NHA TRANG UNIVERSITY

Faculty of Foreign Languages

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WRITING 1

Compiled by: Nguyễn Phƣơng Lan M.A

Bùi Thị Ngọc Oanh, M.A

September 2017

TRƢỜNG ĐẠI HỌC NHA TRANG

Khoa/Viện: Ngoại ngữ
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Bộ môn: Thực hành tiếng
ĐỀ CƢƠNG HỌC PHẦN
1. Thông tin về học phần:
Tên học phần:

- Tiếng Việt: VIẾT 1

- Tiếng Anh: WRITING 1

Mã học phần: Số tín chỉ: 2

Đào tạo trình độ: Đại học

Học phần tiên quyết: Trình độ tiếng Anh sơ cấp (A1 +)

2. Mô tả tóm tắt học phần:

Học phần cung cấp cho người học cấu trúc câu, kỹ năng viết câu cơ bản để viết một đoạn
văn ở cấp độ đơn giản với lượng từ vựng và cấu trúc ngữ pháp còn hạn chế. Người học
cũng nắm vững những lỗi hay gặp trong viết câu và ý thức tự sửa những lỗi sai. Sau khi kết
thúc học phần, người học có kỹ năng viết đạt cấp độ A2+ theo chuẩn Châu Âu (CEFR).
3. Mục tiêu:
- Giúp người học có đủ kiến thức (cấu trúc, ngữ pháp, v.v...) và kỹ năng cần thiết để viết
được các loại câu, đoạn văn đơn giản về các chủ đề được yêu cầu hoặc về các lĩnh vực
quan tâm, yêu thích.
- Giúp người học thực hành các dạng bài tập chuyển đổi câu như: xây dựng câu, viết lại
câu v.v.
- Giúp người học có thể viết các văn bản đạt trên bậc 2 (tương đương A2+ của khung tham
chiếu Châu Âu).
- Giúp người học có đủ kiến thức và kỹ năng cần thiết để học các học phần viết tiếp theo.

4. Kết quả học tập mong đợi (KQHT):

Sau khi học xong học phần, sinh viên có thể:

a) Nhớ được các cấu trúc câu cơ bản trong tiếng Anh và viết được các câu cơ bản
b) Phân biệt được câu đơn, câu ghép, câu phức và viết được các câu này
c) Nhận biết các lỗi sai trong viết câu và tránh được nhưng lỗi này.
d) Tích cực tham gia vào các hoạt động trong giờ học; hợp tác làm việc theo
cặp/nhóm
e) Có ý thức tự học và tự rèn luyện, làm bài tập ở nhà để nâng cao kỹ năng viết

5. Nội dung:
Nhằm đạt Số tiết
STT Chương/Chủ đề
KQHT LT TH
1 Giới thiệu chương trình A, b, c, d, e 2 0
2
 Cách học môn Viết 1
2 Các mẫu câu cơ bản a, d, e 10 0
Viết các câu về chủ đề quen thuộc áp dụng các mẫu câu
cơ bản
3 Các loại câu b, d, e 6 0
Phân biệt được các loại câu
4 Các lỗi sai thường gặp trong câu a, b, c, d, e 12 0

6. Tài liệu dạy và học:

Mục đích
Năm Địa chỉ sử dụng
Tên tác
TT Tên tài liệu xuất Nhà xuất bản khai thác Tài
giả Tham
bản tài liệu liệu
khảo
chính
Charles Process and 1996 Wadsworth Thư viện x
1 Miguel Pattern Pulishing
Cobb Company
Alice Writing 2003 Graw Hill Nhà sách
2 x
Oshima Academic Companies
John College 1996 Harcourt Brace Nhà sách
3 x
C.Hodges Handbook Jovanovich,Inc.
Dorothy E. Academic 2008 NXB Đồng Nai Nhà sách x
Zemach & writing from
4
Lisa A. paragraph to
Rumisek essay
7. Đánh giá kết quả học tập:

STT Hình thức đánh giá Nhằm đạt KQHT Trọng số (%)
1 Điểm kiểm tra giữa kỳ b,c 30
2 Tiểu luận a 10
3 Điểm chuyên cần/thái độ b 10
4 Thi kết thúc học phần: a, b, c 50

NHÓM GIẢNG VIÊN BIÊN SOẠN

(Ký và ghi họ tên)

Th.s Bùi Thị Ngọc Oanh

Ths. Nguyễn Phương Lan
Ths. Trần Thị Cúc

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 TRƢỞNG KHOA/VIỆN TRƢỞNG BỘ MÔN
(Ký và ghi họ tên) (Ký và ghi họ tên)

