SENTENCE COMBINING Coordination and Subordination What is a

SENTENCE COMBINING Coordination and Subordination

What is a sentence? Every sentence expresses a complete thought. “Sentence” and “complete thought” are synonyms. The terms mean the same thing.

The constituents of a complete thought A complete thought is made up of a topic and a comment. The topic is what the thought is about. The comment is what is said about the topic. Topic + Comment = Sentence The student + wrote an essay. Mohammed + arrived early.

Grammatical Terms for the constituents of a sentence Another way to talk about the constituents of a sentence is by using grammatical terms. Subject + Predicate = Sentence Topic = Subject Comment = Predicate

The subject The complete subject is the doer(s) and the modifiers before and immediately after the doer(s), for example The long red carpet covered with flowers stretched down the aisle of the church. The simple subject is the doer(s) minus the modifiers, for example The long red carpet covered with flowers stretched down the aisle of the church.

Sometimes, the simple subject may contain two or more doers joined by and, in which case we say that the simple subject is a compound subject, for example Joan and Andrew just got married. The nursing students and their professors attended a seminar on treating the H 1 N 1 flu virus.

Elements of the Predicate The predicate of a sentence may be divided into two parts. 1. the tensed verb (expressing the action of the subject), and 2. often but not always complements and/ or objects of the verb Samuel enjoys playing video games. Amrita is studying English.

Summary of Terms for Sentence Elements Topic + Comment = Sentence Subject + Predicate = Sentence Subject + Verb(s) +[Complement] = Sentence

Sentences Clauses Another word for a group of words forming a subject and a predicate is a clause.

The Clause A clause is a group of words that has one subject and one predicate. The subject may be singular or plural: Tom studied for several hours. . Tom and I studied for several hours.

The predicate may have one or more predicate verbs: Tom and I studied for several hours and then went out to dinner. Tom and I studied for several hours, went out to dinner, and then watched a movie.

Important Information About Clauses While every clause has a subject and a predicate, not all clauses are complete thoughts. There are two types of clauses: one is a complete thought; the other is not. Learn to recognize the difference.

What are the two types of clauses? An independent clause is a clause that expresses a complete thought and can stand alone. North Korea launched missiles into the ocean near Japan. Therefore, Japan asked the U. N. to force North Korea to stop its nuclear missile program. But so far, the U. N. has not been totally successful.

A dependent clause has a subject and a predict. HOWEVER, it does not express a complete thought because it is preceded by a subordinating conjunction. Subordinating conjunctions are also called subordinators and dependent clause markers (DM)

A subordinating conjunction (DM) turns an independent clause into a dependent clause, which only a sentence fragment, that is a piece of a sentence. Independent: Dependent: John ate three tacos. because John ate three tacos Note by adding the DM “because” in front of “John ate three tacos, ” the writer turns an independent clause into a dependent clause, which cannot stand alone, so the period must be removed.

To turn the sentence fragment to a complete thought, the writer must add an independent clause to the dependent clause: Because John ate three tacos, he was full.

Independent and dependent clauses are the building blocks of the four English sentence types. Knowing how to use these two types of clauses will enable the writer to have greater and more accurate sentence variety.

Sentence Types Combining independent and dependent in various ways clauses allows the writer to create 4 sentence types: Simple Compound Complex Compound-Complex

Sentence Type 1 A Simple Sentence contains one independent clause (IC): IC. He eats pizza and drinks beer. Lobbing missiles and making threats appear to be North Korea’s ways of getting attention. Every night, John and his sisters cook dinner, do chores around the house, and then do their homework. Note: An IC contains one complete subject and one complete predicate (which contains at least one verb tense and its complements).

Practice with Simple Sentences: 1. Write a simple sentence that has two predicate verbs, for example ¡ 2. The teacher/ yelled at the students and gave them extra homework. Write a simple sentence that has a compound subject and one predicate verb, for example Barack Obama and Michelle Obama went to an elementary school in D. C. The cars and the trucks raced down the highway.

3. Write a simple sentence that has a compound subject and three predicate verbs. 4. The students and the teachers/ went to the Lab, listened to the orientation, and took tests. Write a simple sentence that has a single subject and one predicate verb. ¡ Mrs. Britton/ has two dogs and three cats.

Type 2 A Compound Sentence is made up of two or more independent clauses (IC) following the basic sentence patterns: IC + IC. He eats pizza, and he drinks beer. Lobbing missiles is one way North Korea gets attention, and making threats is another way North Korea gets attention. Every night, John and his sisters cook dinner, and they do chores around the house, and they then do their homework.

Practice writing compound sentences using FANBOYS (coordinating conjunctions) – refer to the Summary Chart on Sentence Combining 1. 2. 3. 4. 5. 6. Mrs. Britton gave a lecture, so her students took notes. It is cold outside, but the sun is shining. ___________________ _____________________

Practice writing compound sentences using conjunctive adverbs (also called independent clause markers or IMs) – refer to the Summary Chart on Sentence Combining 1. 2. 3. 4. ____________________________________ ____________________________________ __________

Type 3 A Complex Sentence is made up of one independent clause and at least one dependent clause: IC + DC. Maureen didn’t eat even though she was hungry. DC, + IC. Because a hurricane was coming, the school canceled classes.

