bài giảng tiếng anh writing 1

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NHA TRANG UNIVERSITY
WRITING 1
Compiled by: Nguy
ễn Ph
ương Lan M.A
October 2014
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Subject details
Subject name
WRITING 1
Units of credit
2
Study length
15 weeks
Prerequisite / Co
requisite
Pre-intermediate level
Suggested study
Commitment
Approximately 2 class hours per week
Term
9/1014
Subject Coordinator/
Lecturer
Nguy
ễn Phương Lan
Contact details
Tel: 0983729979
Email:
Proposed schedule

Time
Content
Week 1
2 periods
Introduction the subject
Test
Week 2
2 periods
Part One: The Five Basic Sentence Patterns
Week 3
2 periods
Part One: The Five Basic Sentence Patterns
Week 4
2 periods
Part Two: Sentence Structures
Week 5
2 periods
Part Two: Sentence Structures
Week 6
2 periods
Part Three: Sentence Problems
1. Parallelism
2. Punctuation
Week 7
2 periods
3. Sentence fragments
4. Run-on sentences and Comma Splices
Week 8
2 periods
5. Choppy sentences

6. Stringy sentences
Week 9
2 periods
Practice: transformation; sentence-building
Week 10
2 periods
Practice: transformation; sentence-building
Week 11
Revision
3
2 periods
Mid term test
TABLE OF CONTENTS
PART ONE: THE FIVE BASIC SENTENCE PATTERNS
PART TWO: SENTENCE STRUCTURES
PART THREE: SENTENCE PROBLEMS
1. Parallelism
2. Punctuation
3. Sentence fragments
4. Choppy sentences
5. Run-on sentences and Comma Splices
6. Stringy sentences
PART FOUR: PRACTICE
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PART ONE: THE FIVE BASIC SENTENCE PATTERNS
Pattern One:
1. The train has arrived.
2. The birds are flying.
3. Dead leaves fall.
Extending pattern one:

1. The train has arrived early.
2. The birds are flying to the South.
3. Dead leaves fall on the ground.
Exercises:
I. Translate the following sentences into English, using pattern one (S + V)
Pattern Two:
a) N
1
LV N
1
1. I am a scuba diver.
2. The books have been the best sellers.
3. My class president is a girl.
4. my father may become chief engineer.
5. His uncle used to be a footballer.
b) N LV AJD
1. Love is blind.
2. She appears sad.
3. His trip sounded interesting.
4. Her dream has come true
Note: * N1 denotes that two noun as the subject and the complement of the base sample
sentences say a thing or a person.
* Complement is used to define, explain or clarify the subject. It is also called
Subjective complement (SC)
* Some other forms of Subjective Complement:
1. The car was mine. (POSSESSIVE PRONOUN)
2. The girl looked puzzled. (PAST PARTICIPLE)
3. The news is dissappointing. (PRESENT PARTICIPLE)
4. Seeing is believing. (GERUND)
5. He seems to understand quite well. (INFINITIVE)

6. She is twenty. (NUMERAL)
7. Alice is like her farther. (PREPOSITIONAL PHRASE)
8. The meeting is here. (ADVERB OF PLACE)
9. The meeting is at 2.30. (ADVERB OF TIME)
10. Who is it?- It’s me / him / her / us (PERSONAL PRONOUN)
11. That is what I wanted to do. (CLAUSE)
Exercises:
I. Translate the following sentences into English, using pattern one (S + V+ C)
Pattern Three:
N
1
V N
2
1. Most boys like football.
SUBJECT + VERB (Intransitive)
SUBJECT + VERB + COMPLEMENT
SUBJECT + VERB(transitive) + OBJECT
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2. John dislikes my father.
3. Dr Fleming won the Nobel Prize.
4. The store guarantees my TV set.
5. NhaTrang attracts many tourists.
6. Carelessness causes accidents.
Enlarging Pattern Three: The key components are capitalized
7. THE young MAN on the corner SHOUTED AN ORDER angrily.
8. YOU STARTLED ME with that unearthly shout.
9. NEWSPAPERS in urban and rural communities INFLUENCE different
PEOPLE in different ways.
10. THE little GIRL standing on the sidewalk RECOGNIZED THE fat
MAN riding on a horse.

Exercises:
I. Translate the following sentences into English, using pattern one (S + V+ O)
1.Chính ph
ủ tuyên bố lệnh ân xá cho tất các tù nhân chính trị.

