Unit Two:Phrases, Clauses, & Sentence StructureEnglish Center Tutor TrainingESOL

Table of ContentsUnit 1: Parts of SpeechUnit 2: Phrases, Clauses, and Sentence StructureUnit 3: Simple & Progressive VerbsUnit 4: Perfect & Passive VerbsUnit 5: Complex SentencesUnit 6: Overview of City ESOL Program

IntroductionThis could be the single most important unit to assist ESOL students success. Difficulty with sentence structure is often times what results in incomprehensible sentences and failure to convey meaning.

Phrases1. a noun (and its modifiers)

2. a verb (and the words that follow)

an interesting dreammy magically delicious Lucky Charmsthe City College book fairmany culturally diverse students those poisonous red apples on the table talented and helpful tutorsthe drawer next to the bedbandswere eaten by the boy next doorattend this schoolwill be in high demand is always in Octoberwere for Snow White and not for youhas been on my mind all dayopenhave been playing all night longCombine the noun phrases and verb phrases to make complete sentences.

ClausesA clause is a subject / verb combination. Clauses can be dependent or independent (More explanation on this later) First, lets practice distinguishing phrases and clauses. Determine which of the examples are phrases and which are clauses.

when I go to the storehe criedthe little kitten sitting in the shade of the treethey didnt understand the instructionsstayed out all night

PhrasesClauses

ClausesThere are two types of clauses: independent and dependent. An independent clause, or main clause, is a subject/verb combination that makes a complete sentence. A dependent clause cannot stand alone, and must be attached to an independent clause. In the following sentence, which one is the main clause?Example 1: As soon as I woke up, I made the coffee.If you said I made the coffee, then you are correct!

*Complete SentencesA complete sentence includes: 1. Subject (noun)2. Verb (may need a direct object or complement)3. Complete Thought/IdeaExample 1: Marcel understands the importance of attending class regularly.

Example 2: Shu, Tony, and Ana studied together after class.

Not all complete sentences have a stated subject. The command form (also known as the imperative) has you as the implied subject. This sentence structure is not common in academic writing except perhaps as a hook in an introductory paragraph. For example: Be careful! Moreover, certain authors and genres do not adhere to traditional sentence structure and may use phrases and dependent clauses as complete sentences. For example: Because I said so.

*SubjectsThe subject may beA single nounA noun phraseA pronounTwo or more nouns, noun phrases or pronouns A gerund (verb + -ing)An infinitive (To + verb).College is challenging.The English Center can help you succeed.It is open Monday through Friday.Online tutoring is available on weekends.Rose, Todd, Humberto, and Jess are all tutors there.To err is human.

ESOL students frequently have incorrect sentence structure due to missing subjects in their sentences. It is often times the dummy it or there that is missing. For example: It is raining outside. Additionally, it is common for ESOL students to use a prepositional phrase as a subject. For example: In the morning is a good time to take classes.

Scene OneA students sentence is In the article says global health is important. There are many ways to assist him in correcting this error. Heres one:Tutor: What is the subject of this sentence?Student: Article.Tutor: Not quite. What part of speech is in?Student: A preposition.Tutor: Correct. Prepositions need a noun for an object, and article is the object of the preposition. So it cant be the subject of the sentence. So what is the subject of the sentence? This is a trick question.Student: There isnt one.Tutor: Thats right! So how can you correct this?Student: I can take away the preposition and just write, The article says global health is important. Tutor: Excellent.

Scene TwoA students sentence is In the article says global health is important. There are many ways to assist him in correcting this error. Heres another:Tutor: What is the subject of this sentence?Student: Article.Tutor: Not quite. What is the verb of the sentence?Student: says.Tutor: Correct. So what is the subject?Student: Global health.Tutor: Not quite. The subject has to go before the verb.Student: There isnt a subject.Tutor: Correct! So how can we change it? Student: I can add it so that the sentence says In the article, IT says global health is important.Tutor: Perfect.

VerbsThere are different categories of verbs, some of which require a direct object or complement to make the sentence complete. These are called transitive verbs. (Memory trick: Transitive verbs are like a train; they need a caboose.) Intransitive verbs do not require a direct object or complement. Note: ESOL students dont need to know the terms transitive and intransitive.