Practice writing Complex Sentences with Adverb Clauses – refer to the Summary Chart on Sentence Combining 1. 2. 3. 4. ______________________________________ ______________________________________ __________

Practice writing Complex Sentences with Noun Clauses – refer to the Summary Chart on Sentence Combining 1. 2. 3. 4. ____________________________________ ____________________________________ __________________

Practice writing Complex Sentences with Adjective Clauses – refer to the Summary Chart on Sentence Combining 1. 2. 3. 4. ____________________________________ ____________________________________ __________________

Type 4 Compound-complex Sentence contains at least two independent clauses (IC) and at least one dependent clause (DC): IC + DC. Because Jim hadn’t recovered from the flu, he didn’t go to work, nor did he go to class.

Practice writing Complex-compound sentences (2 or more Ics + 1 or more DCs) – refer to the Summary Chart on Sentence Combining 1. 2. 3. ____________________________________ _____________________________________________________

SENTENCE COMBINING Part II: Coordination

Two Clause Combining Techniques: 1. Coordination a. b. b. – Coordinating Conjunctions (for, and, nor, but, or, yet, so: I studied, so I got a good grade. ) Paired Coordinators (not only. . . but also; both. . . and; either. . . or; neither. . . nor; whether. . . or) Conjunctive Adverbs (therefore, nevertheless, however, moreover: I studied; therefore, I got a good grade. ) NOTE: The Purdue On-line Writing Lab refers to Conjunctive Adverbs as “independent clause markers” (IM).

Coordinating Conjunctions 1. 2. 3. 4. 5. 6. 7. Each coordinating conjunction signals a particular relationship between ideas: Addition Contrast Cause Effect Time Positive alternative Negative alternative

Chart: Coordinating Conjunctions and Their Relationhips Addition and Jean ate tacos and pizza. Contrast but yet Effect so I want to buy a new car, but (yet) I don’t have enough money. I had little sleep, so I was tired. Cause for I was tired, for I had little sleep.

Chart continued Time And then We ate dinner, and then we watched television. Alternative – one but not the other Or I have time to study or sleep. Negative alternatives-not either of them Nor He didn’t sleep, nor did he eat.

Practice: Choose the Coordinating Conjunction that best completes the meaning of each item. 1. 2. 3. Amneris has finished all of her homework, ____ she can go out with her friends. Diego was very tired, ____ his head ached. The teacher had to take time to remind the students of the benefits of homework, ____ only one student had done the homework.

Answers: 1. 2. 3. Amneris has finished all of her homework, so she can go out with her friends. Diego was very tired, and his head ached. The teacher had to take time to remind the students of the benefits of homework, for only one student had done the homework.

4. 5. 6. Almira saw a quarter lying on the sidewalk, ____ she didn’t pick it up, ____ it was lying tails up. He buys new cars every year, _____ he constantly complains about making car payments. Janice has gotten a new job, ____ she has won the lottery.

4. 5. 6. Almira saw a quarter lying on the sidewalk, but she didn’t pick it up, for it was lying tails up, a sign of bad luck. He buys new cars every year, yet he constantly complains about making car payments. Janice has gotten a new job, or she has won the lottery.

7. 8. 9. 10. Sheila doesn’t like to write, ____ does she like to read. Dany bought a new car, ____ the engine in his old car burned up. It rained all night, ___ the streets were flooded. Anton hasn’t eaten any sweets today, ___ his brother has consumed three Mars Bars.

7. 8. 9. 10. Sheila doesn’t like to write, nor does she like to read. Dany bought a new car, for the engine in his old car burned up. It rained all night, so the streets were flooded. Anton hasn’t eaten any sweets today, but his brother has consumed three Mars Bars.

Fill in each blank with an appropriate coordinating conjunction. 1. 2. 3. 4. 5. 6. _____ signals a cause relationship. _____ signals an effect relationship. _____ and ______ signal a contrast relationship. _____ signals a time relationship. _____ signals an addition relationship. ______ and _____ signal a positive and negative alternative, respectively.

Complete the following statements: 1. 2. 3. 4. 5. 6. For signals a cause relationship. So signals an effect relationship. But and yet signal a contrast relationship. And then signals a time relationship. And signals an addition relationship. Or and nor signal a positive and negative alternative, respectively.

SENTENCE COMBINING Part III: Paired Coordinators

Paired Coordinators Paired coordinators are similar to coordinating conjunctions: they can be used to combine clauses, they signal some of the same relationships, and Some paired coordinators, like some FANBOYS, require changes in word order. Unlike coordinating conjunctions, paired coordinators must be used in pairs – if you use “not only, ” for example, you must also use “but also. ”

Chart: Paired Coordinators and Their Relationships Addition with emphasis Both. . . and Both Thuy and Neringa passed the exam. alternative Whether. . . or I don’t know whether to study or party.

Practice Write a sentence using “both. . . and. ” Write a sentence using “ whether. . . or. ”

Chart: Paired Coordinators and Their Relationships continued Positive Alternative – one but not both Either. . . or I either fell asleep or spaced out during the lecture. Negative alternative – not both Neither. . . nor I neither fell asleep nor spaced out during the lecture.

