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INDUS UNIVERSITY

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 CLO & PLO
CLO-1 Identify reading strategies i.e. skimming, scanning, finding main ideas,
PLO-9 (C1 - Memorize)
and drawing conclusions, paraphrasing, summarizing and using PLO-10 (C1 - Memorize)
context clues

CLO-2 Define lexical items in context and construct sentences and questions PLO-9 (C2 - Understand)
using the vocabulary words in a personal context PLO-10 (C2 - Understand)

CLO-3 Participate in discussions by responding to arguments and anticipate PLO-9 (C3 - Apply)
responses, use effective vocabulary in routine speaking and writing PLO-10 (C3 - Apply)

FCIT, Indus University 3

 Composition and Comprehension
• Composition involves creating something whereas
• Comprehension involves understanding something
that has been created by someone else

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 Course Contents

Parts of speech will be explained through examples

and related exercises
Week # 1 Introduction of writing & writing process
Sentences : Kinds & Elements of Sentences

FCIT, Indus University 5

 Parts of Speech
• Noun
• Pronoun
• Adjective
• Verb
• Adverb
• Conjunction
• Preposition
• Interjection

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 What is a noun?

person place thing

On the dry erase board…write down some

examples of nouns!
 Practice!
Find the nouns in the following sentence:
(Remember!...a noun is a person, place, thing, or
idea)
1. The bakery has fresh bakes goods.
2. She cannot play the guitar.
3. My mother works in a school.
4. Do you live in America?
5. The colors of the interior walls are looking
beautiful.

*Your turn: Write 2 sentences and identify the nouns

in your sentences.
 Types of Noun
Common/ Proper Noun
Abstract / Concrete Noun
Countable /Uncountable Noun
Singular /Plural Nouns
Collective Nouns
Compound Nouns
Possessive Nouns

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 Abstract Noun
An abstract noun is a noun that cannot be observed
with any of the 5 senses, and it cannot be held or
touched.
Any noun that is not concrete is abstract.

Quality: kindness, darkness, hardness, honesty.

Action : movement, judgment, hatred.

State: boyhood, youth, slavery.

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 Concrete Noun
A concrete noun is a physical entity.
It is something that we can perceive through our five
senses

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 Uncountable Nouns:
These can not be counted.
Examples:
Music, Rain , Sand, Milk.

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 Compound Nouns
These nouns are made up of two or more smaller
words.
Example: Honeybee , sunflower, eyeglasses.

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 Collective Nouns
They refer to a group of things as one whole.
Examples: Team, group, family , class, army.

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 Singular Noun/Plural Noun
These refer to more than one person, place , things or
ideas.
Example: Babies, toys, girls.

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 Possessive Noun
These show ownership.
Example: Ali’s book, Hamna's doll , Teacher’s pen.

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 pronoun
A pronoun can replace a noun.

Example:

Mark----He
Mary-----She
Mark and Mary-----They
 PRONOUN TYPES:
Possessive: mine, yours, his, hers, its, ours, whose, theirs
Demonstrative: this, that, these, those
Objective: me, you, him, her, it, us, whom, them
Subjective: I, you, he, she, it, we, who, they
Reflexive: myself, yourself, himself, herself, ourselves,
themselves
Indefinite: anybody, everybody, nobody, somebody
 PRONOUN PRACTICE
Identify the pronouns in the following sentences:

1. They have never been so happy.

2. It was a really good day today.
3. She was upset with herself for failing it.
4. You and I should take a walk.
5. The candy is neither yours nor mine.
*Your turn! Write 2 sentences and identify the pronouns in
the sentences.
 PRONOUNS (cont’d)
The noun to which the pronoun refers is called the
antecedent.
For example:
Allen got off work at seven, then he went home.
He=pronoun Allen=antecedent

Maria is a very bright student; she made all A’s on her report
card.

She, Her=pronouns Maria=antecedent

 Practice
The Corn Exchange
shops
pool
Lightwaves
Tracy
college
biscuit
Park Lane
Jaffa Cakes
girl

Look at the following nouns and write them under the correct
heading that which are common noun and which are proper
noun

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 Common noun Proper noun
Shops The Corn Exchange

pool Lightwaves

girl Tracy

college Park Lane

biscuit Jaffa Cakes

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 What is a verb?

• A word that tells what someone or

something does,
• An action word or word of being
There are two types of verbs that we will
look out closely:

Action Verb

Linking Verb
 Action verbs

Action verbs express action, something that

a person, animal, force of nature, or thing
can do

Playing Driving
 Linking/ Helping Verb
Linking verbs, on the other hand, do not express action.
Instead, they connect the subject of a verb to additional
information about the subject.

