, purpose, place, and manner. Examples are provided for each type introduced by common subordinating conjunctions like when, because, although, whereas, so that, where, and as.
This document discusses fragments, run-ons, and how to correct them. It defines a fragment as an incomplete sentence missing an essential element, and identifies common types of fragments. A run-on is formed when two complete sentences are incorrectly joined without proper punctuation. The two types of run-ons are fused sentences joined without punctuation and comma splices joined solely by a comma. The document provides examples and explains four main ways to correct fragments and run-ons: adding missing elements, attaching to another sentence, and separating or joining sentences using punctuation like periods, semicolons, or conjunctions.
This document provides tips for varying sentence structure to improve writing. It recommends varying sentence lengths by using conjunctions to join short sentences together. Both short and long sentences should be used. Sentence type, such as simple, compound, complex, and compound-complex sentences, should also be varied. Additionally, sentence beginnings can be varied by using prepositional phrases, adverbs, and -ing phrases. Resources for further information on sentence variation are also included.
This document discusses fragments and run-on sentences. It defines a fragment as an incomplete sentence missing a subject, verb, or complete thought. Run-ons are formed when two complete sentences are joined incorrectly without proper punctuation. There are two types of run-ons - fused sentences with no punctuation and comma splices joined only by a comma. The document provides examples and ways to correct fragments and run-ons, such as adding missing elements, attaching to another sentence, or using punctuation like periods, semicolons, commas with conjunctions, or dependent words.
This document provides instructions and examples for activities to help students understand synonyms. It defines a synonym as words that have the same or similar meaning. The activities have students identify synonyms in sentences by underlining or choosing them from options. One activity asks students to select synonymous words from a list to match sentences. Another has students choose the synonym for given words from multiple choice answers. The document aims to help students learn and practice identifying synonyms.
Here are the answers with articles added:
1. Have you watched the new movie?
2. I have never used a computer.
3. Do you know the multiplication tables?
4. Sara brought an apple.
5. Tom has a teddy bear.
6. The chairs are all broken.
7. The gatekeeper asked the students to walk carefully as the floor was wet.
8. I have finished reading the book you lent me.
9. Hari is planning to buy a new car.
10. He has been waiting for an hour.
This document discusses finite and non-finite verbs, different types of clauses, and types of sentences. It provides examples of finite verbs, which have subjects and show tense, and non-finite verbs like infinitives, gerunds, and participles. It defines independent clauses, which can stand alone as sentences, and dependent clauses, which must be connected to another clause. It also discusses compound, complex, and compound-complex sentences formed using coordinating and subordinating conjunctions.
This document provides an introduction to different types of sentences: simple sentences containing one independent clause, compound sentences containing two independent clauses joined by a coordinator, and complex sentences containing one independent clause and one or more dependent clauses. It defines each sentence type and provides examples to illustrate them. It also discusses the use of coordinators and subordinators to join clauses in compound and complex sentences.
This document provides guidance on writing in plain language and proper document formatting. It discusses using shorter words and sentences, everyday language, and placing words carefully for clarity. Abbreviations, acronyms, punctuation and paragraph structure are also outlined. The goal is to make information easy to understand by matching the reading level of the intended audience.
This document discusses different types of sentences: simple sentences contain one subject-verb combination and express a single complete thought, compound sentences contain two complete thoughts joined by a FANBOY conjunction, and complex sentences contain one independent and one dependent clause joined by a dependent word. Examples are provided of each sentence type. Readers are prompted to write examples of each in their notes.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of rewriting sentences to use participle clauses instead of relative clauses or conjunctions.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of how to use participle clauses to indicate time, reason, result, concession, or condition.
This document defines and provides examples of three types of sentences: simple sentences containing a subject and verb, compound sentences combining two independent clauses, and complex sentences containing one independent clause and one dependent clause introduced by a subordinating conjunction. Examples are given for each sentence type to illustrate their distinguishing features. Readers are asked to identify subjects, verbs, conjunctions, and dependent clauses in examples.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
Introduction to Clauses Welcome to your GBushraIshrat3
This document discusses different types of clauses, including independent clauses, dependent clauses, adverb clauses, and adjective clauses. It provides examples of each type of clause and how to identify them based on their use and structure. Adverb clauses typically begin with subordinating conjunctions and modify verbs, adjectives or other adverbs. Adjective clauses begin with relative pronouns like who, whom, whose, which, and that and are used like adjectives to modify nouns. The document emphasizes identifying clauses based on their function, not just the introductory words.