Ths. Võ Nguyễn Hồng Lam Ths. Lê Hoàng Duy Thuần

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 Subject details
Subject name WRITING 1
Units of credit 2
Study length 15 weeks
Prerequisite / Co Pre-intermediate level
requisite
Suggested study Approximately 2 class hours per week
Commitment
Term 1/2017
Subject Coordinator/ Nguyễn Phương Lan
Lecturers Bùi Thị Ngọc Oanh
Contact details Email: [email protected]
Tel: 0983729979
Email : [email protected]
Tel : 0903544668
Proposed schedule

Time Content
Week 1 Introduction the subject
2 periods
Week 2 Part One: The Five Basic Sentence Patterns
2 periods
Week 3 Part One: The Five Basic Sentence Patterns
2 periods
Week 4 Part Two: Sentence Structures
2 periods
Week 5 Part Two: Sentence Structures
2 periods
Week 6
2 periods
Part Three: Sentence Problems
1. Parallelism
Week 7
2 periods
2. Punctuation
Week 8 3. Sentence fragments
2 periods
Week 9 4. Run-on sentences and Comma Splices
2 periods
Week 10 5. Choppy sentences
2 periods
Week 11 6. Stringy sentences
2 periods
Week 12 Practice: transformation; sentence-building
2 periods
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Week 13 Practice: transformation; sentence-building
2 periods
Week 14 Practice: Free writing
2 periods
Week 15 Revision
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: FREE WRITING (PRACTICE)

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 PART ONE: THE FIVE BASIC SENTENCE PATTERNS

Pattern One: SUBJECT + VERB (Intransitive)

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: SUBJECT + VERB + COMPLEMENT

a) N1 LV N1
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: SUBJECT + VERB(transitive) + OBJECT

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 N1 V N2
1. Most boys like football.
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 phủ tuyên bố lệnh ân xá cho tất các tù nhân chính trị.
-----------------------------------------------------------------------------------------
2. Vị thủ tướng đã cải tổ nội các của mình.
------------------------------------------------------------------------------------------
3. Thành phố phải giải quyết những vấn đề kinh tế xã hội.
------------------------------------------------------------------------------------------
4. Cho một buổi tiệc, bạn nên ăn mặc đẹp.
------------------------------------------------------------------------------------------
5. Tổng thống đã phủ quyết dự luật này.
------------------------------------------------------------------------------------------

Pattern Four:

SUBJECT + VERB + INDIRECT OBJECT + DIRECT OBJECT

N1 V N2 N3
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
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* Verbs followed by FOR:
bring choose find mix reach spare
build cook fix order reserve strike
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:

SUBJECT + VERB + OBJECT + COMPLEMENT

N1 V N2 N2
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 N2. 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. Moät ngöôøi laï ñöa cho coâ ta moät laù thö vaøo saùng nay.
_________________________________________________
2. Cha meï anh ta ñaõ choïn cho anh ta moät coâ vôï ñeïp.
_________________________________________________
3. Ngöôøi caûnh saùt ñaõ chæ cho oâng aáy ñöôøng ñeán nhaø ga.
____________________________________________
4. Coâng ty ñaõ höùa seõ taêng löông cho coâng nhaân.
_________________________________________________
5. Chuùng toâi ñaõ chuaån bò cho baïn moät böõa aên nheï.
_________________________________________________
II Translate the following sentences into English,using pattern one (S +V +O +to+
Prepositional object)
1. Coâng ty ñaõ trao coâng vieäc ñoù cho ngöôøi khaùc roài.
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 _________________________________________________
2. Anh ta chuyeàn boùng cho caàu thuû bieân.
_________________________________________________
3. Xin oâng vui loøng ñöa thö naøy cho ngöôøi thö kyù.
_________________________________________________
4. Coâ aáy daïy vaät lyù vaø hoaù hoïc cho hoïc sinh taïi tröôøng ñòa phöông.
_________________________________________________
5. Baïn coù theå ñeå vieäc naáu aên cho toâi.
_________________________________________________
III. Translate the following sentences into English,using pattern one (S + V + O + for
+Prepositional object)
1. Anh ta seõ mua moät moùn quaø cho ngöôøi baïn gaùi nhaân ngaøy Valentine.
_________________________________________________
2. Anh ta roùt theâm saâm banh cho nhöõng vò khaùch.
_________________________________________________
3. Coù ngöôøi ñaõ ñeå laïi cho oâng böùc thö naøy.
_________________________________________________
4. Coâ aáy ñaõ pha caø pheâ cho taát caû chuùng toâi.
_________________________________________________