2. V
ị thủ t
ư ớng đã cải tổ nội các của mình.

3. Thành ph
ố phải giải quyết những vấn đề kinh tế xã hội.

4. Cho m
ột buổi tiệc, bạn nên ăn mặc đẹp.

5. T
ổng thống đã phủ quy ết dự luật này.

6. Cho đ
ến nay nhà v
ăn đó đã đoạt 2 giải thưởng quốc tế.

7. C
ảnh sát
đang điều tra vụ giết ngư ời.

Pattern Four:
N
1
V N

2
N
3
1. The sergeant taught the recruits their duties.
2. The bank promise the firm a loan.
3. The firm gave Sam a gold watch.
4. The salesman offered the housewife a free hair brush.
5. His father left the young boy a large fortune.
6. The man asked the boy some questions.
* Pattern four can be transferred to Pattern Three by using a preposition before the
indirect object to form a prepositional phrase or a modifier. Sentences 3, 5, 6 can be
rewritten as follows:
3. The firm gave a gold watch to Sam.
5. His father left a large fortune for the young boy. .
* Verbs followed by TO:
advance forward lend play rent sing
accord give mail post repay take
award grant offer promise sell teach
bring hand owe quote send tell
deal pass read serve throw
feed leave pay recommend show write
SUBJECT + VERB + INDIRECT OBJECT + DIRECT OBJECT
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* Verbs followed by FOR:
bring choose find mix reach spare
build cook fix order reservestrike
buy cut get paint save take
call design keep play secure write
cash do leave pour set win
* Verbs cannot be followed by TO, FOR:

ask charge deny envy forgive
allow cost refuse wish
* Some verbs can only be used in the pattern V + O + “to” +Noun / Pronoun
ask charge deny envy forgive
allow cost refuse wish add
explain confess demonstrate entrust propose
announce describe introduce prove say /
speak report declare dictate mention
repeat suggest
EX: He explained the situation to me.
He confessed his crime to the court.
Pattern Five:
N
1
V N
2
N
2
1. The class elected Sue president.
2. The girl called the youngman a fool.
3. They have made Richarrd captain of the football team.
Note: The two nouns following the verb in this pattern refer to the same person or thing.
Therefore they are called N
2
. One is an object and the other is OBJECT COMPLEMENT
( or Objective Complement).
* Some other forms of OBJECT COMPLEMENT:
1. The boy made the teacher angry. (Adjective)
2. I found her weeping. ( Present participle)
3. I saw him asleep. (Adverb)

4. His threat filled me with terror. ( Phrase)
5. We have made him what he is. ( Clause)
Exercises:
I. Translate the following sentences into English, using pattern one (S + V + IO +DO)
1. Một người lạ đưa cho cô ta một lá thư vào sáng nay.
_________________________________________________
2. Cha mẹ anh ta đã chọn cho anh ta một cô vợ đẹp.
_________________________________________________
3. Người cảnh sát đã chỉ cho ông ấy đường đến nhà ga.
____________________________________________
4. Công ty đã hứa sẽ tăng lương cho công nhân.
_________________________________________________
5. Chúng tôi đã chuẩn bò cho bạn một bữa ăn nhẹ.
_________________________________________________
II Translate the following sentences into English,using pattern one (S +V +O +to+
Prepositional object)
1. Công ty đã trao công việc đó cho người khác rồi.
_________________________________________________
SUBJECT + VERB + OBJECT + COMPLEMENT
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2. Anh ta chuyền bóng cho cầu thủ biên.
_________________________________________________
3. Xin ông vui lòng đưa thư này cho người thư ký.
_________________________________________________
4. Cô ấy dạy vật lý và hoá học cho học sinh tại trường đòa phương.
_________________________________________________
5. Bạn có thể để việc nấu ăn cho tôi.
_________________________________________________
III. Translate the following sentences into English,using pattern one (S + V + O + for
+Prepositional object)

1. Anh ta sẽ mua một món quà cho người bạn gái nhân ngày Valentine.
_________________________________________________
2. Anh ta rót thêm sâm banh cho những vò khách.
_________________________________________________
3. Có người đã để lại cho ông bức thư này.
_________________________________________________
4. Cô ấy đã pha cà phê cho tất cả chúng tôi.
_________________________________________________
5. Lúc này tôi không thể nào dành thời gian để đi nghỉ.
_________________________________________________
IV. Translate the following sentences into English,using the verbs : allow, charge,
cost, deny
1. Họ chúc chúng tôi một chuyến đi thú vò.
_________________________________________________
2. Chế độ ăn kiên này cho phép anh uống mỗi ngày một cốc rượu.
_________________________________________________
3. Họ tính tiền cho tôi theo giá mới.
_________________________________________________
4. Giới chủ nhân từ chối quyền sơ dẳng của giới thợ.
_________________________________________________
5. Chúng tôi ghen tò với anh ta về sự thành công của anh ta.
_________________________________________________
V. Translate the following sentences into English,using the pattern V + O + “to”
+Noun / Pronoun
1. Người quản lý đã giải thích với khách hàng tại sao hàng hoáø bò
chậm.
_________________________________________________
2. Cô ta có đề cập tên của tôi cho cảnh sát không?
_________________________________________________
3. Họ thông báo cho bạn bề về sự đính hôn của họ.