Punctuation is used to separate sentences and parts of sentences to make their meaning clear. The main punctuation marks are the period, question mark, exclamation mark, comma, colon, semicolon, parentheses, hyphen, apostrophe, quotation marks, and dash. Each punctuation mark has specific uses, such as commas separating elements in a list, periods ending sentences, question marks following questions, and quotation marks enclosing direct quotes.
The document defines and provides examples of three types of sentences: simple sentences containing a subject and verb, compound sentences combining two independent clauses with a conjunction, and complex sentences containing one independent and one dependent clause introduced by a subordinating conjunction. Examples of each sentence type are underlined to identify their key components.
This document discusses the basics of sentences including phrases, clauses, auxiliary verbs, and modal verbs. It defines phrases as groups of words that act as a unit, usually built around a main word. Phrases do not contain verbs and can be noun, prepositional, adjectival, or adverbial phrases. Clauses contain both a subject and a verb and can stand alone as a complete sentence. The document also discusses common auxiliary verbs like is, are, and has that help verbs and modal verbs like can, may, and must that express possibility or necessity.
This document discusses finite and non-finite verbs. A finite verb shows tense and has a subject, while a non-finite verb does not show tense or have a subject. The document provides examples of infinitives, gerunds, and participles as types of non-finite verbs. It also discusses clauses, types of sentences including simple, compound, complex and compound-complex, and includes exercises to identify verbs and sentence structures.
Adverb clauses powerpoint (ms standard 4c4)jeremybrent
This document discusses adverb clauses, which are groups of words that contain a subject and finite verb that describe or add to the meaning of a verb, adjective, or other adverb. It defines 8 types of adverb clauses: time, reason, concession, contrast, result, purpose, place, and manner. Examples are provided for each type introduced by common subordinating conjunctions like when, because, although, whereas, so that, where, and as.
This document discusses fragments, run-ons, and how to correct them. It defines a fragment as an incomplete sentence missing an essential element, and identifies common types of fragments. A run-on is formed when two complete sentences are incorrectly joined without proper punctuation. The two types of run-ons are fused sentences joined without punctuation and comma splices joined solely by a comma. The document provides examples and explains four main ways to correct fragments and run-ons: adding missing elements, attaching to another sentence, and separating or joining sentences using punctuation like periods, semicolons, or conjunctions.
This document provides tips for varying sentence structure to improve writing. It recommends varying sentence lengths by using conjunctions to join short sentences together. Both short and long sentences should be used. Sentence type, such as simple, compound, complex, and compound-complex sentences, should also be varied. Additionally, sentence beginnings can be varied by using prepositional phrases, adverbs, and -ing phrases. Resources for further information on sentence variation are also included.
This document discusses fragments and run-on sentences. It defines a fragment as an incomplete sentence missing a subject, verb, or complete thought. Run-ons are formed when two complete sentences are joined incorrectly without proper punctuation. There are two types of run-ons - fused sentences with no punctuation and comma splices joined only by a comma. The document provides examples and ways to correct fragments and run-ons, such as adding missing elements, attaching to another sentence, or using punctuation like periods, semicolons, commas with conjunctions, or dependent words.
This document provides instructions and examples for activities to help students understand synonyms. It defines a synonym as words that have the same or similar meaning. The activities have students identify synonyms in sentences by underlining or choosing them from options. One activity asks students to select synonymous words from a list to match sentences. Another has students choose the synonym for given words from multiple choice answers. The document aims to help students learn and practice identifying synonyms.
Here are the answers with articles added:
1. Have you watched the new movie?
2. I have never used a computer.
3. Do you know the multiplication tables?
4. Sara brought an apple.
5. Tom has a teddy bear.
6. The chairs are all broken.
7. The gatekeeper asked the students to walk carefully as the floor was wet.
8. I have finished reading the book you lent me.
9. Hari is planning to buy a new car.
10. He has been waiting for an hour.
This document discusses finite and non-finite verbs, different types of clauses, and types of sentences. It provides examples of finite verbs, which have subjects and show tense, and non-finite verbs like infinitives, gerunds, and participles. It defines independent clauses, which can stand alone as sentences, and dependent clauses, which must be connected to another clause. It also discusses compound, complex, and compound-complex sentences formed using coordinating and subordinating conjunctions.
This document provides an introduction to different types of sentences: simple sentences containing one independent clause, compound sentences containing two independent clauses joined by a coordinator, and complex sentences containing one independent clause and one or more dependent clauses. It defines each sentence type and provides examples to illustrate them. It also discusses the use of coordinators and subordinators to join clauses in compound and complex sentences.
This document provides guidance on writing in plain language and proper document formatting. It discusses using shorter words and sentences, everyday language, and placing words carefully for clarity. Abbreviations, acronyms, punctuation and paragraph structure are also outlined. The goal is to make information easy to understand by matching the reading level of the intended audience.