Any form of the verb “Be”

Am
Were
Has
Been
Are being
is
 Cont…
is (he is boring)
am (I am boring)
been (he has always been boring)
was (he was always told he was boring)
have (I have always been boring)
feel (I feel I have been boring today)

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 Imperative verbs
Silence! Shut the door! Sit down!
Stir the rice. Light the fire.
Imperative verbs can be orders or commands.
These are words that tell you what to do.
Imperative verbs are often used in instructional writing such as:
•Recipes
•Manuals
•Washing labels
•Medicine packets

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 Imperative verbs - activity
Write down all of the imperative verbs that you can
see in this recipe.

Method:
1.Fill a pan with cold water
2.Bring the water to the boil
3.Stir-fry the onion and garlic in a little oil
4.Place the pasta into the pan of boiling water – reduce the heat and allow to
simmer for ten minutes
5.Add the stir-fry vegetables to the wok and fry on a high heat for two minutes
6.Remove the pasta from the heat, drain and empty onto the plates
7.Add the stir-fried vegetables and serve.

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 Answers
Method:
1. Fill a pan with cold water
2. Bring the water to the boil
3. Stir-fry the onion and garlic in a little oil
4. Place the pasta into the pan of boiling water – reduce the
heat and simmer for ten minutes
5. Add the stir-fry vegetables to the wok and fry on a high heat
for two minutes
6. Remove the pasta from the heat, drain and empty onto the
plates
7. Add the stir-fried vegetables and serve.

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 Adjective

Adjectives are words that describe or

modify another person or thing in the
sentence

Adjectives are descriptive words!

 Adjective
Adjectives are describing words that usually come before a
noun (the name of a person, place or thing).
Adjectives can describe a look, a mood or even a
character.
Descriptive adjectives: Describe the noun.
Ex: red house tall man large hut

Limiting Adjectives: Limits or specifies the noun

Ex: high school student, two teams, every employee
 Example

The old house had a lovely garden.

It was a cold day.
The beautiful dress cost £400!
The grumpy teenager stamped her feet.
The lazy man never did any work.

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 Adjective- Activity
Task: re-write these sentences replacing the underlined word with the most
fitting word from the box below (or your own word) to make these
descriptive sentences more interesting.

1.Leeds is a nice city with a good night life.

2.Park Lane College is a good college with nice students.
3.Returning to study is a nice thing to do.
4.It can be nice to be able to sit and chat with friends.
5.It can be nice to go for long walks in the summer.

relaxing pleasant brilliant vibrant friendly challenging

hard-working clever fantastic lively rewarding

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 Answers

Leeds is a vibrant city with a fantastic night life.

Park Lane College is a friendly college with hard-working
students.
Returning to study is a rewarding thing to do.
It can be pleasant to sit outside and chat with friends.
It can be relaxing to go for long walks in the summer.

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 adverbs
An adverb can tell us: how something is done, time, place,
cause or degree.

An adverb can answer questions such

as: "how," "when," "where," "how much".

Adverbs often have an -’ly’ ending such as:

•slowly (how)
•quickly (how)
•gently (how / manner)
•happily (manner)
•noisily (manner)
•lately (time)
•occasionally (how often)
 adverbs - activity
Activity: re-write these sentences using the best adverb from the box
below.

1.She spoke to the man so ____________ that she made him cry.
2.He sang so ___________ that all of the judges laughed.
3.The pan was balanced so ______________ close to the edge it was amazing that it
didn’t fall off.
4.They laughed ____________ at the comedian – because he was so bad!
5.Her hair was styled _____________.
6.Get ready _________ or you will miss the bus!
7.Come over here __________. The baby is asleep.

quietly beautifully harshly dangerously terribly uncontrollably

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 Conjunctions
A conjunction is a joiner, a word that connects (conjoins)
parts of a sentence.

Coordinating Conjunctions
And
Or
But
For
Nor
So
Yet
 Conjunctions
A subordinating conjunction introduces a
dependent clause and indicates the nature of the
relationship among the independent clause(s) and
the dependent clause(s).

The most common subordinating conjunctions

are: after, although, as, because, before, how, if,
once, since, than, that, though, until, when,
where, whether, and while.
 Conjunctions
Correlative conjunctions always appear in pairs --
you use them to link equivalent
sentence elements.
The most common correlative conjunctions are:
both...and, either...or, neither...nor,
not only...but also, so...as, and whether...or
 Examples
Simon likes tea, and Jan likes coffee.
Simon likes tea, but Jan likes coffee.
Will you go to the shops, or shall I go to the shops?
You should go to the shops, so I don’t have to go to
the shops.