_________________________________________________
4. Bác só đã không tiết lộ sự thật cho anh ta biết.
_________________________________________________
5. Thầy chủ nhiệm khoa thông báo kết quả cho các thí sinh.
_________________________________________________
V. Translate the following sentences into English,using the pattern five S + V + O + C
(Noun)
1. Họ bổ nhiệm ông ta làm bộ trưởng ngoại giao.
_________________________________________________
2. Họ đặt tên cho con của họ là John.
_________________________________________________
3. Chúng tôi đã chọn anh ta làm trưởng nhóm.
_________________________________________________
4. Ban giám đốc chỉ đònh bà ấy làm giám đốc mới.
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_________________________________________________
5. Bà ta tuyên bố lời nói của ông ta là một sự só nhục.
_________________________________________________
PART TWO: SENTENCE STRUCTURES
A.THE DEFINITION
.
These are sentences:
1. He is a student.
2. It’s hot today.
3. He looks tired.
4. Are you hungry?
5. Who’s there.
6. The man bought a new car.
7. Does your sister live with you?
8. Hurry! ( The subject in this sentence is “YOU”)

These are not sentences:
9. Hot weather. (There is no verb)
10. The man bought. (This is not a complete thought)
11. Is very handsome. (There is no subject)
PRACTICE: Work with a partner.
Recognizing 1. Read each group of words our loud.
Sentences 2. Decide which ones are complete sentences and which ones are not.
3. Write yes next to the complete sentences and no next to the
non sentences.
4. Explain why the non sentences are not sentences
Examples:
No Is very hot today. (There is no subject )
Yes It is very hot today. ( _____________________________)
1. _____ My new classmate from Brazil. (__________________________)
2. _____ He speaks three languages fluently.
3. _____ Is very handsome.
4. _____ When arrive here.
5. _____He wants to start his own business.
6. _____He isn’t married.
7. _____Enjoys many sports, especially soccer.
8. _____Don’t worry.
9. _____Help!
10. _____They didn’t like.
Subjects and Verbs
Subject and verbs are the most important parts of a sentence. In English, the
subject of a sentence is always expressed except in a command: Hurry! (We
know that the subject is “you”)
A sentence is a group of words that contains a subject and a
verb and expresses a complete thought.
What is a

Sentence?
The subject tells who or what did something. It is a noun or pronoun
The verb often tells the action. However, sometimes a verb doesn’t tell an action.
Sometimes it just links the subject with the rest of the sentence.
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Action verbs:
The car hit the pedestrian.
My family lives in a two-bed room apartment.
My roommate lost his car keys.
Linking verbs:
Skiing is my favorite sport.
I feel sick.
You look hungry.
The most common linking verbs are be, become, feel, look, seem, smell, sound, and taste.
PRACTICE: Work with a partner.
Finding Subjects 1. Underline the subjects with one line.
And Verbs 2. Underline the verbs with two lines.
3. Write S or V above each underlined word.
Examples:
My little brother is in the fifth grade.
He watched TV and does his homework at the same time.
1. My best friend is single.
2. He likes his job but hates his boss.
3. He didn’t go to work yesterday.
4. This semester, he is studying English and computer science.
5. He and I don’t have any class together.
6. He speaks and understand English very well.
B. SENTENCE STRUCTURES
I. Simple Sentences
There are four basic kinds of sentences in English: simple sentences, compound sentences,

complex sentences, and compound-complex sentences.
The subject in a simple sentence may be compound (My brother and I). The verb may be
also compound (The laughed and cried). What is important is that there is only one
subject-verb combination in a simple sentence.
These are simple sentences. Notice that no commas are used in them.
1. My younger sister speaks English well.
2. My mother and father speak English well.
3. My mother and father speak and write English well.
The simple sentences above can be written as formulas.
SV- simple subject with simple verb
SSV- compound subject with simple verb
SVV- simple subject with compound verb
SSVV- compound subject with compound verb
PRACTICE: A. Work by yourself or with a partner. Identify the pattern in the
Simple sentence following simple sentences.
Patterns 1. Underline the subjects with one line.
2. Underline the verbs with two lines.
3. Write S or V above each underlined word.
4. Finally, write the formula for the sentence in the numbered space below
A simple sentence is a sentence that has one-subject-verb combination.
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Example:
My grand father loves to fish and often takes me with him to his favourite fishing place.
Formula: SVV
1. ______ 3. ______ 5. ______ 7. ______ 9. ______
2. ______ 4. ______ 6. ______ 8. ______ 10. ______
II. Compound Sentences
Here is the formula for a compound sentence:
Notice that a compound sentence has a comma before the coordinating conjunction.
A coordinating conjunction is a type of connecting word. There are only seven