IV. Translate the following sentences into English,using the verbs : allow, charge,
cost, deny
1. Hoï chuùc chuùng toâi moät chuyeán ñi thuù vò.
_________________________________________________
2. Cheá ñoä aên kieân naøy cho pheùp anh uoáng moãi ngaøy moät coác röôïu.
_________________________________________________
3. Hoï tính tieàn cho toâi theo giaù môùi.
_________________________________________________
4. Giôùi chuû nhaân töø choái quyeàn sô daúng cuûa giôùi thôï.
_________________________________________________

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PART TWO: SENTENCE STRUCTURES

A.THE DEFINITION
.
What is a A sentence is a group of words that contains a subject and a
verb and expresses a complete thought.
Sentence?
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.

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”)

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.

Action verbs:
The car hit the pedestrian.
My family lives in a two-bed room apartment.
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 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.

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.

A simple sentence is a sentence that has one-subject-verb combination.

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
Example:
My grand father loves to fish and often takes me with him to his favourite fishing place.
Formula: SVV

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 My grand father
1
My grand father is old in years but young in spirit. 2Everyday, he swims a mile
and works in his garden, 3He and my grandmother were married fifty years ago. 4They
have four children and ten grandchildren. 5My grand father loves parties and invites our
entire family to his house for a big dinner on his birthday. 6All twenty of us eat and tell
stories half the night. 7He never gets tired and is always the last to go to bed. 8On his last
birthday, my brothers and I gave him a present. 9We all put our money together and
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bought him a video game system. Now he wants us to come over to his house every
weekend

1. ______ 3. ______ 5. ______ 7. ______ 9. ______

2. ______ 4. ______ 6. ______ 8. ______ 10. ______

II. Compound Sentences

A compound sentence is two simple sentences connected by a comma

and a coordinating conjunction.

Here is the formula for a compound sentence:

Simple sentence , coordinating Simple sentence

conjunction

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)

Simple sentence , but simple sentence, so simple sentence

Ex: We love to camp, but last year we didn’t enjoy it, so this year we will do something
different during our vacation.

Compound Compare the two pairs of sentences below. The first of each pair of
Sentences sentences is simple and doesn’t need a comma. The second one is
versus simple 13
sentences
with
compound
 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.
PRACTICE:
Simple
versus A. Work by yourself or with a partner.
Compound The sentences in this exercise explain some of the rules of
Sentences 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.)
How To Clear Your Ears In An Airplane
1
Sometimes passengers’ ears hurt in an airplane. 2This pain can be quite
strong. 3It is caused by unequal air pressure outside and inside your ears. 4The air
pressure in the airplane may be at 15,000 feet but the air pressure inside your ears
is still at ground level. 5Airlines recommend the following techniques to stop the
pain. 6Pinch your nose closed with your fingers and pretend to blow your nose.
7
This action makes the pressure equal and usually stops the pain. 8You can also
yawn several times or you can swallow hard. 9Children can chew gum and babies
can suck on a bottle or a pacifier.

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 1. simple SV 6. _____________ ________
2. _____________ ________ 7. _____________ ________
3. _____________ ________ 8. _____________ ________
4. _____________ ________ 9. _____________ ________
5. _____________ ________
Work with a partner.
PRACTICE:
Writing A. 1. Connect the two simple sentences in each pair to make a compound
Compound sentence. Connect them with and, but, or, so- whichever best fits the
Sentences 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.
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………………………………………
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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.

Independent clause It rained.

Dependent clause …because it rained…

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.
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.

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Subordinating Conjunctions 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
Reason Time Contrast Condition
because before when although if
after while

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.

17
 PRACTICE: Work with a partner.
ID and DC
clauses 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 While 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.

Complex Now let’s learn about complex sentences.

Sentences
A complex sentence has one independent clause and one or more
dependent clauses.

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:

Simple sentence = IC
Compound sentence = IC, co ord. conj. IC
Complex sentence = IC DC (no comma)
Or DC, IC (comma)

PRACTISE A. Work with a partner.

18
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:

After 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 e) We had to drive back ten
6. Before we could get back to shore. 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. _______________________________________________________________________
8. _______________________________________________________________________

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IV. Compound-Complex Sentences

A compound-complex sentence is made from two independent

clauses and one or more dependent clauses.

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.

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 SUMMARY: KINDS OF SENTENCES
Let’s summarize what you have learned about the three kinds of sentences

 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.