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 Activity
Join these simple sentences together to form ‘compound’
sentences using the best co-ordinating conjunction from the box
below.
1. I like porridge. Sam likes a fried breakfast.
2. Kevin watches Eastenders. I prefer to watch Coronation street.
3. Abby loves Jim. Kirsty loves Jim too.
4. Mohammed likes to paint. Pat enjoys painting.
5. I enjoy watching movies. We could go to the pictures together.
6. I do not like my flat. Simon says it’s nice.

and but or nor for so yet

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 Answers
1. I like porridge, but Sam likes a fried breakfast.
2. Kevin watches Eastenders, but I prefer to watch Coronation street.
3. Abby loves Jim, but Kirsty loves Jim too.
4. Mohammed likes to paint, and Pat enjoys painting.
5. I enjoy watching movies, so we could go to the pictures together.
6. I do not like my flat, yet Simon says it’s nice.

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 prepositions
A preposition links nouns, pronouns and phrases to other words in a
sentence. Some common prepositions are:
at, under, over, of, to, in, out, beneath, beyond, for, among, after,
before, within, down, up, during, without, with, outside, inside,
beside, between, by, on, out, from, until,
toward, throughout, across, above, about, around.

examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
Preposition

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 Activity
Decide which preposition for direction should be used and re-write the following
sentences inserting the correct preposition.

1.Put the bowl of porridge ___________ the microwave.

2.Put the cup __________.

3.Could you pick the laundry _______ for me, please?

4.Take care as you skate ________ the ice.

5.Go _______ the garden and I will bring out some chairs.

6.Are you travelling ________ to London by car, train or coach?

into onto up down

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 Answers
Put the bowl of porridge into the microwave.

Put the cup down.

Could you pick the laundry up for me, please?

Take care as you skate onto the ice.

Go into the garden and I will bring out some chairs.

Are you travelling down to London by car, train or coach?

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 Preposition Practice
Identify the prepositions in the following sentences,
then identify the object of the preposition.
1. I don’t want to go before the judge tomorrow.
2. Andrew tossed the ball into the air.
3. Sienna quickly ran across the yard.
4. Christian walked inside the house to get his dad.
5. Kalvin is a great musician and often plays shows
around the country.
*Make a list of all the prepositions you can think of.
 Interjections
Interjections are nearly always used at the start of a sentence -
they are there to show emotion and to grab your attention.

Common interjections include:

wow, ouch, oops, hey, watch, oh, yes, no,
move, stop, help… they are usually followed by an
exclamation mark!

“Oh, you’re coming too?

Wow! That’s a surprise.”

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 Sentence
A sentence is a complete set of words that conveys
meaning. A sentence can communicate.
 a statement (I am studying.)
 a command (Go away.)
 an exclamation (I’m so excited!)
 a question (What time is it?)

A sentence is composed of one or more clauses.

A clause contains a subject and verb
or
Words and phrases can be put together to make clauses.

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 Types of Sentences

There are four types of sentences or

Sentence types are sometimes
called clause types.
 Declarative sentence (statement)
 Interrogative sentence (question)
 Imperative sentence (command)
 Exclamative sentence (exclamation)

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 End Marks

Three ways to end sentences in English:

Period .
Question ?
Exclamation Point !
Context Clues
Determine the meaning of the bolded words based on
the context of the sentences.

1. Jane’s dad interrogated her about where she went

late last night.
2. John declared that he had the correct answer to the
problem.
3. When she stubbed her toe on the corner, she
suddenly exclaimed, “Ouch!”
4. The king issued many imperatives to his subjects.
 Declarative Sentences
Make statements and end with periods

Examples

Cookies taste good.

We didn’t get home until late.
Dolphins can recognize their reflections.
 Exclamatory Sentences
Excitedly express emotion,
end with exclamation points

Examples

The robber is escaping!

That car is headed right for us!
I can’t believe we won!
Imperative Sentences
Give orders, commands and instructions,
end with periods or exclamation points.

The subject is always “you” and implied.

Examples

Be home by midnight.
Drop the weapon!
(You,) Preheat the oven to 400 degrees.
 Interrogative Sentences
Ask questions,
end with question marks.

Examples

Are you going home?