coordinating conjunctions in English. We will practice four of them: and, but, or, so.
These are compound sentences:
Simple sentence coordinating Simple sentence
conjunction
1. My family goes camping every summer, and we usually have fun.
2. We want to go to Hawaii soon, so we need to save money.
3. Next year we will take a cruise, or we may just stay at home.
4. Last year we went camping at Blue Lake, but we had a terrible time.
It is possible to connect three simple sentences. (Don’t connect more than three, however,
and don’t use the same conjunction twice)
Ex: We love to camp, but last year we didn’t enjoy it, so this year we will do something
different during our vacation.
My grand father
1
My grand father is old in years but young in spirit.
2
Everyday, he swims a mile and works in his garden,
3
He and my
grandmother were married fifty years ago.
4
They have four children
and ten grandchildren.
5
My grand father loves parties and invites our
entire family to his house for a big dinner on his birthday.
6
All
twenty of us eat and tell stories half the night.
7

He never gets tired
and is always the last to go to bed.
8
On his last birthday, my brothers
and I gave him a present.
9
We all put our money together and bought
him a video game system.
10
Now he wants us to come over to his
house every weekend
A compound sentence is two simple sentences connected by a comma
and a coordinating conjunction.
Simple sentence , coordinating Simple sentence
conjunction
Simple sentence , but simple sentence, so simple sentence
Compound
Sentences
versus simple
sentences
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Compare the two pairs of sentences below. The first of each pair of
sentences is simple and doesn’t need a comma. The second one is
compound and requires a comma.
Simple sentence with My family goes camping every summer SVV
Compound verb: and usually has fun.
Compound sentence: My family goes camping every summer, SV, and SV
and we usually have fun.
Simple sentence with Last year we went camping but SVV
Compound verb: had a terrible time.

Compound sentence: Last year we went camping, but SV, but SV
We had a terrible time.
A. Work by yourself or with a partner.
The sentences in this exercise explain some of the rules of
American football
1. Underline the subjects with one line and the verbs with two lines.
2. Write “simple” or “compound” in the space at the left of each sentence.
Example:
simple One team kicks the ball to the other team to start the game.
1. The quarterback is the most important player on the team.
2. The quarterback can throw the ball or run with it.
3. The quarterback can throw the ball, but the other players can only run
with it.
4. Then the other team gets the ball, and it is their turn to try to make a touchdown.
5. ______ The offensive team can also kick the ball between the goal posts of the other
team to score points.
B. Work by yourself or with a partner
1. Analyze each sentence in the following paragraphs. Underline the subjects with one line
and the verbs with two lines.
2. Write simple or compound in the numbered spaces.
3. Then write the formula for each sentence: SV, (and) SV or SVV or SSV and so fourth.
4. Add a comma to each compound sentence. Sentence number six is a command, so the
subjects are not expressed. (You will need to add a total of five commas in the two
paragraphs.)
PRACTICE:
Simple
versus
Compound
Sentences
How To Clear Your Ears In An Airplane

1
Sometimes passengers’ ears hurt in an airplane.
2
This pain can be quite
strong.
3
It is caused by unequal air pressure outside and inside your ears.
4
The air
pressure in the airplane may be at 15,000 feet but the air pressure inside your ears
is still at ground level.
5
Airlines recommend the following techniques to stop the
pain.
6
Pinch your nose closed with your fingers and pretend to blow your nose.
7
This action makes the pressure equal and usually stops the pain.
8
You can also
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1. simple SV 6. _____________ ________
2. _____________ ________ 7. _____________ ________
3. _____________ ________ 8. _____________ ________
4. _____________ ________ 9. _____________ ________
5. _____________ ________
Work with a partner.
A. 1. Connect the two simple sentences in each pair to make a compound
sentence. Connect them with and, but, or, so- whichever best fits the
meaning. (There may be more than one possible choice .)