Practice Write a sentence using “either. . . or. ” Write a sentence using “neither. . . nor. ”

Chart: Paired Coordinators and Their Relationships continued Addition with strong emphasis Not only. . . but also He is not only brilliant but also kind. He not only sings but also plays the guitar.

2. Subordination Subordinating Conjunctions create 3 types of dependent clauses Adverbial clauses (using words such as because, although, while, as, when: Because it’s raining, the game has been cancelled. ) Adjective Clauses (using the relative pronouns who, which, that, whom, whose, when, where: The book that I bought cost $10. ) Noun Clauses (using that: He said that he’s leaving early. ) NOTE: The Purdue On-line Writing Lab refers to subordinating conjunctions as “dependent clause markers” (DM).

What is coordination? Coordination means that we join two independent clauses using one of the following techniques. Coordination creates compound sentences.

IC + Comma + Coordinating Conjunction + IC. John loves tacos, but he hates quesadillas.

IC + semicolon + IC. Cindi likes spring rolls; she hates rice.

IC + semicolon + *conjunctive adverb + comma + IC. Marie wrote an essay; additionally, she worked on a math problem. *Another name for conjunctive adverb is independent clause marker (IM).

What is subordination? When we use subordination to join two clauses, we use two kinds of words: subordinating conjunctions, relative pronouns, or The noun clause marker that.

Changing an Independent Clause a Dependent Clause Attaching a subordinating conjunction to an independent clause turns the independent clause into a dependent clause; e. g. , because, when, while, since create dependent clauses. John didn’t study. John failed the test. Because John didn’t study, he failed the test.

Advantages of Combining Clauses with Coordination and Subordination eliminate short and choppy sentences, improve coherence in essays, reduce the number of words and sentences, thereby making writing more economical, allow the writer to communicate his/her ideas with greater precision, and make it easier for the reader to see relationships between and within sentences and paragraphs.

Coordinating Conjunctions, Conjunctive Adverbs, and Subordinating Conjunctions Express 8 Relationships Addition Time Cause and Effect Comparison Contrast Alternative Illustration Restatement/Clarification

Addition Coordinating Conjunctions: and Pete bought a pizza, and he picked up a box of Krispy Crème doughnuts. Conjunctive Adverbs: additionally, also, in addition, moreover Pete bought a pizza; additionally, he picked up a box of Krispy Crème Doughnuts. Subordinators: NONE

Time Coordinating Conjunction: and then I typed the essay, and then I revised it. Conjunctive Adverb: thereafter, then, next, first, second, finally, meanwhile He apologized for being late; thereafter, he always arrived on time.

Subordinator: when, while, after, before After I typed the essay, I revised it. While I was sleeping, I was dreaming of winning the lottery. Before the teacher began lecturing, she announced a test for the next class.

Cause and Effect Coordinating Conjunctions: so, for He did not study, so he did not pass. He did not pass, for he did not study. Conjunctive Adverbs: therefore, consequently, as a result He did not study; therefore, he did not pass.

Subordinating Conjunctions: because, since, as He did not pass because he did not study. Because he did not study, he did not pass. He did not pass since he did not study. Since he did not study, he did not pass.

Comparison Coordinating Conjunctions: NONE Conjunctive Adverbs: likewise, similarly, in like manner He comes late to class; likewise, he arrives ten to fifteen minutes late at work. Subordinating Conjunctions: as + adj. + as + noun This class is as boring as counting sheep [is].

Contrast Coordinating Conjunctions: but, yet The food was cold, but we ate it. The food was cold, yet we ate it.

Contrast Conjunctive Adverbs: however, nevertheless, on the contrary, in contrast, on the one hand. . . on the other hand The food was cold; however, we ate it. The food in the cafeteria was cold; the food at the Lil’ Bean, in contrast, was hot. The food in the cafeteria is cold; on the contrary, it is often too hot to eat.

Contrast Subordinators: Subordinating Conjunctions: while, although, even though, despite the fact While Mrs. Britton allows rewrites, it is difficulty to earn an A in her class. Even though Mrs. Britton allows students to rewrite, it is difficult to earn an A in her class. It is difficult to earn an A in Mrs. Britton’s class even though she allows students to rewrite. Despite the fact that Mrs. Britton allows students to rewrite, it is difficult to get an A in her class.

Alternative Coordinating Conjunction: or, nor You can do your homework, or you can cook dinner. You can’t do your homework, nor can you cook dinner. Conjunctive Adverb: otherwise You can do your homework; otherwise, you can cook dinner. Subordinating Conjunctive: NONE

Illustration Coordinating Conjunctions: NONE Conjunctive Adverbs: for example, for instance He has several choices; for example, he can have tacos, pizza, or hamburgers. Subordinating Conjunction: NONE

Restatement and Clarification Conjunctive Adverbs: that is, to repeat, to rephrase, to clarify, to restate Every classroom is like a military barracks; that is, desks and chairs are perfectly lined in neat rows. The situation in Iraq is worsening; to clarify, the insurgents are growing in number and strength.