Direct ObjectsA direct object is the noun that is receiving the action of the verb. Some verbs must take an object

2. Some verbs may take an object. Its correct with or without.

3. Some verbs cannot take an object

*We analyzed. We wrote. She disappeared.*She disappeared the dog.We analyzed the data.

ESOL students may have difficulty understanding these differences as there isnt a logical reason why certain verbs take direct objects and others do not. Helping them identify and memorize common verbs and how they are used will improve their writing.

ComplementsA complement is a word or words that follow the verb but arent direct objects. Depending on the verb, some are obligatory. Example 1: Rufus seems.Example 1 is not a complete sentence because the verb requires a complement. The example should be: Rufus seems extraordinarily sleepy.Example 2: Rufus walks.This is a complete sentence. However, we can add a complement if we want to be more precise. The example could be: Rufus walks with vigor.

ComplementsThere are three types of phrases that can act as complements. 1. A noun or noun phraseGeorge Michael is a brilliant lyricist.2. An adjective or adjective phraseGeorge Michael is brilliant.3. A prepositional phraseGeorge Michael is on tour.

Its important to distinguish between direct objects and complements as knowing which verbs take a direct object is vital when forming the passive. Example 1: Rufus is a good dog.A good dog is not the direct object as it is not receiving the action of the verb. Thus, it cannot be made passive. Example 2: Rufus fetched the ball.Here, the ball is the direct object, and the sentence can be made passive: The ball was fetched by Rufus. (More explanation on this later.)

The verb of a sentence must be complete or include all necessary verb parts. Often times ESOL students leave out part of the verb. Example 1: She working in the lab.This would be incorrect as the progressive requires the verb to be. It should be: She is working in the lab.

A sentence can consist of more than one verb. However, parallel structure is important. ESOL students frequently use different verb forms or tenses when consistency is needed. Example 1: She works, studies, and is taking care of her children.The three verbs are not the same form. The example should be: She works, studies, and takes care of her children.

Complete Sentences?Choosing a major is an important decision.Because I study a lot.In my college have a cafeteria and several snack areas. It is difficult to study on the weekend.There three things to do to be a successful student.While I was in my ESOL 30 class.My college has many buildings, so easy to get lost.

Types of SentencesThere are four types of sentences.1. Simple Sentences

2. Compound Sentences

3. Complex Sentences

4. Compound-Complex Sentences

Roxie is a dog.Roxie is a dog, and Rufus is her friend.Rufus loves Roxie because she is adorable. Rufus loves Roxie because she is adorable, and she defers to him.

Simple SentencesSimple sentences are single, independent clauses.

Subject + verb + object or complementSubject + verbRufus runs.Roxie is a dog.

Compound SentencesCompound sentences consist of two independent clauses that are combined with a coordinating conjunction.

Independent Clause = ICCoordinating Conjunction = ccFormula:IC, cc IC.I like ice cream, and Judy likes cookies.ICccIC.,

Coordinating ConjunctionsFANBOYS

orndoutretor= because= more information= contrast=result/consequenceI like ice cream, and Judy likes cookies.I like ice cream, but I dont like cake.Neither ice cream nor cookies are good for your health.I like ice cream, for it is delicious.= alternativeI could eat ice cream, or I could eat carrots.= contrastI could carrots, yet I wouldnt feel happy.I will eat ice cream, so I can feel happy.= two negative options

The coordinating conjunctions for and nor are not very common. Thus, it would be a better use of time to assist students with the other coordinating conjunctions.

Its important to focus on mastering simple sentence structure before tackling compound or complex. If a student is struggling with more difficult grammar, go back to the basics. Make sure that they can identify and produce comprehensible phrases, then clauses, then simple sentences before compound or complex. Complex sentences will be explored more fully in unit five.

Sentence StructureEach of the sentences on the next slide has a problem with sentence structure. Find and correct the one sentence-structure error in each of the sentences.

Correct the Sentence Structure ErrorIn my opinion, speaking in English easier than writing in English.

Is a very interesting point you have raised.

My summer internship, for example, it is one way for me.

At present, I am finishing a project, and I also starting a new one.

I felt happy. Because I moved to the U.S.

isItamI felt happy because I moved to the U.S.

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