2. Be sure to add commas.
Example:
Canada has two official languages. Government documents are printed in both English
and French.
Canada has two official languages, so government documents are princed in both English
and French.
LANGUAGE FACTS
1. There are several hundred languages in the world. Not all of them have a written form.
____________________________________________________________________
2. Languages have symbols for sounds. They use symbols for ideas. (use or.)
____________________________________________________________________
3. English uses sound symbols. Chinese uses idea symbols.
____________________________________________________________________
4. Chinese is spoken by more people. English is spoken in more countries.
____________________________________________________________________
5. Russian is the third most spoken language in the world. Spanish is the fourth.
____________________________________________________________________
6. There are about one million words in English. Most people only use about ten thousand
of them.
____________________________________________________________________
7. Chinese has many different dialects. Chinese people cannot always understand each
other.
____________________________________________________________________
8. French used to be the language of international diplomacy. Now English is used more
often.
PRACTICE:
Writing
Compound
Sentences
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____________________________________________________________________
9. International companies are growing. They will soon need more bilingual workers.
____________________________________________________________________
10. Young people should know a second language. They will be at a disadvantage in the
international job market.
B. Make compound sentences by adding a SV combination to each of the following.
Example: A good boss has a sense of humour, and he (or she) is always fair.
1. A good husband comes home from work in a cheerful mood, and ……………………
2. A good wife has a part-time job, but…………………………………………………
3. An ideal teacher gives take-home tests, or………………………………………
4. Good parents want to raise healthy children, so………………………………………
C. Write compound sentences of your own. Use each of these coordinating
conjunctions once: and, but, or and so.
5. A good employee
___________________________________________________________
6. A good student
_____________________________________________________________
7. An ideal roommate
____________________________________________________________
8. A best friend
_______________________________________________________________
III. Complex Sentences
In part A and B you learned about simple and compound sentences. A third kind of English
sentence is a complex sentence. Before we study these let’s learn about clauses.
INDEPENDENT and DEPENDENT CLAUSES
A clause is a group of words that contain a subject and a verb. There are two kinds of
clauses in English: independent clauses and dependent clauses.
An independent clause has one SV combination and expresses a complete
thought. It can be a sentence by itself. A simple sentence is an independent clause.
Ex: Paris has excellent art museums.

It was cold and windy yesterday.
We finished our homework and cleaned up the kitchen.
Independent clause It rained.
Dependent clause …because it rained…
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A dependent clause is an independent clause with a subordinating conjunction
added to the beginning of it.
Ex: …because it has excellent art museums…
…although it was cold and windy yesterday…
…after we finished our homework and cleaned up the kitchen…
A dependent clause does not express a complete thought, so it is not a sentence by
itself. It needs to be joined to an independent clause to make sense.
Independent clause Dependent clause
Art students should visit Paris because it has excellent art museums.
We went on a hike although it was cold and windy yesterday.
We watched TV after finished our homework and cleaned up the kitchen.
Subordinating
Conjunctions
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There are many subordinating conjunctions. Some introduce reasons, some introduce times,
and others introduce contrasts and conditions. A few of them are listed below, and a more
complete list is in Appendix B.
SUBORDINATING CONJUNCTIONS
We cancelled our picnic because it rained.
Wait for a green light before you cross the street.
I will go straight to bed after I finish this exercise.
Where were you when I called?
My neighbors were having a party while I was trying to sleep.
My father doesn’t speak English although he lived in England for many years.
I will be happy if I win the lottery.

Here are some things to remember about subordinating conjunctions.
1. A few subordinating conjunctions are also prepositions.
after my accident (Preposition)
after I had an accident (subordinating conjunction)
before class (preposition)
before class begins (subordinating conjunction)
2. Because is a subordinating conjunction. Because of is a two-word preposition.
because of my accident (preposition)
because I had an accident (subordinating conjunction)
3. Although introduces a contrast conjunction. It has about the same meaning as but.
Although they didn’t study, they passed the test. (They didn’t study, but they
passed the test anyway.)
Although I was tired, I couldn’t go to sleep. (I was tired, but I couldn’t go to
sleep.)
Although the weather was bad, they went on a picnic. (The weather was bad, but
they went on a picnic anyway.)
4. If introduces a condition.
If you don’t study, you will fail the text.
If it rains, we will cancel our picnic.
If you visit my country, you should spend several days in the capital.
Reason Time Contrast Condition
because before when although if
after while
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Work with a partner.
1. Write IC (independent clause) OR DC (dependent clause) in the space
to the left of each group of words.
2. If it is a DC, circle the subordinating conjunctions.
Example:
DC the class was taking a test.