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.
PRACTICE: After each sentence, select the option that best describes that sentence.

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

21
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

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

22
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.
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.

23
 This sentence has two independent clauses.
This sentence has one independent clause.

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.

 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.

24
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.
___________________________________________________________________
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.
___________________________________________________________________

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 :

25
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...

26
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:

the person, place, or thing performing or

1 subject
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:

I hit the ball.

Subject=I
Verb=hit
Object = the ball
Is it a complete idea? Yes.
Therefore, this is a good sentence.
The ball is a direct object. Not all sentences require a direct object. For example
Birds fly.
Subject=birds
Verb=fly
Is it a complete idea? Yes.
There is no direct object here; however, it is still a complete idea and a good sentence.
Here's another example.
I take.
Subject=I
Verb=take
Is it a complete idea? No.
This sentence requires a direct object. This sentence is called a sentence fragment.

One more way to find a sentence fragment

27
Sometimes the sentence has a subject, verb, and direct object, but it is still a sentence
fragment. How? If a sentence contains one of any of the words on the following 2
blackboards, the sentence requires a second part to finish the idea. Therefore, if you use any
of the words on these lists, you MUST add another part.

Blackboard #1
after even if once whenever
although even though only if whereas
as every time since whether or not
as if if the first time whichever
as soon as in case though whoever
because in the event that unless while
before just in case until
by the time now that when

If you use any of the following prepositions, which are usually used to create prepositional
phrases, you MUST add another part, or you will probably write a sentence fragment.

Blackboard #2
Prepositions
about beneath in till
above beside into to
across besides like toward
after between near under
against beyond of underneath
along by off until
among despite on up
around down out upon
at during over with
before except since within
behind for through without
below from throughout

For example

Look at the following sentence:

Because you wanted it.

Since you bought the radio.

Do these two sentences have subjects, verbs, and direct objects (if needed)? YES. Are they
sentence fragments? YES. Why? They both contain words from the two blackboards. They
need second parts:

28
 I gave you the ice cream because you wanted it.
Since you bought the plane tickets, I will pay for
the hotel room.

Now, these are good sentences.

How do you fix it?

We suggest 3 ways to fix sentence fragments:

Method #1

Attach the sentence fragment to another sentence. That other sentence could be before or
after the sentence fragment.

Sentence Fragment Fixed and Now a Complete Sentence

I felt much better after seeing the doctor.

After seeing the doctor. -or-

After seeing the doctor, I felt much better.

Method #2

Add a subject, verb, or both to make the sentence complete.

Sentence Fragment Fixed and Now a Complete Sentence

Under the bed. I found my socks under the bed.

Method #3

Take away the word or phrase that makes it a sentence fragment.

Sentence Fragment Fixed and Now a Complete Sentence

While Fred was in Paris. Fred was in Paris.

NOTE: If you use method #3, make sure the meaning does not change. The words and
phrases listed above usually add important information to the sentence. Therefore, if you
take them out, the meaning may change. Be careful!

PRACTICE: Directions: The following paragraph contains five sentence fragments. Find
the sentence fragments and correct them using one of the above two methods.

My Wonderful Discovery

After I had gotten up. I ate my breakfast. While I was eating breakfast. I heard a
squeaking sound at my door. It was a little puppy that was crying. I wept. It was really

29
cute. That I picked it up and took it inside in order to give the puppy a big bowl of warm
milk and a soft blanket. I took the day off so that I could take him to the veterinarian. The
vet told me he was fine. Because I had given him what he needed: milk and a warm blanket.
He still needed a home. I asked all my friends to take him. They wanted the little guy.
However, they couldn't keep pets in their apartments. By the time we got home. Now, he is
my pet and friend.

IV. Run-on sentences and Comma Splices

Definition: A RUN-ON is a sentence in which two or more independent clauses (i.e.,

complete sentences) are joined without appropriate punctuation or conjunction. This is
generally considered a stylistic error, though it is occasionally used in literature and may be
used as a rhetorical device.
Examples
 A run-on sentence, without any punctuation or conjunction between "gas" and "we":
My car is out of gas we cannot reach town before dark.
 A comma splice, which is considered a run-on sentence in English by some usage experts:
It is nearly half past five, we cannot reach town before dark.

Summary

If you put two sentences (or independent clauses) together without a sufficient amount of
signals (commas, semicolons, or connecting words), you have created a run-on.

Remedies
There are four common ways to fix a run-0n. Each method is explained below
Method# 1

Write the two independent clauses as separate sentences using periods.

Carmen loved traveling in Italy she felt

INCORRECT
Rome was too hot.
Carmen loved traveling in Italy. She
CORRECT
felt Rome was too hot.

Method #2

Use a semicolon to separate the two independent clauses. If you would like to learn more
about semicolons.

Carmen loved traveling in Italy she

INCORRECT
felt Rome was too hot.
Carmen loved traveling in Italy; she
CORRECT
felt Rome was too hot.

Method #3

30
Use a comma and any one of the following connecting words: (a coordinating conjunction)

for* and nor but

or yet so**
*when for means because
**when so means as a result

Carmen loved traveling in Italy she

INCORRECT
felt Rome was too hot.
Carmen loved traveling in Italy, but
CORRECT
she felt Rome was too hot.

Method #4

Use a semicolon and one of the following words:

therefore, thus, however, consequently,

furthermore, also, nevertheless,

NOTE: If you use any of these connecting words with method #4, a comma must follow it.

Carmen loved traveling in Italy she

INCORRECT
felt Rome was too hot.
Carmen loved
CORRECT traveling in Italy;however, she felt
Rome was too hot.

NOTE: When using semicolons, the two independent clauses must share a related or common
idea. You cannot write the following sentence.

Christine loves hot chocolate; I am watching TV.

These two clauses are completely unrelated.

PRACTICE: 1. Directions: The following sentences are all run-ons. Correct them using
any of the four methods. There may be more than one correct answer.

1. The girls played basketball the boys played tennis.

2. Einstein is famous for E=mc² Edison is famous for the invention of the light bulb.

3. Titanic is my favorite movie I love eating popcorn.

4. Americans shake hands when they meet the Japanese bow.

5. Mother's Day is always on a Sunday Thanksgiving is always on a Thursday.

6. William loved visiting Montreal Sally preferred just to stay in Quebec.

31
7. My car broke down I need to buy a new one.

V. Choppy sentences
1. Definition: Choppy sentences are sentences that are too short. When several short
sentences come together, they force the reader to go slowly. This makes the writing seem
more “elementary“ than it truly is.
2. Examples
a. Choppy Sentences: The sun beat down. It was on Phillip's back. He began to get terribly
hot. He was uncomfortable.
Corrected: The sun beat down on Phillip's back, and he began to get terribly hot and
uncomfortable.
b. Choppy Sentences: It was dark. We couldn’t see the sea. The air became cold. The night
was damp. Timothy took the shelter down. We pulled our shirts on. We put our pants on. They
were stiff from salt. They felt clammy.
Corrected: Total darkness blotted out the sea, and it became cold and damp. Timothy took
the shelter down, and we both pulled our shirts and pants back on. They were stiff from slat
and felt clammy.

VI. Stringy sentences

1. Definition: A stringy sentence is when too many clauses usually connected with and, but,
so, and because, connect sentences forming one very long sentence. Stringy sentences are so
long the reader forgets the beginning of the sentence before reaching the end.

2. Example
Stringy: I wondered if Timothy had checked for snakes, and there were also scorpions on
most Caribbean islands, and they were deadly, so I wondered if there were any on our cay.
Corrected: I wondered if Timothy had checked for snakes. There were also scorpions on
most Caribbean islands, and they were deadly. I wondered if there were any on our cay.

3. Exercises:
Stringy Sentence (excessive coordination or subordination)
Select True or False for each statement.
1. My neighbor was trained as a painter, but he couldn't make a living selling his paintings,
and he needed to find another way to make money.
a. ____ true b. _____ false
2. He always loved toys as a child, so he decided to become a toy designer. He applied for a
job at a local toy company.
a. ____ true b. _____ false
3. The company was growing rapidly, and they needed more designers, and they hired him
without experience.
a. ____ true b. _____ false
4. He was hard working, and he was imaginative, and the company liked his work.
a. ____ true b. _____ false
5. He helped design several new toys, and then he designed two new products mostly by
himself, and then he re-designed the company's most famous toy.

32
a. ____ true b. _____ false
6. After a while the work became boring, but he had learned a great deal, so he thought he
might succeed on his own.
a. ____ true b. _____ false
7. He started by doing some freelance designing and illustrating, yet he kept working at the
toy company, and this combination worked for a while, but it finally got to be too much.
a. ____ true b. _____ false
8. Because he had soon designed several toys of his own, and he had also done many kinds of
book illustrations, he was able to sell his work to other toy companies.
a. ____ true b. _____ false

PART FOUR: PRACTICE

Test 1:

33
34
TEST 2:

35
36
TEST 3:

37
38