When is the graduation?
Why didn’t I take notes?
 Practice
Write down whether each sentence is…

Declarative
Imperative
Exclamatory
Interrogative
 1
Get out some paper and a pencil.
 2
If you don’t have a pencil, you can use one of my
crayons.
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Why aren’t you doing your work?
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The students wondered how many questions they
would have to answer.
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I’m so happy that we don’t have to write the
sentences!
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Stop playing around and listen to instruction.
 7
We have to answer and review ten practice questions
before the lesson is done.
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Why didn’t you put your name on top of your paper?
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Stop bothering her!
 10
He wondered why he got number ten wrong.
Answers

1. Imperative
2. Declarative
3. Interrogative
4. Declarative
5. Exclamatory
6. Imperative
7. Declarative
8. Interrogative
9. Imperative
10. Declarative
 Predicate
A predicate is a verb that expresses the subject’s action
or state of being

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 Independent and Dependent Clauses

A sentence contains at least one independent clause

and may contain one or more dependent clauses.

An independent clause (or main clause)

 is a complete thought.
 can stand by itself.

A dependent clause (or subordinate clause)

 is an incomplete thought.
 cannot stand by itself.

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 Cont.…
Independent clause: When I go to the movies, I usually
buy popcorn.
Dependent clause: When I go to the movies, I usually
buy popcorn.

Independent clause: I don’t like the ocean because

sharks scare me.
Dependent clause: I don’t like the ocean because
sharks scare me.

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 Elements of Sentence Structure
Simple,
Compound,
Complex, and
Compound-complex

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 Simple Sentence Structure
A simple sentence consists of one independent clause.
(An independent clause contains a subject and verb and
expresses a complete thought.)

• I like coffee.
• Mary likes tea.
• The earth goes round the sun.
• Mary did not go to the party.

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 Compound Sentence Structure
A compound sentence is two (or more) independent
clauses joined by a conjunction or semicolon. Each of
these clauses could form a sentence alone.

• I like coffee and Mary likes tea.

• Mary went to work but John went to the party.
• Our car broke down; we came last.

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 Complex Sentence Structure
A complex sentence consists of an independent clause
plus a dependent clause. (A dependent clause starts
with a subordinating conjunction or a relative pronoun,
and contains a subject and verb, but does not express a
complete thought.)

• We missed our plane because we were late.

• Our dog barks when she hears a noise.
• He left in a hurry after he got a phone call.
• Do you know the man who is talking to Mary?

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 Cont..
Here are some common subordinating conjunctions:
after, although, as, because, before, how, if, once, since,
than, that, though, till, until, when, where, whether,
while
Here are the five basic relative pronouns:
that, which, who, whom, whose

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 Compound-Complex Sentence Structure

A compound-complex sentence consists of at least two

independent clauses and one or more dependent
clauses.

•John didn't come because he was ill so Mary

was not happy.
•He left in a hurry after he got a phone call but
he came back five minutes later.

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THE FIVE STEPS OF THE
WRITING PROCESS
 Writing Process

A series of stages and steps used to

write something. Stages are BIG and
filled with steps. (You can use this
process in any class to write any thing.)

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5 Steps of the writing process
STEP 1: PREWRITING
STEP 2: DRAFTING
STEP 3: REVISING
STEP 4: PROOFREADING
STEP 5: PUBLISHING
STEP 1: PREWRITING
“THINK”
Decide on a topic to write about.
Consider who will read or listen to your
written work.
Brainstorm ideas about the subject.
List places where you can research
information.
Do your research.
 STEP 2: DRAFTING
“WRITE”
• Put the information you researched
into your own words.
• Write sentences and paragraphs
even if they are not perfect.
• Read what you have written and
judge if it says what you mean.
• Show it to others and ask for
suggestions.
 STEP 3: REVISING
“MAKE IT BETTER”
• Read what you have written again.
• Think about what others said about
it.
• Rearrange words or sentences.
• Take out or add parts.
• Replace overused or unclear words.
• Read your writing aloud to be sure it
flows smoothly.
 STEP 4: PROOFREADING
“MAKE IT CORRECT” (Editing and evaluating)

Be sure all sentences are complete.

Correct spelling, capitalization, and
punctuation.
Change words that are not used
correctly.
Have someone check your work.
Recopy it correctly and neatly.
 STEP 5: PUBLISHING
“SHARE THE FINISHED PRODUCT”
• Read your writing aloud to a group.
• Publish your work in the Student or
Parent Newsletter.
5 Steps of the writing process
STEP 1: PREWRITING
“THINK”

STEP 2: DRAFTING
“WRITE”

STEP 3: REVISING
“MAKE IT BETTER”

STEP 4: PROOFREADING
“MAKE IT CORRECT” (Editing and evaluating)

STEP 5: PUBLISHING
“SHARE THE FINISHED PRODUCT”
Thank You

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