1. ____ I take a walk around the block.
2. ____ Before I go to work.
3. ____ This exercise wakes up my body and clears my mind.
4. ____ It’s hard to do this in the winter.
5. ____ Because it is still dark when I go to work.
6. ____ Although I try to get up early even on weekends.
7. ____ I sometimes sleep late on Saturdays.
8. ____ When it is raining, of course.
9. ____ I never go out.
10. ____ I become moody and depressed.
11. ____ If I don’t exercise for several days.
Now let’s learn about complex sentences.
The clauses into a complex sentence can be in any order. If the dependent clause is first, put a
comma after it.
Marca always gets As because she studies hard.
Because Marca studies hard, she always gets As.
I will quit my job immediately if I win the lottery.
If I win the lottery, I will quit my job immediately.
We went home after the dance ended.
After the dance ended, we went home.
We can write the formulas for simple, compound, and complex sentences as follows:
A complex sentence has one independent clause and one or more
dependent clauses.
Simple sentence = IC
Compound sentence = IC, co ord. conj. IC
Complex sentence = IC DC (no comma)
Or DC, IC (comma)
PRACTICE:
ID and DC
clauses

While
Complex
Sentences
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PRACTISE A. Work with a partner.
Complex Sentences 1. Underline the independent clauses with a solid line and the
dependent
clauses with a broken line.
2. Draw a circle around the subordinating conjunction.
3. Add a comma if one is needed.
Example:
I won the lottery last year, my wife and I traveled around the world.
1. We were very excited when we won the lottery.
2. After we got our first payment we started planning out trip.
3. We decided to visit Italy first because our parents came from there.
4. Before we left on our trip we wrote to our cousins in Rome.
5. Although we didn’t know our Italian cousins they invited us to stay with them.
B. Combine a dependent clause from column A with a an independent clauses from column B
to make complex sentences. You can write the clauses in either order, but be sure to
punctuate them correctly.
A
B
1. Before my two brothers and I got to the lake
a) I always get seasick
2. Because we forgot our fishing licenses
b) It was almost noon.
3. When I am on a boat
c) I wasn’t catching anything.
4. If my brothers invite me to go fishing again
d) It started to rain hard.

5. After we had been fishing for a while
6. Before we could get back to shore.
e) We had to drive back ten
miles and buy new ones.
7. While my brothers were catching fish after
f) I hate it
fish
g) I will say, “No, thank!’
8. Although my brothers love fishing
h)We were wet from head to foot
1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________
4 _______________________________________________________________________
5._______________________________________________________________________
6._______________________________________________________________________
7._______________________________________________________________________
After
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8._______________________________________________________________________
IV. Compound-Complex Sentences
Some examples:
1. Although I like to go camping, I haven't had the time to go lately, and I haven't found
anyone to go with.
 independent clause: "I haven't had the time to go lately"
 independent clause: "I haven't found anyone to go with"
 dependent clause: "Although I like to go camping "
2. We decided that the movie was too violent, but our children, who like to watch scary
movies, thought that we were wrong.
 independent clause: "We decided that the movie was too violent"

 independent clause: "(but) our children thought that we were wrong"
 dependent clause: who like to watch scary movies
Practice Exercise
Identify the independent and subordinate clauses in the following sentences and determine
whether they are complex or compound-complex. You can check your answers below.
1.
Jason decided to stay up late because he had a lot of homework to do.
2.
If you hurry, we might get to school on time.
3.
Although Monica had a cold, she went to school because she had a test.
4.
While washing the car, Todd slipped on the soap and he fell.
5.
Dad takes the train to work even though he has a car.
A compound-complex sentence is made from two independent
clauses and one or more dependent clauses.
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SUMMARY: KINDS OF SENTENCES
Let’s summarize what you have learned about the three kinds of sentences
PRACTICE: Simple. Compound, and Complex sentences
Work by yourself or work with a partner.
1. Underline all independent clauses with a solid line and all dependent clauses with
a broken line.
2. In the space at the left, write the words Simple, Compound, or complex to identify
each sentence type.
UNSUAL VACATIONS
Complex 1. Some people like to relax and do nothing when they take a vacation.
_______ 2. Other people like to travel, and still others like to have an adventure.
_______ 3. Unusual vacations are becoming popular.

_______ 4. For example, people go hiking in Nepal or river rafting in Ecuador.
_______ 5. Some people spend their vacations learning, and some spend their vacations
helping others.
_______ 6. A friend of mine studied Japanese during his vacation because his company is
going to send him to Japan to work.
_______7. A friend of mine during his summer helping to build a school in Bangladesh.
______ 8. After he returned home, he wanted to go back to build a medical clinic.
______ 9. The travel business is changing because people are taking different vacations.
______10. After people have been in the jungles of Guatemala, they may find the beaches of
Florida a little boring.
PRACTICE: After each sentence, select the option that best describes that sentence.
 A simple sentence has one independent clause.
It was a sunny day.
 A compound sentence has two or more independent clauses joined by a
comma and a coordinating conjunction.
It was a sunny day, so we went to the beach.
 A complex sentence has one independent and one or more dependent
clauses. A comma is needed if the dependent clause comes first.
We went to the beach because it was a sunny day.
Because it was a sunny day, we went to the beach.
 A compound-complex sentence has two independent clauses and one
or more dependent clauses.
Although I like to go camping, I haven't had the time to go lately, and
I haven't found anyone to go with.
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1. Pauline and Bruno have a big argument every summer over where they should spend their
summer vacation.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence

D. Compound-Complex Sentence
2. Pauline loves to go to the beach and spend her days sunbathing.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
3. Bruno, on the other hand, likes the view that he gets from the log cabin up in the
mountains, and he enjoys hiking in the forest.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
4. Pauline says there is nothing relaxing about chopping wood, swatting mosquitoes, and
cooking over a woodstove.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
5. Bruno dislikes sitting on the beach; he always gets a nasty sunburn.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
6. Bruno tends to get bored sitting on the beach, watching the waves, getting sand in his
swimsuit, and reading detective novels for a week.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
7. This year, after a lengthy, noisy debate, they decided to take separate vacations.

A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
8. Bruno went to the White Mountains of New Hampshire, and Pauline went to Cape Cod.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
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9. Although they are 250 miles apart, they keep in constant contact on the internet.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
10. Bruno took the desktop computer that he uses at work, and Pauline sits on the beach with
her laptop computer, which she connects to the internet with a cellular phone.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
PRACTICE: Identifying Independent Clauses
After each sentence select the option that best describes the use of clauses in that sentence.
1. The doctor told Charlie to lose weight and exercise vigorously for forty-five minutes a day.
This sentence has two independent clauses.
This sentence has no independent clauses.
This sentence has one independent clause.
2. The doctor was worried that Charlie was putting on too much weight.
The section in blue is an independent clause.
The independent clause is "The doctor was worried."

This sentence has no independent clause.
3. Charlie has a hard time sticking to a diet; he really loves rich, sweet desserts.
This sentence has two independent clauses.
This sentence has one independent clause.
This sentence has no independent clauses.
4. In fact, the last time he tried to lose weight, he ended up actually gaining weight.
"he ended up actually gaining weight" is the only independent clause.
The section in blue is the independent clause.
This sentence has two independent clauses.
5. Charlie has decided to hire a personal trainer because he is worried about his heart.
The section in blue is an independent clause.
This sentence has two independent clauses.
"Charlie has decided to hire a personal trainer" is the independent
clause.
6. His new personal trainer, whose name is Adriana Bongiorno, thinks Charlie may be a lost
cause.
The part in blue is not an independent clause.
The part in blue is an independent clause.
This sentence has two independent clauses.
7. That she can make him do the exercises but not stick to the diet.
The part in blue is the independent clause.
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This sentence has two independent clauses.
This sentence has no independent clause.
8. He is very good as long as Miss Bongiorno is around, but he goes to the freezer for ice-
cream when she leaves.
This sentence has three independent clauses.
This sentence has two independent clauses.
This sentence has one independent clause.
9. Charlie must learn that eating all those sweets may give him a temporary pleasure but that

it's not good for his heart and that he would feel better about himself if he stopped eating all
those rich and sweet foods that are not good for him.
The independent clause has three words.
The independent clause begins with the first "that."
This sentence has several independent clauses.
10. Miss Bongiorno is starting to make a difference, though, and Charlie is starting to make
some progress.
This sentence has one independent clause.
The clause following "though" is a dependent clause.
This sentence has two independent clauses.
PART THREE: COMMON ERRORS IN SENTENCE STRUCTURES
I. PARALLELISM:
1. DEFINITION: In grammar, parallelism, also known as parallel structure or parallel
construction, is a balance within one or more sentences of similar phrases or clauses that
have the same grammatical structure. The application of parallelism improves writing
style and readability, and is thought to make sentences easier to process
Example: Compare the following examples:
 Lacking parallelism: She likes cooking, jogging, and to read.
 Parallel: She likes cooking, jogging, and reading.
 Parallel: She likes to cook, jog, and read.
In the above example, the first sentence has two gerunds and one infinitive. To make it
parallel, the sentence can be rewritten with three gerunds or three infinitives.
 Lacking parallelism: The dog ran across the yard, jumped over the fence, and down
the alley he sprinted.
 Parallel: The dog ran across the yard, jumped over the fence, and sprinted down the
alley.
Note that the first nonparallel example, while inelegantly worded, is grammatically
correct: "cooking," "jogging," and "to read" are all grammatically valid conclusions
to "She likes." The second nonparallel example is not grammatically correct: "down
the alley he sprinted" is not a grammatically valid conclusion to "The dog."