This document discusses different types of sentences: simple sentences contain one subject-verb combination and express a single complete thought, compound sentences contain two complete thoughts joined by a FANBOY conjunction, and complex sentences contain one independent and one dependent clause joined by a dependent word. Examples are provided of each sentence type. Readers are prompted to write examples of each in their notes.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of rewriting sentences to use participle clauses instead of relative clauses or conjunctions.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of how to use participle clauses to indicate time, reason, result, concession, or condition.
This document defines and provides examples of three types of sentences: simple sentences containing a subject and verb, compound sentences combining two independent clauses, and complex sentences containing one independent clause and one dependent clause introduced by a subordinating conjunction. Examples are given for each sentence type to illustrate their distinguishing features. Readers are asked to identify subjects, verbs, conjunctions, and dependent clauses in examples.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
Introduction to Clauses Welcome to your GBushraIshrat3
This document discusses different types of clauses, including independent clauses, dependent clauses, adverb clauses, and adjective clauses. It provides examples of each type of clause and how to identify them based on their use and structure. Adverb clauses typically begin with subordinating conjunctions and modify verbs, adjectives or other adverbs. Adjective clauses begin with relative pronouns like who, whom, whose, which, and that and are used like adjectives to modify nouns. The document emphasizes identifying clauses based on their function, not just the introductory words.
Punctuation is used to separate sentences and parts of sentences to make their meaning clear. The main punctuation marks are the period, question mark, exclamation mark, comma, colon, semicolon, parentheses, hyphen, apostrophe, quotation marks, and dash. Each punctuation mark has specific uses, such as commas separating elements in a list, periods ending sentences, question marks following questions, and quotation marks enclosing direct quotes.
The document defines and provides examples of three types of sentences: simple sentences containing a subject and verb, compound sentences combining two independent clauses with a conjunction, and complex sentences containing one independent and one dependent clause introduced by a subordinating conjunction. Examples of each sentence type are underlined to identify their key components.
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The basics of sentences session 4pptx.pptx
1. The basics of sentences
Thinking about sentences, main and subordinate clauses.
Sentences – sentence types + punctuation; main and subordinate clauses; commas.
2. Sentences
A sentence is a group of words that work together as a unit
of meaning.
It starts with a capital letter.
It ends with a full stop, question or exclamation mark.
It makes sense on its own.
3. Sentences
There are 4 types of sentence:
a. Statements – tell you something:
- John walked down the road.
b. Questions – ask you something:
- Why did John walk down the road?
c. Commands (an order) tell you to do something:
- Walk down the road!
d. Exclamation (what/how) exclaim about something:
- What a long way to walk! How tall you have grown.
4. Reminder - clauses
A clause is a group of words built around a verb.
Clauses can be complete sentences.
The dog ate the bone.
The dog ate the bone before jumping onto the sofa.
The dog ate the bone, jumped onto the sofa and snoozed.
5. Main and Subordinate Clauses
• The main clause can stand on its own as a sentence.
The old man ran down the hill.
• It is the main thing in the sentence.
• The subordinate clause is an extra piece of information.
The old man ran down the hill after eating lunch.
6. Main and Subordinate Clauses
• Subordinate means ‘less important.
• Subordinate clauses do not make sense on their own.
… after eating lunch.
• Subordinate clauses need the main clause to make sense.
The dogs slept after eating lunch.
7. Main and Subordinate Clauses
• Subordinate clauses can be found in different places in a sentence:
• After the king ate the donut, the monkey slept.
• Rain falls when clouds get too heavy.
• Pete, who was feeling weary, sat down on a bench.
• After running for a long time, Bob sneezed until his glasses
fell off.
8. We use Commas to help the reader
1. In lists to separate items:
He picked up a lemon, an apple, three buns and a cake.
2. After fronted adverbials:
Slowly, she walked down the road.
Excited by the news, she skipped.
After that, turn on the machine.
Furthermore, many people believe in fresh food.
9. We use Commas to help the reader
3. After subordinate clauses that start sentences:
Hoping she would not be seen, she ran.
Because it was cold, they wrapped up warm.
4. After subordinate clauses that are tagged on:
• She ran, stumbling on the pavement.
• The cows stood still, bewildered by the noise.
10. We use Commas to help the reader
5. To indicate parenthesis (adding in extra information):
• Bill, the pirate’s son, ran for it.
• Bill, who was scared, ran for it.
• Bill, hoping he would be saved, ran for it.
6. In punctuating speech:
“Hello,” he said.
11. We use Commas to help the reader
6. To avoid misunderstandings:
Before drinking Bob, Jo and Tom were thirsty
Before drinking, Bob, Jo and Tom were thirsty.
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