 Lacking parallelism: Mr. Killinger admires people with integrity and who have
character.
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 Parallel: Mr. Killinger admires people with integrity and character.
 Parallel: Mr. Killinger admires people who have integrity and character.
2. PRACTICE: Parallel Structures Exercise 1
1. Select the sentence that illustrates the use of proper parallel construction.
a. Phuong Tran has wit, charm, and she has an extremely pleasant personality.
b. Phuong Tran has wit, charm, and a pleasing personality.
2. Select the sentence that illustrates the use of proper parallel construction.
a. In English class, Tashonda learned to read poems critically and to appreciate good prose.
b. In English class, Tashonda learned to read poems critically and she appreciated good
prose.
3. Select the sentence that illustrates the use of proper parallel construction.
a. Raoul's QPA is higher than Ralph.
b. Raoul's QPA is higher than Ralph's.
4. Select the sentence that illustrates the use of proper parallel construction.
a. He wanted three things out of college: to learn a skill, to make good friends, and to learn
about life.
b. He wanted three things out of college: to learn a skill, to make good friends, and learning
about life.
5. Select the sentence that illustrates the use of proper parallel construction.
a. Coach Espinoza was a brilliant strategist, a caring mentor, and a wise friend.
b. Coach Espinoza was a brilliant strategist, a caring mentor, and friend.
6. Select the sentence that illustrates the use of proper parallel construction.
a. We found the film repulsive, offensive, and we thought it was embarrassing.
b. We found the film repulsive, offensive, and embarrassing.
7. Select the sentence that illustrates the use of proper parallel construction.
a. Mr. Nguyen kept his store clean, neat, and he made it conveniently arranged.
b. Mr. Nguyen kept his store clean, neat, and conveniently arranged.

8. Select the sentence that illustrates the use of proper parallel construction.
a. Professor Ali rewarded his students for working hard on the final project and going beyond
the call of duty.
b. Professor Ali rewarded his students for their hard work on the final project and going
beyond the call of duty.
9. Select the sentence that illustrates the use of proper parallel construction.
a. There's nothing I like better than finding a good trout stream, setting up camp, and
spending a couple of days fishing.
b. There's nothing I like better than finding a good trout stream, setting up camp, and to spend
a couple of days fishing.
Exercise 2: Directions: Rewrite each sentence to fix all parallelism errors.
1. An actor knows how to memorize his lines and getting into character.
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___________________________________________________________________
2. Tell me where you were, what you were doing, and your reasons for doing it.
___________________________________________________________________
3. Clark's daily exercises include running, swimming, and to lift weights.
__________________________________________________________________
4. To donate money to the homeless shelter is helping people stay warm in the winter.
_________________________________________________________________
5. Jim not only likes working outside but also getting dirty.
___________________________________________________________________
6. We followed the path through the forest, over the hill, and we went across the river.
___________________________________________________________________
7. The writer was brilliant but a recluse.
___________________________________________________________________
8. After the party, we want to either go to a movie or the diner.
___________________________________________________________________
9. She told Jake to take out the trash, to mow the lawn, and be listening for the phone call.
___________________________________________________________________

10. Marcie studied for the test by reviewing her class notes and she read her textbook.
__________________________________________________________________
II. PUNCTUATION:
1. DEFINITION: The set of marks used to regulate texts and clarify their meanings,
principally by separating or linking words, phrases, and clauses.
Marks of punctuation include :
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2. GUIDE TO PUNCTUATION:
III. SENTENCE FRAGMENTS
Definition
A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by
itself. It does not contain even one independent clause. There are several reasons why a
group of words may seem to act like a sentence but not have the wherewithal to make it as a
complete thought.
Since he came to New York.
Because my dog loves it.
Unless you see me.
Is there anything wrong with these sentences? All of these sentences end too quickly. After
reading these sentences, the reader asks questions because he/she needs more information.
Sentence Fragment
The Reader Asks
Since he came to New York.
Since he came, what (has he been doing)?
Because my dog loves it.
Because the dog loves it, (so what)?
Unless you see me.
Unless you see me, what (will happen)?
These sentences have incomplete ideas and end too quickly. They are calledsentence
fragments. Take a look at the following sentences:
I slept.

Jim flew the plane.
He cried.
Are these sentence fragments? The answer is no. A sentence fragment has nothing to do with
size or amount of words. Therefore, a very short sentence with a complete idea is NOT a
sentence fragment. A sentence fragment is a sentence that is incomplete. It is incomplete
because it is either a phrase or a dependent clause.
A sentence consists of 3 components:
1
subject
the person, place, or thing performing or
doing the action
2
verb
the action
3
complete idea
the reader isn't left waiting for another word
Take a look at this sentence: