Composing Sentences A common challenge for writers of all ages is being clear & concise. Sentences sometimes have away of getting out of control. At times, they run on & on & on; other times, they are incomplete and unclear. Your goal as a writer is to compose sentences which express a complete thought and fit in clearly with the rest of the writing. The following guidelines should help. WRITING COMPLETE SENTENCES Use only complete sentences in your writing. A complete sentence contains a subject & verb & expressing a complete thought. Sentence fragments, run-on sentences, & comma splices are errors which should be avoided. Also, avoid using rambling sentences. Sentence Fragments: a sentence fragment may look and sound like a sentence, but it is not. Instead, it is a group of words which is missing either a subject or a verb, or which doesn’t express a complete thought. Sentence Fragment: Thinks he’s really funny. (Subject is missing) Complete Thought: My little brother thinks he’s really funny. (A subject has been added)

Sentence Fragment: Not my definition of funny. (The subject & verb are missing)

Complete Thought: It is not my definition of funny. (Subject & verb are added) Sentence Fragment: My brother and his bright ideas. (The thought is incomplete)

Complete Thought: My brother & his bright ideas are going to drive me crazy. (Complete sentence)

Sentence Fragment: Which is probably what he’s trying to do. (the thought should be attached to the previous sentence). Complete Thought: My brother & his bright ideas are going to drive me crazy, which is probably what he is trying to do.

EXERCISE: Recognizing sentences as complete thoughts and in paragraphs. Write S for sentence, SF for a sentence fragment, MS for more than a sentence. Supply punctuation and capitalization where necessary. 1. Whales are not fish they are mammals. 2. Whales are interesting 3. The largest animal in the world 4. It can hold its breath for an hour 5. Breathes through small holes on the top of its head 6. The nostrils are closed when the whale is underwater 7. When the whale comes to the surface, the nostrils open 8. The whale exhales water which shoots into the air. 9. These fountains reach 20 feet in height 10. A whale has no sense of smell 11. Stomach in six compartments 12. Whales keep warm in cold water their skin is one-half inch thick 13. Skin and flesh divided by fatty layer 14. This layer is called a “blubber-blanket” it keeps the whale warm 15. Arctic sea whales have thick blubber

In the space provided write S for sentence, SF for a sentence fragment, RO for a run on sentence. Correct any mistakes in structure. “The Pleasure of Staying in Bed”

1. _____ My worst enemy is my old alarm clock. 2._____ Every morning for many years. 3._____I cannot imagine why I have so much trouble I am not lazy. 4._____When I finally get the energy to get up in the morning, I have no wish to return to bed. 5._____It is just getting up that is so hard for me. 6._____The trouble is that the bed is warm and the room is cold. 7._____The room is hot and my bed is nice and cool. 8._____What trouble!

9._____Asked a friend what to do. 10._____He thought that my alarm was terrible he suggested a new clock with a musical chime. 11._____I did as he suggested. 12._____The new alarm clock with a shiny dial. 13._____I was sure I could get out of bed easily now. 14._____Went happily to bed.

15._____Soft chimes at 6:30 a.m. 16._____I wondered where I was the chimes were like a lullaby. 17._____Smiled sleepily. 18._____Then I rolled over and began another snooze. 19._____ My friend was certain a clock radio was what I needed. 20._____A clock radio under the Christmas tree. 21._____My parents thought their problems with me were over. 22._____I would snore in rhythm with the marches the gentle music put me back to sleep.

23.___Dad told me about Ben Franklin and his early rising habits. 24._____Told me about the early bird catching the worm. 25._____I promised to turn over a new leaf.

26._____Next morning and the sun shining brightly. 27._____My parents called. 28._____The clock ticked. 29._____The birds chirped. 30. _____All in rhythm. 31.___I forgot to turn over a new leaf, but I turned over and... z-z-z-z-z-z-z. WHAT IS A SENTENCE??

κ A sentence is a word or group of words that makes sense by itself. κ A sentence must have both a SUBJECT and a PREDICATE. κ A sentence starts with a capital letter. κ A sentence must end with a period, question mark, or an exclamation mark.

Sometimes parts of sentences are wrongly punctuated as complete sentences. Since they are incomplete, such a group of words is called a FRAGMENT. Checking your work for fragments is not difficult. Look at each word group that you punctuated as a sentence. Ask yourself two questions:

1. Does the group of words have both a subject and a predicate? Fragment: All of the fishermen were out in their boats. Except old Stephen. The second word group is a fragment because it lacks a predicate. It simply tells who was not out in the boats. Revision: All of the fishermen, except old Stephen, were out in their boats. 2. Does the group of words make sense by itself? Fragment: If Ruth wins the race. This group of words has both a subject Ruth and a simple predicate wins. It is not a sentence, however, because the idea is not complete. We want to know what will happen “If Ruth wins the race.” Revision: If Ruth wins the race, our school will finish first.

A. The following paragraph contains four incomplete or fragment sentences. Read it carefully and put the numbers of the incomplete sentences on the line after the paragraph. (1) Helicopters can fly straight up or straight down. (2) As well as forward, backward, or sideways. (3) Because of the horizontal propeller or rotor on top of the aircraft. (4) They are sometimes called whirlybirds or choppers. (5) When fitted with special equipment, they can be used to seed large areas. (6)As well as herding cattle. (7) Using helicopters, policemen control traffic. (8) Since they can see where there is heavy traffic. (9) They can also direct patrol cars to accidents. _________________________________

B. Rewrite each of the following fragments to make complete sentences. 1. Because Marilyn did not know the

rules__________________________________________________________ 2. The Huge blue and yellow hot-air

balloon_________________________________________________________ 3. Bern, the capital of

Switzerland,_________________________________________________________________ 4. After Ted washed the

car_______________________________________________________________________

5. The helicopter pilot with no experience in mountain flying___________________________________________

6. To play during the concert______________________________________________________________________

7. Unless I know the correct answer_______________________________________________________________

8. The catcher on our baseball team_______________________________________________________________

9. Bats, the only mammal that can fly,_____________________________________________________________

10. Until the doctor bandaged the wound____________________________________________________________

PARTS OF A SENTENCE κ A sentence is made up of one or more words which express a complete thought. κ A modifier is a word or a group of words which changes or adds to the meaning of another word.

The priceless picture slipped. κ A sentence must have a subject and a predicate in order to express a complete thought. Either the

subject or the predicate (or both) may not be stated, but both must be clearly understood. (You) Feed your dog. (You is the understood subject) Who took my shoe? Fido. (did). (Did is the understood predicate) Whose mutt is this? (It is) Mine. (It is the understood subject, and is is the understood verb) κ A subject is the part of a sentence which is doing something or about which something is said.

My dog licks my toes. Licking is one thing dogs do well. κ A simple subject is the subject without the words which describe or modify it.

Many large dogs behave like little puppies. κ A complete subject is the simple subject and all the words which modify it.

Many large dogs behave like little puppies. (Many & large modify dog. The 3 words – many large dogs - make up the complete subject.)

κ A compound subject is made up of two or more simple subjects. Students and teachers need school.

κ A predicate is the part of the sentence which says something about the subject. Principals remember.

κ A simple predicate is the predicate (verb) without the words which describe or modify it. Little people can talk faster than big people. (can talk is the simple predicate; faster than big people describes how little people can talk)

κ A complete predicate is the simple predicate and all the words which modify or explain it. Little people can talk faster than big people.

κ A compound predicate is composed of two or more simple predicates. Big people talk slowly but eat fast.

κ A sentence may have a compound subject and a compound predicate Sturdy tongues and thick teeth say sentences slowly but chew food quickly.

κ Whatever receives the action of the simple predicate is the direct object. Picasso painted pictures. His pictures express feeling. (**Note Pictures receives the action of the verb painted. It answered the question: Picasso painted what?)

κ The direct object may be compound. Chickens eat oyster shells and grit.

κ A phrase is a group of related words which lacks either a subject or a predicate (or both) ran very fast (the predicate lacks the subject) the young colt (the subject lacks the predicate) down the steep slope (the phrase lacks both a subject & a predicate) the young colt ran very fast down the steep slope. (Together, the 3 phrases present a complete thought.) Phrases usually take their names from the main words which introduce them (prepositional phrases, verb phrase...). They can also be named for the function they serve in a sentence (adverb phrase, adjective phrase...).

κ A clause is a group of related words which has both a subject and a predicate. κ An independent clause presents a complete thought a can stand as a sentence; a dependent clause

does not present a complete thought and cannot stand as a sentence. In the following sentences, the dependent clauses are in italics and the independent clauses are underlined.

A small pony can attack a large horse if it kicks its heels in the horse’s belly. Sparrows make nests in cattle barns so they can stay warm during the winter.

TYPES OF SENTENCES A sentence is classified according to the way it is put together (structure) and according to the type of message it contains. The structure of a sentence may be simple, interrogative, imperative, or exclamatory. ο A simple sentence is a sentence with only one independent clause (one complete thought). It may have

either a simple or a compound subject/predicate. A simple sentence may contain one or more phrases, but no dependent clauses.

My back aches. (simple subject & predicate)

My teeth and my eyes hurt. (compound subject & simple predicate) My cheeks and my forehead look pale and feel warm. (compound subject & predicate) I must be getting a case of the flu. (simple subject: I; simple predicate: must be getting; phrase: a case of the flu)

ο A compound sentence is made up of 2 or more simple sentences. These simple sentences (also called independent clauses) must be joined by a coordinate conjunction, by punctuation, or by both.

The flu made me feel horrible, but the feeling didn’t last long. The flu only lasts a few days; a cold can last for a week.

ο A complex sentence contains one independent clause (underlined) and one or more dependent clauses (italics).

People sleep a lot when they have the flu. We often sneeze a lot when we have a cold because out nose is out of whack.

ο A complex-compound sentence contains two or more independent clauses (underlined) and one or more dependent clauses (italics)

My throat feels raw, and my nose turns red and sore whenever I catch a cold. ο Declarative sentences make statements. They tell us something about a person, place, thing, or idea.

The Statue of Liberty stands in New York harbour. For nearly a century, it has greeted immigrants and visitors to America. The statue was given to the American people by France in 1886 to celebrate America’s first one hundred years of independence.

ο Interrogative sentences ask questions Did you know that the Statue of Liberty is made of copper and stands over 150 feet tall? Would you know what it meant if someone said that the statue symbolizes liberty? Do you know the official name of the statue?

ο Imperative sentences make commands. They often contain an understood subject (you). If you don’t know the official name, go to the library and look it up. Then share your answer with the class next time the topic comes up.

ο Exclamatory sentences communicate strong emotion or surprise. What! I can’t believe you think I can find the official name! What do you think I am, a genius!

THE MECHANICS OF WRITING CAPITALIZATION Capitalize all proper nouns and all proper adjectives. A proper noun is the name of a particular person,

place, thing, or idea. A proper adjective is an adjective formed form a proper noun. Common Noun ... country Proper Noun... Egypt Proper Adjective... Egyptian Capitalize the names of people & also the initials or abbreviations that stand for those names. Examples:

Mark Twain, John F. Kennedy, William J. Franklin Jr., Laura Ingalls Wilder. Capitalize geographical names: Planets & heavenly bodies Earth, Jupiter, Milky Way Continents North America, Africa Countries Canada, Australia, Ireland Cities New York City, Toronto, Nova Scotia Counties David Thomson Country, Westchester Bodies of water Pacific Ocean, Mississippi River, Lake Superior Landforms the Alps, the Rocky Mountains Public areas Mount Rushmore, Banff National Park, the Eiffel Tower Roads and highways Park Avenue, Highway 2 Capitalize words which indicate particular sections of the country; words which simply indicate direction

are not capitalized. Cotton was once king of the South. The candidate was not popular on the West Coast. We spent our vacation up north.

**Note: also capitalize proper adjectives formed from names of specific sections of a country. Do not capitalize adjectives formed from words which simply indicate direction.

I attended Eastern college. The plane flew a southerly course. Capitalize the names of languages, races, nationalities, and religions, as well as the proper adjectives

formed from them. Mexican, Methodist, Japanese, Judaism, African art, Irish linen, Swedish meatballs Capitalize the name of an organization, association, or a team and its members. New York Historical Society, the Red Cross, General Motors Corporation Capitalize abbreviations of titles & organizations. U.S.A., M.D., FBI, B.C., NATO Capitalize titles used with names of persons and abbreviations standing for those titles. Mayor Franklin, Senator James, Dr. Ben Spock, Lieutenant Perez Capitalize words such as: mother, father, aunt, and uncle when these words are used as names.

Aunt Lucille called this morning My aunt visits every summer. Mom, Dad is on the phone. My mom will pick me up this evening.

**Note: these words are usually not capitalized if they follow a possessive (my, his, our, etc.). See the last example above.

Capitalize the first word of a title, the last word, and every word in between except articles (a, an, the)

short prepositions, and short conjunctions. Follow this rule for titles of books, newspapers, magazines, poems, plays, songs, articles, films, works of art, pictures, and stories.

Gone With the Wind, the Boston Globe, National Geographic, Ode to a Nightingale, the Mona Lisa. Capitalize the names of days of the week, months of the year, and typical holidays.

Thursday, July, Independence Day, Labor Day, New Year's Day, Arbor Day Capitalize the names of historical events, documents, and period of time.

World War 1, the Bill of Rights, the Magna Carta, the Middle Ages, the Paleozoic Era

Capitalize the names of businesses and the official names of their products. (These are called trade names.) Do not, however, capitalize a general descriptive word like toothpaste when it follows the product name.

Post Toasties, Memorex tape, Buick Apollo, Colgate toothpaste, Kellogg's Frosted Flakes Capitalize the names of subjects taught in school when they name particular courses.

I took American History 101 this semester. (specific course) Jake turned in his history paper late. (general subject)

Capitalize the first word of every sentence and the first word in a direct quotation. My sister plays the trombone. She's very good. Ms. Jackson yelled, "Close that door before any more of that smoke blows in here."

CAPITALIZE DO NOT CAPITALIZE

American un-American January, February winter, spring Lakes Erie & Michigan Missouri and Ohio are rivers The South is quite conservative Turn south at the stop sign We praise God each day The god Zeus is honoured in mythology Duluth Central High School A Duluth high school Governor Tommy Thompson Tommy Thompson, our governor President Ronald Reagan Ronald Reagan, our president The planet Earth is egg shaped The earth we live on is good I’m taking History 101 I’m taking history Exercises: A. Capitalization Review Capitalize above each word in the following paragraphs that should be. abraham lincoln was one of the greatest americans of all times. although he became the sixteenth president of the united states, lincoln had very humble beginnings. he describes his family origin in the following sentences. “i was born february 12, 1809, in hardin county, kentucky. my parents were both born in virginia, of undistinguished families – second families, perhaps i should say. my mother, who died in my tenth year, was of a family of the name hanks, some of whom now reside in adams, and others in macon county, illinois. my paternal grandfather, abraham lincoln, emigrated from rockingham county, virginia, to kentucky about 1781 or 1782. his ancestors, who were quakers, went to virginia from berks county, pennsylvania. an effort to identify them with the new england family of the same name ended in nothing more definite than a similarity of christian names in both families, such as enoch, levi, mordecai, soloman, abraham, and the like.” B. Capitalization Review Place capitals letters above each word that should be capitalized. 1. the american civil war lasted from april, 1861, to april, 1865. 2. the civil war tested whether any state could leave the union. 3. eleven states of the south opposed the northern states. 4. in february, 1861, jefferson davis was elected president of the confederate states of america. 5. a west point graduate, davis had also served in the united states senate. 6. in march, 1861, abraham lincoln replaced james buchanan as president of the united states. 7. president lincoln hoped that the north and south could soon settle the issue of slavery. 8. meanwhile, the southern states expected france and england to come to their aid. 9. the civil war began with the firing on fort sumter by general p. g. beauregard. 10. general lee’s chief officer was s. j. jackson. 11. w. s. hancock led a corps of the northern army at gettysburg.

Plurals The plurals of most nouns are formed by adding s to the singular.

cheerleader-cheerleaders-, wheel-wheels The plural form of nouns ending in sh, ch, x, s, and z are made by adding es to the singular.

lunch-lunches, dish--dishes, mess-messes, fox-foxes, buzz-buzzes The plurals of common nouns which end in y (with a consonant letter just before the y) are formed by

changing the y to i and adding es.

fly-flies; jalopy-jalopies

The plurals of nouns which end in y (with a. vowel just before the y) are formed by adding only s.

donkey-donkeys, monkey-monkeys

**Note.- The plurals of proper nouns ending in y are formed by adding s- Two new Open Pantrys are being built in our town.

The plurals of words ending in o (with a vowel just before the o) are formed by adding s.

radio-radios, rodeo-rodeos, studio---studios The plurals of most nouns ending in o (with a consonant letter just before the o) are formed by adding es.

echo---echoes, hero--heroes, tomato--tomatoes

**Exception: Musical terms always form plurals by adding s, consult a dictionary for other words of this type. alto-altos; banjo--banjos, solo---solos, piano-pianos

The plurals of nouns that end in f or fe are formed in one of two ways: if the final f sound is still heard in the plural form of the word, simply add s; if the final sound is a v sound, change the f to ve and add s.

Plural ends with f sound: roof-roofs; chief---chiefs

Plural ends with v sound: wife-wives; loaf-loaves

Some words (including many foreign words) form a plural by taking on an irregular spelling; others are now acceptable with the commonly used s or es ending.

child--children; goose-geese; cactus--cacti or cactuses

The plurals of symbols, letters, figures, and words discussed as words are formed by adding an apostrophe and an s.

He wrote three x's in place of his name. "Hello's” and "Hi there's" were screamed at my dad.

**Note: Some writers omit the apostrophe when the omission does not make the sentence confusing. The examples above must have apostrophes; the example below need not.

Give me four 5's (5s) for a twenty.

The plurals of nouns which end with ful are formed by adding an s at the end of the word. Three pailfuls; two tankfuls

The plurals of compound nouns are usually formed by adding s or es to the important word in the compound.

brothers-in-law; maids of honor-, Secretaries of State

Exercise Rule: some nouns change their spelling to show plural. Man – men ox – oxen tooth – teeth child – children Write the plural form of each of the following nouns. Use your dictionary if you are not sure of the correct form. 1. Navy ______________ 1. Wharf ____________ 2. Calf ______________ 2. Valley ____________ 3. Box ______________ 3. Boss ____________ 4. Kangaroo ______________ 4. Trout ____________ 5. Half ______________ 5. Zero ____________ 6. Torpedo ______________ 6. Chief ____________ 7. Jaw ______________ 7. Discovery ____________ 8. Foot ______________ 8. Ocean ____________ 9. Holiday ______________ 9. Lens ____________ 10. Oasis ______________ 10. Monkey ____________ 11. Sky ______________ 11. Leaf ____________ 12. Life ______________ 12. Worry ____________ 13. Piano ______________ 13. Mouse ____________ 14. Circus ______________ 14. Soprano ____________ 15. Woman ______________ 15. Thief ____________

16. Buffalo ______________ 16. Cave ____________ 17. Moose ______________ 17. Church ____________ 18. Bush ______________ 18. Mystery ____________ 19. Tray ______________ 19. Proof ____________ 20. Series ______________ 20. Goose ____________ 21. Wish ______________ 21. Army ____________ 22. Hoof ______________ 22. Tax ____________ 23. Jelly ______________ 23. Hero ____________ 24. Potato ______________ 24. Shelf ____________ 25. Topaz ______________ 25. Journey ____________

Abbreviations

An abbreviation is the shortened form of a word or phrase. The following abbreviations are always acceptable in both formal and informal writing:

Mr., Mrs., Miss, Ms., Madam., Dr., a.m., p.m. (A.M., P.M.), A.D., B.C. **Note: Do not abbreviate the names of states, countries, months, days, units of measure, or courses of study in formal writing. Do not abbreviate the words Street, Road, Avenue, Company, an similar words when they are part of a proper name. Also, do not use signs or symbols (%, &, $, #, @) in places of words. The dollar sign is, however, acceptable when writing a number containing both dollars and cents. Most abbreviations are followed by a period. Acronyms are exceptions. An acronym is a word formed

from the first (or first few) letters of words in a phrase. radar (radio detecting and ranging), CARE (Co- operative for American Relief Everywhere), VISTA (Volunteers in Service to America), UNICEF (United Nations International Children's Emergency Fund)

An initialism is similar to an acronym except that the initials used to form this abbreviation cannot be

pronounced as a word. Initialisms am not usually followed by periods. Initialism: CIA-Central Intelligence Agency

Numbers Numbers from one to nine are usually written as words; all numbers 10 and over are usually written as

numerals. two; seven; nine; 10; 25; 106; 1,079

**Note: Numbers being compared or contrasted should be kept in the same style. 8 to 11 years old or eight to eleven years old

You may spell out large numbers that can be written as two words. two thousand; but 2001

You may also use a combination of numbers and words for very large numbers. 1.3 million, 17 million

Use numerals for any numbers in the following forms: money, decimal, percentage, chapter, page, address, telephone, zip code, postal codes, dates, time, identification numbers, and statistics.

$2.39; 26.2; 8 percent, chapter 7; pages 287-89; 2125 Cairn Road; July 8, 1938; 44 B.C.; A.D. 79; 4:30 P.M.; Highway 36; a vote of 23 to 4; 120 km/h

Use words, not numerals, to begin a sentence. Fourteen students "forgot” their assignments.

Numbers which come before a compound modifier which includes a figure should be written as words. The girl walked on two 8-foot wooden stilts.

The basket was woven from sixty-two 11 ½ inch ropes. Subject and Predicate

In written English every sentence has two basic parts. The first part, the simple subject, is usually a noun or a pronoun. It names the person, place, or thing spoken about in the sentence. Finding the simple subject is quite easy. Simply ask yourself "Who or what is this sentence about?"

Thomas Edison invented the electric light and the phonograph. Popocatepetl is a volcano southeast of Mexico City.

The second part of the sentence, the simple predicate, is always a verb. It gives information about the subject or explains what the subject does.

Aunt Adrienne was elected mayor of Farmington. The excited crowd cheered for almost five minutes.

Sentences are seldom made up of just a simple subject and a simple predicate. Usually the noun that is the simple subject is modified by adjectives and adjective phrases.

A tall man in a leather jacket opened the door. The simple subject with its modifiers ("A tall man in a leather jacket") is called the complete subject.

Verbs also have modifiers. Often adverbs and adverb phrases are added to make the meaning of the simple predicate clearer.

The hungry lioness slowly crept toward the grazing zebras. Sometimes other words are needed to make the meaning of the verb more complete.

Our cuckoo clock is, making strange noises. The simple predicate with its modifiers and the words that make the meaning of the verb complete is

called the complete predicate. Exercises for Subject and Predicate A. Listed below are, words that could be used as simple subjects and simple predicates. Add modifiers and other words to make each group into an interesting sentence. Do not add verbs. EXAMPLE: crocodile pulled The enormous crocodile suddenly pulled the antelope into the muddy water. 1. woman screamed 2. students raced 3. wind blew 4. snake slithered 5. suitcase exploded 6. blood oozed 7. dog snarled 8. waves crashed 9. crowd shouted 10. ship sank In most sentences the simple subject comes before the verb. Always putting the subject at the beginning,

however, can make your writing monotonous and uninteresting. Try to occasionally move the subject to the middle or the end of the sentence.

The large eagle soared effortlessly above the cliffs. Effortlessly the large eagle soared above the cliffs. Above the cliffs effortlessly soared the large eagle.

B. In each of the following sentences draw a single line under the complete subject. Draw a double line under the complete predicate. Remember that the subject is not always found at the beginning of the sentence.

1. Several members of our hockey team have been invited to play in the all-star game.

2. Without warning, the gigantic bull elephant charged the jeep carrying the television crew.

3. The island of Tarawa was the scene of a bloody three-day battle during World War I.

4. Across the misty meadow and into the dense forest rode the headless horseman.

5. During the last quarter of the basketball game, Mario Stephani scored twelve points.

6. Huge masses of floating ice cover most of the Arctic Ocean all year.

7. In a desperate attempt to save the drowning child, the paramedics dove into the icy river.

8. Scattered across the rocks bordering the lonely lake lay the twisted remains of the small plane.

9. Very slowly and carefully the bomb experts opened the locker at the bus depot.

10. Thutmose III is often regarded as the greatest ruler of ancient Egypt.

C. Write interesting sentences using each of the following groups of words as complete subjects. To add variety, place the subject in different positions in your sentences. 1. the explosions from the burning tanker 2. fifteen terrified students 3. the exhausted quarterback 4. Bruno's latest invention 5. a sudden high-pitched shriek 6. the furious rhinoceros 7. seven massive wrestlers 8. the pilot of the burning helicopter 9. my greatest fear 10. the stench of rotting fish A sentence that has only one subject and one predicate is called a simple sentence. Either the subject or the predicate of a simple sentence, however, may be compound. The word compound means “made up of more than one part”. Subjects are compound when two or more nouns or pronouns have the same verb. Janis, Rosanne, and Terri were selected for the all-star team. Predicates are compound when two or more verbs have the same subject. The detectives searched the wreckage thoroughly but found nothing. Sometimes a simple sentence had both a compound subject and a compound predicate. On Saturday Bryan and Ken washed and waxed the car. D. Often short sentences can be combined by using a compound subject or a compound predicate. Change each of the following sentences into one good sentence with a compound subject or a compound predicate. Leave out my words that are not necessary. EXAMPLE: The driverless bus coasted down the hill. It crashed into a fire hydrant. The driverless bus coasted down the hill and crashed into a fire hydrant.

1. The death ray is an extremely poisonous mushroom. Another one that is poisonous is the fly mushroom.

2. Alexander Graham Bell was born in Scotland in 1847. He moved to Brantford, Ontario, in 1870. In April, 1871, he opened a school for teachers of the deaf in Boston.

3. The Montreal Canadiens played for the Stanley Cup in 1968. They played the Philadelphia Flyers .

4. Brazil is one of the main horse-raising countries in the world. Many horses are raised in Russia as well.

5. The Japanese attacked Hong Kong on December 7, 194 1. They occupied the colony for over three years.

Compound Sentences Let's suppose that for an entire month your science teacher talked about black widow spiders every period. At first you might find this topic quite interesting. After a number of days, however, you would probably be anxious to go on to another subject. Just as people become tired of listening to the same topic, so they also become tired of sentences that follow the same pattern. Writing that uses only simple sentences soon becomes monotonous and uninteresting. One way to vary the pattern of your sentences is to occasionally join two simple sentences that are closely related. A sentence made up of two or more simple sentences is called a compound sentence. Compound sentences can be formed in three different ways: 1. The most common way is to use one of the coordinating conjunctions (and, but, or).

My favorite color is blue, but my sister prefers red. A comma is usually used before the coordinating conjunction. If the sentence is short, however, the comma may be left out. 2. A semicolon can also be used between two simple sentences.

Several of the boys decided to go swimming; the rest played tennis. 3. A third way of joining simple sentences is to use a word like therefore, consequently, nevertheless, or however. A semicolon is always used before these joining words.

In the first half our two best players were injured; nevertheless, we won the game. Too many compound sentences, of course, are just as uninteresting as too many simple sentences. Always try to put your sentences together in a variety of ways. A. Using coordinating conjunctions, rewrite each pair of sentences as a compound sentence. Use and if the ideas are similar, or if a choice is suggested, or but if the ideas contrast. Be sure to punctuate your sentence correctly. 1. Christine was here before nine o'clock.

Melissa did not arrive until noon. 2. Keep the top of the terrarium closed.

The salamanders may escape

3. Suddenly there was a loud explosion. All the lights in the hotel went out.

4. The next day the climbers tried once more to cross the glacier.

Large crevasses blocked the way. 5. During the night the tide rose. The tugs managed to pull the barge off the sandbar. B. Add a suitable simple sentence of your own to make each of the following into a compound sentence. Be sure the two parts of the sentence are closely related. 1. Our principal pulled the lever, and 2. Stan would have been at the party; however 3. The message told us to leave one million dollars, or 4. The ice on the lake was thin, but 5. The beagle pup was not yet housebroken, and 6. At half-time our team was behind by thirty points; therefore 7. Keep that rope tight, or 8. Once again my alarm didn't ring; consequently 9. A dense fog covered the coast, and 10. The pilot of the small plane was about to land, but

Complex Sentences In language a group of words containing a subject and a predicate is called a clause. If the clause makes sense on its own, it is called an independent clause. Here are some examples:

The hot shower felt good after the long hike. Denmark, Norway, and Sweden are the Scandinavian countries.

Notice that an independent clause by itself is a simple sentence. A compound sentence, on the other hand, contains two or more of these independent clauses. Not all clauses, however, can stand alone as sentences. In each of the following sentences, one of the two clauses is printed in italics. Read each clause separately and decide which one is the independent clause.

When the gasoline exploded, the mechanic was badly burned. My aunt, who lives in Edgefteld, won first prize in the lottery. Fred set the table while I peeled the potatoes.

Although each of the italicized clauses has a subject and a predicate, each sounds incomplete. Notice that they rely or depend on the independent clauses in the sentences to make complete sense. Clauses that only become complete when they are attached' to an independent clause are called dependent or subordinate clauses. A sentence that has an independent clause and one or more dependent clauses is called a complex sentence. Let's review what you have learned about how sentences are put together. A. A simple sentence is made up of one independent clause. Margo is an excellent swimmer. B. A compound sentence is made up of two or more independent clauses. Margo is an excellent swimmer, but she cannot dive very well. C. A complex sentence is made up of an independent clause and one or more dependent clauses. Although Margo is an excellent swimmer, she cannot dive very well. A. Underline the dependent clause in each of the following complex sentences. Remember that dependent clauses can be placed at the beginning, middle, or end of the sentence. To check your work, read the words that are not underlined. Because these words form an independent clause, they should make sense by themselves.

EXAMPLE: Whenever I tried the experiment, the liquid always turned out purple.

1. The residents of Roslyn had to leave their homes when Silver Creek suddenly overflowed.

2. Because the smoke was so dense, Syd could not re-enter the burning building.

3. The service station that was damaged by the tornado belonged to my grandmother.

4. When we flew to London, the plane stopped briefly at Reykjavik, Iceland.

5. The protesters refused to leave until the manager promised them jobs.

6. The first yachts in the race should arrive on Saturday unless the weather changes.

7. Although the guards fired several warning shots, the prisoners did not stop.

8. The cabin crew quickly collected the dishes before the plane landed.

9. Anne Boleyn, who was the second of Henry VIII’s six wifes, was beheaded in 1536.

10. When we arrived at the alligator pool, an attendant was throwing them large pieces of meat.

B. Use the dependent clauses listed below to write your own complex sentences. If you put the dependent clause at the beginning of the sentence, separate it from the independent clause with a comma. Remember that the independent clause you add should make sense by itself. EXAMPLE: After the smoke cleared from the classroom . . . After the smoke cleared from the classroom, Mr. Mulvaney finally spoke. OR Mr. Mulvaney finally spoke after the smoke cleared from the classroom. 1. Whenever Lisa started to talk . . . 2. When my younger brother first saw Santa Claus... 3. Unless you leave the room immediately ... 4. Before the swimming pool was built ... 5. Although Terry had been warned frequently... 6. Since the new principal arrived... 7. If we can persuade her to postpone the test...

8. As soon as I came into the room...

The Yellow Pages Guide to Marking Punctuation PUNCTUATIONMARKSWERENITDESIGNEDTODRIVEYOUCRAZYTHATHONORHASRBEENGIVENTOYOUBYYOURENGLISHTEACHERS

PUNCTUATIONMARKSAREPARTOFYOURLANGUAGESYSTEM.THEYHELPYOUMANAGETHEWORDSANDIDEAS:YOUWRITE:THEYHELPYOUCOMMUNICATE.

AND-THEY-HELP-READERS-APPRECIATE-WHAT0YOU-WRITE-PUNCTUATION-MARKS-SERVE-AS-THEIR-ROAD-MARK.ERS-DIRECTING-THEIR-WAY-SO-THEY-DONT-GET-LOST-WHILE-TRAVELING-ALONG-THIS-STRETCH-OF-ROAD

What you've just read or tried to read are examples of how early manuscripts and inscriptions were written. Very early on, manuscripts were written in all capital letters with no space between the words and no punctuation marks. This way of writing is next to impossible to read as you can tell by the first example. Later, a mark like our colon (see the second example) was added between phrases to make the writing easier to read. At one point, centered dots were even added between each word for the sake of readability (see the last example).

These changes were made a long time ago (around 260 B.C.) in ancient Greece. Between that time and now, the way we punctuate our sentences has changed a great deal. And our system of punctuation will continue to change, just as other aspects of our language system will continue to change.

The guidelines which follow obviously reflect the language of the 1990's. They am meant to help you punctuate all of your writing-be it a report for your science class, a story you want to submit for publication, or a letter you would Eke to fax to a friend.

The example sentences punctuated '1990s style read as follows: Punctuation marks weren't designed to drive you crazy (that honor has been given to your English teachers). Punctuation marks are part of your language system. They help you manage the words and ideas you write. They help you communicate. And they help read- ers appreciate what you write. Punctuation marks serve as their road markers-directing their way, so they don't get lost while traveling along this stret4L-h of road.

Period

A period is used to end a sentence which makes a statement or a request, or which gives a command which is not used as an exclamation.

Try these car facts on for size. [Command] Cars of the future will come with electronic navigation systems. [Statement] Video rearview mirrors will re- lay the "rear view' on an in- dash video screen. (Statement] Relax. [Request] In-car radar systems (they can scan up to 400 ft.) will help you avoid head-on collisions. [Statement]

After an Initial A period should be placed after an initial.

M. E. Kerr [writer] Steven P. Jobs [founder of Apple computers]

As a Decimal Use a period as a decimal point and to separate dollars and cents.

Experts are 69.9 percent sure (okay 70 percent) that a pill now underdevelopment will prevent cavities and cost about $9.50 each

At the End of a Sentence When an abbreviation is the last word in a sentence, only one period should be used at the end of the sentence.

By the year 2030, a 65 year old individual may be as fit as a 45 year old person today because of advances in nutrition, exercise, preventative medicine, etc.

After Abbreviations A period is placed after each part of an abbreviation – unless the abbreviation is an acronym. An acronym is a word formed from the first (or first few) letters of words in a set phrase. Abbreviations – Mr., Mrs., Ms., Dr., A.D., B.C.

Acronyms – BASIC, DOS, NATO Ellipsis An ellipsis (three periods) may be used to indicate a pause in dialogue or to show omitted words or sentences. (when typing, leave one space before, after, and between periods). To Show a Pause An ellipsis is used to indicate a pause in dialogue “Why did I get home late, Dad? Well, Jill and I . . . ah . . . yeah, were in another galaxy. Well, I . . . ah . . . mean we were watching 2001: A Space Odyssey on Jill’s new 3-D T.V.” To Show Omitted Words An ellipsis is used to show that one or more words have been left out of a quotation. Read below a segment of a magazine article in which Trip Hawkins, president of Electronic Arts, describes a video space game of tomorrow.

“The game would start with a terrific stereo sound track, like a science-fiction movie. Then you'd blast off, with realistic animated sequences, in full color, on screen, as if you were looking out the window of a spaceship.”

**Note: Here's how you would type part of this quote, leaving some words out. ”Then you'd blast off ... on screen, as if you were looking out ... of a spaceships”.

At the End of a Sentence

If the words left out are at the end of a sentence, use a period followed by three dots. “The game would start with a terrific stereo sound track... Then you’d blast off with realistic animated sequences, in full color, on screen, as if you were looking out the window of a spaceship."

Comma Commas are used to indicate a pause or a change in thought. Commas are used to keep words and ideas from running together, making our writing easier to read. No other form of punctuation is more important to understand than the comma. Items in a Series Commas are used between words, phrases, or clauses in a series. (A series contains at least three items.)

Computers of tomorrow will be fun, attractive, and chatty. [words] Turn your computer on with the sound of your voice, dial your computer when away from home, and hear it read the day's mail out loud. [clauses]

To Enclosure Information Commas are used to enclose a title, name, or initials which follow a person's last name.

Melanie Prokat, M.D., and Gerald Zahn, Ph.D., admitted that they can't program their VCR'S. Then Merrick, B., Abrams, J. D., and Hendricks, J, confessed that they were “VCR illiterate."

Note: If an initial comes at the end of a statement, use only one period. Between Two Independent Clauses A comma may be used between two independent clauses which are joined by coordinate conjunctions such as these: and, but, or, nor, for, so, and yet.

There will always be a number of steps involved in programming a VCR, but the process will he made easier on new machines. Instructions for each step will be shown on the TV screen.

**Note: Avoid comma splices! A comma splice results when two independent clauses are “spliced” or pasted together with only a comma - and without a conjunction. To Separate Clauses and Phrases A comma should separate an adverb clause or a long modifying phrase from the independent clause which follows it.

In libraries of the future, books will not reside on shelves but on special disks. [long modifying phrase] After a student calls up a text on a computer screen, they will print the pages he wants to take home and study [adverb clause] In time students will be able to “use” the library while they sit at computer terminals in their own rooms. [Commas are usually omitted after short introductory phrases, and when the adverb clause follows the independent clause].

To Separate Adjectives Commas are used to separate two or more adjectives which equally modify the same noun.

Many intelligent, well-educated scientists are convinced we will pick up signals from another galaxy around the year 2000.

**Note: Intelligent and well-educated are separated by a comma because they modify scientists equally. Is it possible that I will wake up some cold December morning to learn that Earth has been contacted by aliens from outer space?

**Note: Cold and December do not modify morning equally; therefore, no comma separates the two. Use these tests to help you decide if adjectives modify equally: (1) Switch the order of the adjectives; if the sentence is clear, the adjectives modifies equally. (2) Insert and between the adjectives; if the sentence reads well, use a comma when and is omitted. Caution: No comma separates the last adjective from the noun.

Will our scientists know what to do when and if the unidentified, extraterrestrial signal reaches Earth? To Keep Numbers Clear Commas are used to separate the digits in a number in order to distinguish hundreds, thousands, millions, etc.

By the year 2000, nearly 7,500,000 Americans could be working in their homes on computer-related jobs.

**Note: Commas are not used in years. Also, it is often easier to write out unusually large numbers in the millions and billions (7.5 million, 16 billion). In Dates and Addresses Comma are used to distinguish items in an address and items in a date.

In June our family is moving to 2727TellurideAvenue,Denver, Colorado 81435, for a year. In August 1989 my father designed a totally computerized house. July 4,1995, will be our first day in the new house.

**Note: Do not use a comma to separate the state from the ZIP code. Also, if only the month and year are written, no comma is needed to separate the two. To Set Off Dialogue Commas are used to set off the exact words of the speaker from the rest of the sentence.

The electronics executive said, 'Did you know that computers can now speak with a Texas drawl?" **Note: When reporting rather than quoting what someone said, use no comma (or quotation marks) as in the example below.

The electronics executive said that computers can now speak with a Texas drawl To Set Off Interruptions Commas are used to set off a word, phrase, or clause that interrupts the main thought of a sentence. Such expressions usually can be identified through the following tests:

1. They may be omitted with- out changing the substance or meaning of a sentence. 2. They may be placed nearly anywhere in the sentence with- out changing the meaning of the sentence.

Computers will definitely be- come smaller. You can, for example, already buy a lap-top model that will fit in a standard pocket folder.

To Set Off Interjections A comma is used to separate an interjection or weak exclamation from the rest of the sentence.

No kidding, you mean computers may he sewn into clothing someday? Yes, and don't be surprised if that piece of clothing reminds you of your dentist appointment and homework assignments

In Direct Address Commas are used to separate a noun of direct address from the rest of the sentence. (A noun of direct address is the noun which names the person spoken to in the sentence.)

Jill, listen to this. With a touch of a key an interior decorator can change fabrics and wallpaper on her computer screen. That's nothing, Jack. An architect can design a building on her computer and, by the touch of a key, see how light will fall in different parts of the building.

To Set Off Independent Clauses Use a semicolon to separate independent clauses if they are long, or if they have internal commas.

After “setting the course” by guiding the mower around the perimeter of our lawn, it was set to cut the grass; but when I checked on it later, I discovered that our high-tech “work-saver” had also cut Mrs. Crabb’s yard – and all of her flowers.

Used with Conjunctive Adverbs A semicolon is also used to join two independent clauses when the clauses are connected only by a conjunctive adverb (also, as a result, for example, how- ever, therefore, instead).

I apologized for the robot’s slipup; however, Mrs. Crabb continued to scream about “careless teenagers” and “dumb machines”.

To Separate Groups Which Contain Commas A semicolon is used to distinguish groups of items within a list.

Here’s a list of things we should be recycling: aluminum cans; cardboard, newspapers, and other paper products; glass bottles, jars, and other items. There are also those items which are still difficult to recycle; styrofoam cups, plates, and cartons; plastic bags, diapers, and packaging; used tires and chemicals.

To Set Off Phrases Commas are used to separate an explanatory phrase from the rest of the sentence.

English, the language which computers speak worldwide, is also the most widely used language in all fields of science and medicine.

To Set Off Appositives An appositive, a specific kind of explanatory word or phrase, identifies or renames a noun or pronoun. (Do not use commas with restrictive appositives, which are necessary to the basic meaning of the sentence.)

Acid rain, a form of pollution caused by burning coal, affects most of North America. [the appositive phrase, a form of pollution caused by burning coal, is set off with commas.] The pollutant sulfur contributes greatly to the problem of acid rain. (The restrictive appositive, sulfur, is not set off.]

Separate Nonrestrictive Phrases and Clauses 1. Commas are used to punctuate nonrestrictive phrases and clauses (those phrases or clauses which are not necessary to the basic meaning of the sentence.

Ninety-seven percent of the earth's water supply is contained in our oceans, and 2 percent is frozen. We get our water from the I percent that is left which comes from the earth's surface or groundwater.

Note: The clause-which comes from the earth's surface or groundwater – is additional information; it is nonrestrictive (not required). If the clause were left out, the meaning of the sentence would remain clear. 2. Restrictive phrases or clauses (those which are needed in the sentence) restrict or limit the meaning of the

sentence and are not set off with commas. Groundwater which is free from harmful liquids and chemicals is a rare commodity.

**Note: the clause – which is free from harmful liquids and chemicals – is restrictive; it is needed to complete the meaning in the basic sentence and is not, therefore, set off with commas. Semicolon A semicolon is a cross between a period and a comma. It is sometimes used in place of a period; other times, it serves the same function as a comma. To Join Two Independent Clauses A semicolon is used to join two independent clauses which are not connected with a coordinate conjunction. (This means that each of the two clauses could stand alone as a separate sentence).

My dad bought a robot-operated lawnmower; I was anxious to see the thing work. Hyphen The hyphen is used to join the words in compound numbers from twenty-one to ninety-nine, to form compound words, and to divide words at the end of a line. The hyphen is also used to join numbers which indicate the life span of an individual, the scores of a game, and so on. To Divide a Word The hyphen is used to divide a word when you run out of room at the end of a line. A word may be divided only between syllables. Here are some additional guidelines.

Never divide a one-syllable word: raised, through Avoid dividing a word of five letters or less: paper, study Never divide a one-letter syllable from the rest of the word: omit-ted not o-mitted Never divide abbreviations or contractions Never divide the last word in more that two lines in a row or the last word of a paragraph

When a vowel is a syllable by itself, divide the word after the vowel: epi-sode not ep-isode In a Compound Word The hyphen is used to make a compound word Dot-matrix printer Three-dimensional television In-dash microwave oven 14-year-old Nintendo wizard 80-colunm screen display Between Numbers in a Fraction A hyphen is used between the numbers in a fraction, but not between the numerator and denominator when one or both are already hyphenated Four-tenths, five-sixteenths, (7/32) seven thirty-seconds To Join Letters and Words A hyphen is used to join a capital letter to a noun or participle G-rated, T-bar lift, X-ray therapy, T-bone steak To Create New Words A hyphen is used to form new words beginning with the prefixes self, ex, all, great, etc. A hyphen is also used with suffixes such as elect and free. A special mesh seeded with live cells may induce self-generating skin for burn victims.

In the future, the telephone, TV set, VCR, fax machine, and personal computer will be part of one all-purpose workstation.

We should use phosphate-free laundry and dish soaps. To Avoid Confusion or Awkward Spelling Use a hyphen with other prefixes or suffixes to avoid confusion or awkward spelling. Re-collect (not recollect) the reports we distributed last week. It has a shell-like (not shelllike) texture. To Form an Adjective Use a hyphen to join two or more words which work together to form a single adjective (a single-thought adjective) before a noun. Voice-recognition software On-screen directions Last-ditch effort **Note: when words forming the adjective come after the noun, do not hyphenate them. Easy-to-use digital short-wave radios are becoming popular. [before the noun] Digital short-wave radios are easy to use. [after the noun] **Caution: when the first of the words ends in ly, do not use a hyphen; also, do not use a hyphen when a number or letter is the final part of a one-thought adjective. Newly designed dryer Grade B movie (a movie made on a low budget) Colon A colon may be used to introduce a list, letter, or important point. Colons are also used between the numbers in time. After a Salutation A colon may be used after the salutation of a business letter.

Dear Ms. Manners: As a Formal Introduction A colon may be used to formally introduce a sentence, a question, or a quotation.

The author of The Nature Conservancy makes this alarming claim: “By the year 2000, 20 percent of all the earth’s species could be lost forever”.

For Emphasis A colon is used to emphasis a word or phrase.

By the year 2000, immunologists say it may be possible to prevent one of our most chronic and painful diseases: rheumatoid arthritis.

Between Numerals Indicating Time A colon is used between the parts of a number which indicates time.

During the 1988 beach cleanup along 300 miles of the Gulf shoreline, 15,600 plastic six-pack rings were found in the three hours between 9:00 a.m. and 12:00 p.m.

To Introduce a List A colon is used to introduce a list. We produce enough styrofoam cups annually to circle the earth 436 times. And these things are nonbiodegradable. That means they're with us forever. Here’s how we can begin to control this problem: buy

paper picnic products, purchase eggs in paper cartons, and request a paper plate or container in your favorite restaurant. Note: When. introducing a list, the colon usually comes after a “summary' word(s)-the following, these things---or words describing the subject of the list.

To conserve water you should: install a “low flow” shower head, turn off the water while brushing our teeth, and fix drippy faucets. [incorrect – no summary word].

To conserve water you should do the following three things: install a "low flow” shower head, turn the water off while brushing your teeth, and fix drippy faucets. [correct – a summary word comes before the colon] Dash The dash can be used to indicate a sudden break in a sentence, to emphasize a word or clause, and to show that someone's speech is being interrupted. To Indicate a Sudden Break A dash can be used to show a sudden break in a sentence.

There is one thing-actually several things-that I find hard to believe about the superphone of the future. Push a few buttons, and it will print out everything from the news to sports scores to concert in formation. For Emphasis A dash may be used to emphasize a word, series of words, a phrase, or a clause.

In the future, tiny TV cameras mounted on eyeglasses will transmit electronic images directly to the brain---giving unlimited vision to the blind. Hopefully one of three service options - VISTA, the Peace Corps, or military service – will interest you. According to futurist Marvin J. Cetron, young people may be required to serve their country in one of these head areas by the year 2000.

Interrupted Speech A dash is used to show that someone's speech is being interrupted by another person.

Why, hello - yes, I understand - no, I remember – oh - of course, I won't - why, no, I - why, yes, I - why don’t I just fax it to you.

**Note: A dash is indicated by two hyphens--without spacing before or after--in all handwritten and typed material. Question Mark A question mark is used after an interrogative sentence and to show doubt about the correctness of a fact or figure. Direct Question A question mark is used at the end of a direct question (an interrogative sentence)

How long will it be before deepdiving vehicles will be able to search the deepest ocean floor for deposits of silver, manganese, and cobalt?

Indirect Question No question mark is used after an indirect question. Because I love seals and dolphins, my father always asks me if I want to be a marine biologist. I asked if marine biologists will be required to live on the ocean floor. In Parentheses The question mark is placed within parentheses to show that the writer isn’t sure a fact or figure is correct.

By the year 2050 (?) we will be able to explore the ocean floor without attachment to any support vehicles.

Exclamation Point The exclamation point is used to express strong feeling. It may be placed after a word, a phrase, or an exclamatory sentence. (The exclamation points should not be overused.)

Cowabunga, dudes! I'm going to the U-2 concert! Cool! Americans produce over 150 million tons of garbage every year!

Caution: Never write more than one exclamation point; such punctuation is incorrect and looks foolish. Isn’t the Eagle a great roller coaster!!! Who even thinks about going upside down!!!

Quotation Marks Quotation marks are used to set off the exact words of a speaker, to show what a writer has 'borrowed' from another book or magazine, to set off the titles of publications, and to show that certain words are used in a special way. To Set Off Direct Quotations Quotation marks are placed before and after direct quotations. Only the exact words quoted are placed within the quotation marks. A noted sociologist recently remarked, “You can say goodbye to your key rings. By the turn of the century, plastic cards that open electronic locks will be commonplace”. For a Quote Within a Quote Single quotation marks are used to punctuate a quotation within a quotation. Double and single quotation marks are then alternated in order to distinguish a quotation within a quotation within a quotation.

“I loved reading Poe's 'The Raven'! " exclaimed Sung Kim. My English teacher smiled proudly and said, "Did you hear Mr. Kim say, ‘I loved reading Poe's “The Raven”’? "

For Long Quotations If more than one paragraph is quoted (as in a report or research paper), quotation marks are placed before each paragraph and at the end of the last paragraph (Sample A). Quotations which are more than four lines on a page are usually set off from the rest of the paper by indenting ten spaces from the left. No quotation marks are placed either before or after the quoted material unless they appear in the original copy (Sample B). Sample A Sample B “_______________________ ____________________________ _______________________________ _____________________ _______________________________. _____________________ “_______________________ _____________________ _______________________________. ______________. “______________________.” _________________________. Placement of Punctuation

Periods and commas are always placed inside quotation marks. I don't know," said Albert.

Albert said, 'I don't know." An exclamation point or a question mark is placed inside the quotation marks when it punctuates

the quotation; it is placed outside when it punctuates the main sentence. John said, 'Mom, will you zap me a cheeseburger?” Did Ms. Wiley really say, 'You can tour an art museum on an computer"?

Semicolons or colons are placed outside quotation marks. First, I will read “The Masque of the Red Death”; then I will read “The Raven."

Special Words Quotation marks also may be used (1) to set apart a word which is being discussed, (2) to indicate that a word is slang, or (3) to point out that a word or phrase is being used in a special way.

New home computers will be able to store information on an "optimal disk,' which can hold 100,000 pages of text. I'd say that group was really 'bad.' This electronic lure is really going to 'light up' some fish's life.

To Punctuate Titles

Quotation marks are used to punctuate titles of songs, poems, short stories, lectures, courses, episodes of radio or television programs, chapters of books, and articles found in magazines, newspapers, or encyclopedias.

“Vogue” [song] “Thank You, Ma'am.” [short story]

“The Creature from the Pit” [a television episode-Dr. Who] “Well Never Conquer Space" [a chapter in a book] “Photography and Printing" [course title] "VCR Still Stumps the Smarties" [newspaper article]

**Note: When you punctuate a title, capitalize the first word, last word, and every word in-between except for articles, short prepositions, and short conjunctions.

Apostrophe

An apostrophe is used to show possession, to form plurals, or to show that a letter(s) has been left out of a word.

In Contractions

An apostrophe is used to show that one or more letters have been left out of a word to form a contraction. Don’t [o is left out] she'd [woul is left out] it's [i is left out] T(

To Form Plurals An apostrophe and s are used to form the plural of a letter, a number, a sign, or a word discussed as a word.

A’s, 8's, +’s, to's In Place of Omitted Letters or Numbers An apostrophe is also used to show that one or more letters or numbers have been left out of numerals or words which are spelled as if they were actually spoken.

class of '99 [19 is left out] I’m fixin’ to fax that first thing tomorrow. [g is left out]

Note: letters and numbers are usually not omitted in formal writing. To Form Singular Possessives The possessive form of singular nouns is usually made by adding an apostrophe and s

The world’s population will double or triple by the year 2050. Did Mr. Stranberg’s last lecture have to do with endangered species?

When a singular noun ends with an s or z sound, the possessive may be formed by adding just an apostrophe. When the singular noun is a one-syllable word, however, the possessive is usually formed by adding both an apostrophe and s.

Texas' resources (or) Texas's resources bosses request [one-syllable noun ending in s]

To Form Plural Possessives The possessive form of plural nouns ending in s is usually made by adding just an apostrophe. For plural nouns not ending in a, an apostrophe and s must be added.

Joneses’ great-grandfather children's book

Remember! The word immediately before the apostrophe is the owner. the kid's custom-designed sneakers [kid is the owner] the girls' wide-leg riding pants [girls are the owners] boss's office [boss is the owner] bosses’ office [bosses are the owners)

To Show Shared Possession When possession is shared by more than one noun, add an apostrophe and s to the last noun in the series.

VanClumpin, VanDiken, and VanTulies air band. [All three are members of the band] VanClumpin's, VanDiken's, and VanTulip s air guitars. [Each guy owns an air guitar]

In Compound Nouns The possessive of a compound noun is formed by placing an apostrophe and s on the last word. her sister-in-law’s pop funk music [singular] the secretary of state's wife [singular] their sisters-in-law's tastes in music [plural] the secretaries of state's wives [plural] With Indefinite Pronouns The possessive of an indefinite pronoun is formed by placing an apostrophe and s on the last word. everyone's, anyone’s, somebody else's To Express Time or Amount An apostrophe is used with an adjective which is part of an expression indicating time or amount. Tomorrow's schools will be much more plugged into technology than today's schools. My father lost an entire day's ) work when that thunderstorm knocked our power out.

Italics Italics is a printer's term for a style of type which is slightly slanted. In this sentence the word happiness is typed in italics. In handwritten or typed material, each word or letter which should be in italics is underlined.

In 2001: A Space Odyssey the destination of Discovery is a planet on the farthest edge of the solar system. [typed] In 2001: A Space Odyssey the destination of Discovery is a planet on the farthest edge of the solar system. [printed]

**Note: Discovery is italicized (underlined when typed) because it is the name of an aircraft. In Titles Underline the titles of books, plays, book-length poems, magazines, radio and television pro- grams, movies (videos), record albums (cassettes, CD's), pamphlets, manuals, the names of ships and aircraft, and newspapers.

The Lord of The Rings[novel] Discover [magazine] Dr. Who [television program] Back to the Future (movie]. I’m Breathless [album] U.S.S. Arizona [ship] Columbia (space shuttle]

New York Times or New York Times [paper] **Note: when the name of a city is used as part of the name of a newspaper, the name of the city need not be underlined. Foreign Words Underline foreign words which are not commonly used in everyday English. Also underline scientific names. E pluribus unum appears on most U.S. currency.

Humankind is also known as Homo sapiens. For Special Uses Underline any word, number, or letter which is being discussed or being used in a special way. (Sometimes quotation marks are used for this same reason). I got an A on my test because I could explain brain tuning.

Parentheses Parentheses are used around words which are included in a sentence to add information or to help make an idea clearer. Enclosed shopping malls are encouraging people of all ages to visit and stay for a wide range of activities in addition to shopping. These uses include exercise (from health clubs to indoor walking circuits), events (from political campaigning to rock concerts), and entertainment (from video arcades to movies). **Note: Punctuation is placed within parentheses to mark the material within the parentheses. Punctuation is placed outside the parentheses when it is needed for the entire sentence. Also note: For a parentheses within a parentheses, use brackets. Dear Connie Your let?ter arrived)and youx joyed by afl. It was an amusinj article was en nd informative I mu"st report that it has since disappeared. My brother)whc insists I iiad it lastIdoesn't have itand I have looked every- where for it. I'm really sorryconnie. Hoping to make up fox it @ have enclosed an article that you might enjoy. By the w@iv don't you lose it when you are through with it! THE-STANLEY CUP A FINE FLOWER POT by Richard Donnell l@ In 1893 ,,the Governor General of Canada)@LDrd Stanley of Preston goiiated the Stanley Cup. He specified that it was to be awarded to the "champion hockey team in the Dominion of Canada." 2. He did not know that the simple silver bowl, which cost $48.66 ff as to become one of the most treasures-,, prizes in professional sports. of the Cup was the Montreal Amateur Athletic Association I I --

fint Stanley Cup match was played on March 22) ?en- the Montreal AAA and the chauengers.,the

nary Exercises-Commas @rcise serves as an introduction to the second exercise. Copy )wing letter and insert commas where needed. There are 15.

221 Southside Road St.johnspewfoundiand AIE IAI July 6 197-

r Connie Your let?er arrived)and your newspaper article was en- d by all. It was an amusing readable) and informative ynd it was exciting to see y@ur name in print. However ) List report that it has since disappeared. My brother who ;ts I 1,iad it lastIdoesn't have itand I have looked every- re for it. I'm really sorryconnie. Hoping to make up for have enclosed an article that you might enjoy. By the don't you lose it when you are through with it!

Sincerely yours LiNus

owing is the article Linus sent to Connie. For your convenience ences that do have commas are numbered. Copy these and ,mmas where needed. You should have 36 commas in all.

THE-STANLEY CUP A FINE FLOWER POT by Richard Donnell

In 1893/ the Governor General of Canada )@Ard Stanley aston @oiiated the Stanley Cup. He specified that it was to vard4@d to the "champion hockey team in the Dominion mada." 2. He did not know that the simple silver bowl, i cost $48.66 iwas to become one of the most treasures-,,, i in professional sports. was to be a traveling trophy., 3-.) Therefore, the winning each year would have possession until a new team won In addition Pe Cup was to be won by direct challenge. A had to defeat the team that held the Cup directly.(:5@)lni-, the Stanley Cup was for amateur hockey teams because ;sional hockey was not yet established. 6. The first holder @ Cup was the Montreal Amateur Athletic Association winner of the Amateur Hockey Association tide in 1893. )The first Stanley Cup match was played on March 22i between the Montreal AAA and the chauengersithe ra Capitals. Five thousand spectators watched the game. enough Lord Stanley never did see a Stanley Cup game. He had returned to England ten months before the f plavoff for the Cup. The Stanley Cup itself has a strange history. S. I lost sed as a flower pot p )and even stolen. The Ott, Seven won the Cup in'1905. On the way borne @ victory party one team member boasted that he coulc it into a canali9.)Spurred on by his friends)he did I the canal and alf the players went borne to bed. 10. realized the next morning that the cup was mi, returned to the canal and fished it out. 1 I' The next vear's championsthe Montreal I had their picture taken with the Cup in a phot( studio. 12. When they left,they forgot to take it wit@ The photographer's mother found i,' filled it with planted geraniums in it. In 1962 during a playoff series the Cup was on stopped by ushers and police Pe said that he was taking the Stanley Cup back to Montreal "where it belonged." Twice in the late 1960's the Stanley Cup was stolen from the Hockey Hall of Fame in Toronto. 16. Both times police recovered it undamaged; however, one robber threatened to " "))Donated in 1893 and worth $48.66,the original Stanley V-f I Cup is now safely Stored in a bank vault. A new large trophy had been built at a cost of $14,000. On top of the new trophy is a replica of the original bowl. 18. Far-sighted though he may have been lord Stanley could never have suspected that his trophy would have such a dramatic and interesting future.

APOSTROPHE-S

The apostrophe has three uses. One use is to show that a letter or letters have been omitted in a contraction. Compare the contraction in each of the following sentences with the two words from which it is formed:

You haven't seen my railroadsctup yet. have not They're exact copies of the or%inals. they are have not they are I am basement is lose 0 Our basement's just big I yet. for this. RIGHT WRONG

the men's team the MeQs, team (the ream of the men) (the-team of th@! mens)

the b<),-@s hand @ I'@ -,Ahe boy§,'hand (the @and of the boy) (the hand of the boys) miss Jones's letter Miss Jone's letter (the letter of Miss Jones) (the letter of Miss Jone) 1.@@@@@ -.1 . . .. . , men's women's and children's clothes if the plural does not end in -s-as in such words as men, , the apostr6O'hd-'is Zeeman children, mice, geese send oxen @ll --- @, -,? followe@ b@--s. i

is's racket (the racket belonging to Bes@) @ company's buses (the buses belonging to 1 0 Exercise Rewrite each of the phrases in italics in the form using an apostrophe. Follow the example. EXAMPLF, I can read the books belonging to -my sisters. my sisters' boo 1. On Wednesday awards were given to the bowling 'team of the children. 2. A surprise award was a ddizatio'n of Mr. Granowski. 3. It paid for the trophy of the champion. r-@-4 4. NW'Uncle, Les Nathan, is the instructor of the team. 5. The bowling shoes belonging to Les were falling apart. 6. The laces of the shoes were missing. 6. It *as the idea of the boys and girls to get him a new pair, S. Le "'appreciated the gift of the players. a Summaty Exercise-Apostrophes Copy the following sentences on yo.r paper- Insert apostrophes wherever they are. needed. I 1. MY oldest sister, a professional Photographer whos studied photography as an art form- 2. earofs favorite photographer is Edward S. Cuytis. yoni never 3. Once youve seen some of his thousands of pictures ul

forget them. -etic,n Indians in their traditional costumes. 4. They@e mostly of A $ IM 5. lie had to overcome the Indian, ,spici(ns before theyh let li@

photograph them. th photos of hat he photographed na,3.@ttibes, but i 1 6. @ve read t ts t lie enjoyed 110 variety tha the Hopi c itue with its richness

most.

,ore his new Shoes in t rlew shoes improved t@ strophes are also u elements, such as 1( Her address has two 5' My name ha,, two t's. There ai-e two s's in m He used too many i,.na Apostrophes are not ,ed to indicate the plural of a number that is written out or of a proper noun such , , family name. (The plural of a proper noun is almost always formed by add- ing the -sf-es ending.) RIGHT

This address has two fives. The Cabots live here. Three KennedYs were senators. o Exercise Write the word or element in parentheses as plural, using an apos- trophe where needed. 1.5

1. How many (e) are there in separate? 2. Do troubles always come in (three)@ to @ V 3. 1 counted two (you know) in one sentence of yours.

4. My locker number is just four (2@ 5. The (KeHyl Ire cousins of mine.

he beginning Of his sentences. I WRONG This address hati two filve's- The CabOt's live here. Three KennedY's were senators. is triba traditional photograph shows one of th 7. My favorite

dances. show in their faces. S. The meds pride and beauty 9. ?m afraid that some of whaes shown in these Photos is already part of a lost past. ne9 10. Does Curtis@ name have two ss or only o

QUOTATION MARKS

This section deals with two uses of quotation marks. The first he exact words of a is to enclose a direct quotation. When t tten form, they are enclosed in a speaker are presented in wri ne of the best ways to observe the pair of quotation marks. 0 tion of a Story use of quotation marks is through the examina that is told mainly through conversation. The following ex- change takes place at the annual contest of Fabrications Im- possible to Believe (FIB) to choose the tallest tale: "The first contestant may begin," said one judge. A second judge added, "The subject is traveling.,, The first contestant rose and said, "I have a dog that al- ways runs backwards. She's so fast, the wind from her tail as she runs can propel a person forward. I came 500 miles to get here, and my feet hardly touched the ground." "That's a good story," said the second contestant. "I my- self traveled here on a tortoise's back. I won't say that the tortoise is slow, but when I was first strapped to his back, I was only three months old." The third contestant rose. "I guess I've come to the wrong place," she said, "because I can't compete. I've never told a lie in my whole Ufe." "Well," roared a judge, "the third contestant definitely wins the FIB award!" Let us look at the different forms the direct quotation may take: 1. One form begins with the quoted words first, followed by the words used to indicate the speaker. Quotation marks come before the quoted words and again at the end of the quoted

"The first contestant may begin," said one judge. "The -begin," said one judge. If the quotation is a statement, you use a comma after it. If and you wanted to be sure no one missed your sarcasm, you would give a special edge to your voice. In writing, you can often accomplish the same thing by using an exclamation point.

You were right. The scenery from the train is pretty. Doesn't it leave you breathless? No, but that dash for the train certainly did!

Summary Exercises-End Marks

On your paper write the correct end mark for each of the following sentences. Think of each set of ten sentences as a dialog with alter- nating speakers.

A 1. Are you still on t4at diet 2. Why do you ask 3. There's a new ice-cream place opening up v 4. You didn't have to tell me, did you 5. You don't have to go there 6. Do you think I could stay away 7. No, I guess not S. Thanks so much for breaking the news to me 9. From now on my lips are sealed 10. Then write out the directions so I can get there myself

B 1. You sew your own clothes, don't you 2. Yes, I do 3. Do you think you'll become a dressmaker 4. 1 might be a tailor like my father o 5. But you're a girl 6. Girls ea kn't be tailo 7. Well, I'm not sure w@Wat you'd be -called 'I S. I've sewn clothes for my brothers o 9. 1 guess you could be called a tailor 10. Now all I need is a business card

SEMICOLON The semicolon shows the end of a sentence and yet is not an end mark. The semicolon is part period and part comma; it is stronger than the comma but weaker than the period. 'The period says that the reader should Q 'oine to a full stop because one idea ends and another begins. The semicolon is a shorter stop that says one idea ends but th;t another, closely related,- one starts. Thus the semicolon combines two sentences without Sometimes a transitional word like consequently, however, moreover, nevertheless, or therefore may follow the semicolon. Notice that it is often followed by a comma.

* Exercise

join each of the following pairs of sentences by using a semicolon. Some may sound better using a transitional word such as conse- quently, ho-wever, moreover, nevertheless, or therefore. Follow the example.

EXAMPLE Canada is not a very old country. It has a very colorful and exciting history. Canada is not a very old country; nevertheless, it has a very colorful and exciting history.

1. GeorgeSimpsonwasaruthless,wiUfulman!Underhisleadership, the fur trade flourished. 2. Upper Fort Garry included Governor Mactavish's residence, work- shops, storehouses and men's quarters, Louis Riel wanted to seize it. 3. The "Countess of Dufferin" stands today in Winnipeg at the en- 7. Alt - 18, pai " -@. Th I.

th( 9. In 1-@ sm ?I

4. As

EXERCISES

EXERCISE A: Using Quotation Marks Correctly

Correct the following sentences by adding quotation marks where they are needed. Exarr;,lle: "Hi, Jim," said

Ted.

1. jimsaid,Ted,ithinki'mgoingtotrainfortheOlympics. 2. Are you kidding? replied Ted,

3. No, I really mean it, answered Jim, but I just hope that I'm not too old to begin. 4.1 You're only twelve, replied Ted, and you're the best gymnast in the wWe school! S. ',"That may be true, Jim sighed, but gymnasts reach their peak at an early age. 6. 'fed said', If you train seriously, I'm sure you'll be ready by the time you're in college. 7. 1 hope so, answered Jim. 8.'@ I've always enjoyed watching gymnastics, but I don't know very much about it, ad- , .mitted Ted. 9. Jim said' I'd be glad to tell you more about it. 10. Well, w hen do I get to hear all about gymnastics? asked Ted.

EXERCISE B: Using Quotation Mar"d Capital Letters Correctly

In the following sentences,- put in quotation marks where they belong. Then circle any letter that should be capitalized and write the capital letter above it. Remember, the second part of a quoted sentence begins with a sma[T letter. G Example: Jim said, "(gymnastics is great fun."

I .Jim said,('@here -are.six events in Olynipic gymnastics.

2. The events,' continued Jim,are floo xercises, pommel horse, rings, long-horse vault, @/ parallel bars, and horizontal bar.

3. That's interesting, said Ted, but who built the first gymnastic equipment? 4. Jim answered, it was A teacher named Friedrich Jahn.

Write "Agreeable" Sentences

Make sure the subject and verb agree in number in your sentences. That is, if you use a singular subject, make sure you use a singular verb. (John likes pizza.) If you use a plural subject, make sure you use a plural verb. (His friends like pizza, too.) Be especially careful that you don't make agreement mistakes in the following types of sentences.

Compound Subjects • Sentences with compound subjects connected by and need a plural verb.

Mike and Marty spend most of their spare time at the pizza parlor. • In sentences with compound subjects connected by or or nor, the verb must agree with the subject

which is nearer the verb. Neither Mike nor Marty likes anchovies on his pizza. (Use a singular verb because the subject nearer the verb-Marty- is singular.) Neither Sarah nor her sisters like olives on their pizza. (Use a plural verb because the subject nearer the verb – sisters - is plural.)

Unusual Word Order • When the subject is separated from the verb by words or phrases, you must check carefully to see

that the subject agrees with the verb. John as well as his two friends works at the pizza parlor.

(John, not friends, is the subject, so the singular verb works is used to agree with the subject.)

• When the subject comes after the verb in a sentence, you must check carefully to see that the 'true' subject agrees with the verb. There in the distance were the remains of the ghost town.

(The plural subject remains agrees with the plural verb were.)

Around the corner is my dad's store. (The singular subject store agrees with the singular verb is.)

Has your sister read this book? (The singular subject sister agrees with the auxiliary or helping verb has.) Indefinite Pronouns In sentences with a singular indefinite pronoun as the subject, use a singular verb. (Use a singular verb with these indefinite pronouns: each, either, neither, one, everyone, everybody, everything, someone, somebody, anybody, anything, nobody, and another.)

Everyone in John's family likes pizza.

Some indefinite pronouns (all, any, half, most, none, some) can be either singular or plural. Some of the pizzas were missing.

(Use a plural verb when the noun in the prepositional phrase which follows the indefinite pronoun is plural. In the example sentence, the noun pizzas is plural.)

Some of the pizza was missing. (Use a singular verb if the noun in the prepositional phrase is singular. In the example sentence, the noun pizza is singular.)

**HELPFUL HINT: There is additional information on indefinite pronouns, compound subjects, collective nouns, and agreement of subjects and verbs in “The Yellow Pages."

Collective Nouns

When a collective noun is the subject of a sentence, it can be either singular or plural. (A collective noun names a group or unit: faculty, committee, team, congress, species, crowd, army, pair.)

The crew of the sailboat is the best in the world. (The collective noun crew is singular because it refers to the crew as one group. As a result, the verb is must also be singular.) The faculty are required to turn in their room keys before leaving for the summer. (The collective noun faculty is plural because it refers to the faculty as individuals within a group. As a result, the auxiliary verb are must also be plural.)

Note: Mumps, measles, news, mathematics, and economics require singular verbs. Placed Write Clear, Concise Sentences Use sentences which are clear and to the point (concise). Any sentences which are confusing or wordy will make your writing assignments difficult to read. Use the guidelines which follow. Problems with Pronouns *Avoid sentences in which a pronoun does not agree with its antecedent. (An antecedent is the word which the pronoun refers to. Agreement Problem: Everyone going on the trip must bring their own lunch. Corrected Sentence: Everyone going on the trip must bring his or her own lunch (A pronoun must agree in number – singular or plural – with its antecedent. Everyone is singular so his or her, not their, is the correct pronoun to use to refer to everyone. *Avoid sentences with a confusing pronoun reference. Confusing pronoun reference: As he pulled his car up to the service window, it made a strange rattling sound. Corrected Sentence: His car made a strange rattling sound as he pulled up to the service window. (It is unclear in the sample sentence which noun the pronoun it refers to – the window or the car. To clarify this, the sentence has been reworded. *Avoid sentences which include a pronoun shift. Pronoun Shift: If students do not understand the assignment, you should ask for help.

Corrected Sentence: If students do not understand the assignment, they should ask for help. (Since students is a third-person subject, the pronoun which refers to it should also be in the third person. That is why you – a second-hand person pronoun – has been changed to the third-person pronoun they. *Avoid sentences in which a pronoun is used immediately after the subject – the result is usually a double subject. Double subject: Some teachers they don’t offer many choices. Corrected Sentence: Some teachers don’t offer many choices. Misplaced Modifiers Make sure that your modifiers, especially the descriptive phrases you use, are located as close as possible to the words they modify. Otherwise, the sentence can become very confusing. Misplaced phrase: After seeing the movie, the space creatures seemed more believable than ever to all of us. (After seeing the movie appears to modify space creatures.) Corrected sentence: After seeing the movie, all of us felt the space creatures were more believable than ever. (Now After seeing the movie correctly modifies all of us.)

Nonstandard Language

*Avoid sentences which include a double negative. Double negative: Never give no one the wrong time as a joke. Corrected sentence: Never give anyone the wrong time as a joke. (No was changed to any because the word never is a negative word. Do not include two negative words in the same sentence unless you understand how these words change the meaning of the sentence.) Note: Do not use hardly, barely, or scarcely with a negative; the result is a double negative.

*Avoid sentences which incorrectly use of for have. Incorrect usage: It would of worked out better if it hadn't rained. Corrected sentence: It would have worked out better if it hadn't rained. (Of is incorrectly used in place of have because when have is said quickly, it sounds like of)

Wordy Sentences

Make sure your sentences contain no unnecessary words (in italics). Wordy Sentence: The mountain climber was unable to descend down the mountain by himself and needed the help of another climber to assist him. Corrected sentence: The mountain climber was unable to descend the mountain and needed the help of another climber.

Combining Sentences What is sentence combining. Simply put, it is the act of making one smoother, more detailed sentence out of two or more short, choppy sentences. For instance, take a look at the following sentences: A Trans Am screamed around the corner. The Trans Am was fire red. It screeched to a stop in front of the doors. The doors led into the school Sound a little choppy? Here are two ways of combining these shorter sentences into one. The fire-red Trans Am screamed around the corner and screeched to a stop in front of the school doors. Screaming around the corner, the fire-red Trans Am screeched to a stop in front of the school doors.

Practice Practice, Practice Many researchers believe that practicing sentence combining will help you improve as a writer in the following ways: • You win gain a sense of ease and fluency in writing more detailed, smoother-reading sentences. • As writing these sentences becomes more automatic, you will be freed to concentrate on sharing your

thoughts, ideas, and discoveries - the real purpose for writing anything. • You will begin to notice the variety of word combinations available to you in the English language. There

are often many ways to combine the same set of shorter sentences, and you are free to choose whichever way best suits your writing.

• Your ability to revise and edit your writing will be enhanced in two ways: (It may take you awhile to get used to the second skill.)

• When you spot choppy sections, you'll be able to combine the shorter sentences into longer, more effective ones.

• By 'decombining' sentences into their separate parts, you will be able to spot unnecessary ideas, delete them, and then recombine the remaining thoughts into a clearer sentence.

A Word of Caution: Don't expect miracles. Sentence combining won't transform you into an accomplished writer. Only time and a lot of reading, writing, and practice will do that. Guidelines for Sentence Combining

The guidelines which follow will help you transform short, choppy sentences into longer, smoother-reading sentences.

Use a Series of Words or Phrases Ideas from shorter sentences can be combined into one sentence using a series of words or phrases. Shorter sentences: The cat is soft. The cat is cuddly. The cat is warm. Combined sentence: The cat is soft, cuddly, and warm. (A series of three words was used to combine the three sentences into one.)

**HELPFUL HINT - All of the words or phrases you use in a series should be parallel-stated in the same way. (All should be nouns or ing words or the same in some other way.) Otherwise, your sentences will sound awkward and unbalanced.

Awkward series: The dog was friendly, reliable, and he showed exceptional intelligence. Corrected sentence: The dog was friendly, reliable, and intelligent. (The three items in the series are now parallel. That is, all of the items are single-word adjectives.)

Use Compound Subjects and Compound Verbs Ideas from shorter sentences can be combined using compound subjects and compound verbs (predicates). A compound subject includes two or more subjects in one sentence. A compound verb includes two or more verbs in one sentence. Two shorter sentences: John ran into the glass door. Sarah ran into the glass door. Combined sentence with compound subject. John and Sarah ran into the glass door. Two shorter sentences: Mr. Fingers fumbled with the stack of papers. He dropped them down the stairs. Combined sentence with compound verb: Mr. Fingers fumbled with the stack of papers and dropped them down the stairs. **HELPFUL HINT: as you continue working on your sentence skills, think about how different kinds of words and ideas best fit together. Soon you will be combining these ideas naturally as you write! Use a Key Word Ideas from shorter sentences can be combined by moving a key word from one sentence to the other sentence. This key word may be an adjective, a compound adjective, a participle, or an adverb. Shorter sentences: Julio's cat sat near the fishbowl. The cat is fat. Combined sentence using an adjective: Julio's fat cat sat near the fishbowl. Shorter sentences: Those grasshoppers were delicious. They were covered with chocolate. Combined sentence using a compound adjective: Those chocolate-covered grasshoppers were delicious. Shorter sentences: The lady told a joke. The lady giggled. Combined sentence using a participle: The giggling lady told a joke. Shorter sentences: My brother is going to meet the president. He’ll meet him tomorrow. Combined sentence using an adverb: Tomorrow my brother is going to meet the president.

Use Phrases Ideas from shorter sentences can be combined into one sentence using prepositional, participial, infinitive, and appositive phrases.

Shorter sentences: The laser satellite guards the space fortress. The space fortress is on asteroid X-7. Combined sentence using a prepositional phrase: The laser satellite guards the space fortress on asteroid X-7.

Shorter sentences: Our best basketball player scored fifty points. The player is Biggy Small. Combined sentence using an appositive phrase: Our best basketball player, Biggy Small, scored fifty points.

Shorter sentences: The maid gave the detective a clue. She offered the clue to help him solve the mystery. Combined sentence using an infinitive phrase: The maid gave the detective a clue to help him solve the mystery. Shorter sentences Billy walked through the dark woods. He was whistling a nervous tune. Combined sentence using a participial phrase: Billy, whistling a nervous tune, walked through the dark woods.

Use Compound Sentences

Ideas from shorter sentences can be combined into a compound sentence. A compound sentence is made up of two simple sentences which are equal in importance. The coordinating conjunctions and, but, or, nor, for, and yet are used to connect the two simple sentences. Place a comma before the conjunction in a compound sentence.

Two simple sentences: A small brook trout looks like a minnow. It fights like a whale. One compound sentence: A small brook trout looks like a minnow, but it fights like a whale.

Use Complex Sentences

Ideas from shorter sentences can be combined into a complex sentence. A complex sentence is a type of sentence made up of two ideas which are not equal in importance. By combining two simple sentences into one complex sentence, you can make your ideas clearer and send a stronger message to the reader.

**HELPFUL HINT - The more important of the two ideas should be included in an independent clause, a clause which could stand alone as a simple sentence. The less important idea in a complex sentence cannot stand alone and is called a dependent or subordinate clause.

The two clauses in a complex sentence can be connected with subordinate cojunctions. After, although, as, because, before, if, since, when, where, while, until, and unless are common subordinate conjunctions. The two clauses can also be connected with the relative pronouns who, whose, which, and that. Two shorter sentences: Janet returned to the team. We have won every game. One complex sentence: Since Janet returned to the team, we have won every game. (The complex sentence was formed by using the subordinate conjunction since in the dependent clause.) Two shorter sentences: Our coach works us very hard at practice. He is new this year. One complex sentence: Our coach, who is new this year, works us very hard at practice. (The complex sentence was formed using the relative pronoun' ho in the dependent clause.) Checking Up on Pronouns In each of the following sentences choose the form of the pronoun that would be used in formal writing. Write your choice in the blank provided. Part 1 1. One of the runners on the girls’ relay team twisted (her, their) ankle. __________ 2. My father promised to drive Hugh and (I, me) to the game in Calgary on Friday. ___________

3. I’m sure that neither Andrea nor Ester realized what would happen when (she, they) pulled that lever. __________

4. Rolf and his brother tried to rescue the dog, but (he, they) were not successful. __________ 5. Suddenly both the rhinoceroses lowered (its, their) heads and charged the frightened photographer.

__________ 6. Could you get Anita and (I, me) tickets to the rock concert? __________ 7. Anyone who intends to enter the tournament must turn in (his, her, his or her, their) application by April 16.

_______ 8. Neither the chisels nor the mallet was in (its, their) place. __________ 9. Unfortunately, Mr. Moritsugu and (he, him) won’t be able to be here. __________ 10. A large circular object emerged from the smoke and landed in the grain field beside Neil and (we, us).

__________ 11. During the storm several of the sailboats had (its, their) masts broken. __________ 12. Why can’t the pie be divided amoung (we, us) four? __________ 13. Yvette and (she, her) often go skiing together at Sunshine Valley. __________ 14. Mr. Chavez will meet Sharon and (we, us) at the north gate. __________ 15. All the guests at te party were having the time of (her, his, their) lives. __________ 16. Last night (we, us) girls collected over fifty dollars for the trip to Mexico. __________ 17. Each of the boys brought (his, their) own sleeping bag. __________ 18. The tickets for the lottery are always sent to Lina and (I, me). __________ 19. Every day after school for the past month, Tim and Eduardo have worked on (his, their) computer project.

________ 20. If Annette or Janna phones, tell (her, them) I am not home. __________ 21. A few of the snakes escaped when (its, their) cage fell off the truck. __________ 22. Belinda and (she, her) are planning a trip to Bermuda next Christmas vacation. __________ 23. Why must (we, us) girls do all the work? __________ 24. Last night neither the boys’ nor the girls’ team won (its, their) game. __________ 25. Has either Charlene or Patricia told you what (she, they) saw? __________ Part 2 1. I don’t feel the Emilio and (he, him) should be allowed to enter. __________ 2. Tasha is a much faster runner than (she, her). __________ 3. The teacher was surprised to discover that most of the students had done (her, his, their) homework.

__________ 4. If anyone asks you why you are here, tell (him, her, him or her, them) that you have my permission.

__________ 5. Neither the bat nor the balls are where (it, they) should be. __________ 6. Each of the players on the girls’ volleyball team could invite four of (her, their) friends to the final game.

_________ 7. We noticed that several of the elephants had collars equipped with radio transmitters around (its, their)

necks.______ 8. Neither of the boys has completed (his, their) science assignment. __________ 9. My younger sister and (she, her) spent four days canoeing the Churchill River last July. __________ 10. The steady rain and strong winds bothered the other camp counsellors mote than (we, us). __________ 11. As a result, Becky and (I, me) will be competing in the track meet. __________ 12. Both of the drivers involved in the accident lost control of (his, her, their) cars. __________ 13. The skidoo team from Hillside and (we, us) tied for first place. __________ 14. Would you like to go to the dog show with Harinder and (I, me)? __________ 15. All of the girls in my class had (her, their) picture taken yesterday. __________ 16. I'm sure I saw Francis and (she, her) at the hockey game last Saturday. __________

17. Marca and his brother are trying to finish the canoe (he, they) are building by March. __________

18. Without warning the large cupboard between Mr. Leung and (he, him) crashed to the floor. __________

19. Neither Marcie nor Yolanta remembered to bring (her, their) accordion. __________

20. If you find the pliers, please put (it, them) in my tool box. __________ 21. Sarabjit is almost as tall as (he, him). __________

22. On Saturday my older brother took Val and (I, me) fishing. __________ 23. One of those four trumpeter swans has a band on (its, their) leg. __________ 24. Both Trevor and David forgot to get (his, their) uniforms dry-cleaned. __________ 25. Just between you and (I, me), I’m sure Tikori will win the award. __________ Checking Up on Subject-Verb Agreement Part I Underline the simple subject in each of the following sentences. Select the correct form of the verb and write your choice on the line at the right.

1. Measles (is, are) a highly contagious disease. __________ 2. (Has, Have) either Danny or Vance returned from the library? __________ 3. By now everyone (knows, know) that Isaac brought the peach pie. __________ 4. Karla and Lenore, (practise, practises) with the Dolphin Swim Team. __________ 5. Neither the two cars nor the large bus (was, were) able to move. __________ 6. Christy, along with her two brothers, (takes, take) judo lessons. __________ 7. None of the houses in that area (appeal, appeals) to my parents. __________ 8. Mr. Nordquist or Mr. Cusano (is, are) willing to sponsor the school chess club. __________ 9. The fire chief or one of his assistants (inspect, inspects) the alarms regularly. __________ 10. At the end of the math contest, each of the winning players (was, were) presented with an award. _______ 11. Which box of groceries (do, does) Mr. Reynolds want delivered? __________ 12. If either Ann or Hoi-Ying (decide, decides) to go, we will have enough players. __________ 13. Several members of the team (plan, plans) to return tomorrow. __________ 14. On tire back seat (was, were) several newspapers. __________ 15. Whenever Wes or his brother (arrive, arrives), please let me know. __________ 16. (Has, Have) there been many thunderstorms during the past year? __________ 17. Neither the coaches nor the players (like, likes) the new rule. __________ 18. One of the main problems (is, are) that the wire is broken. __________ 19. My brother and I (has, have) been collecting stamps from Peru. __________ 20. None of these books (appeal, appeals) to me. __________ 21. The cafeteria, as well as the gymnasium and the library, (was, were) badly damaged by the smoke.

______ 22. Neither Peggy nor Melanie (enjoy, enjoys) skiing as much as we do. __________ 23. The Philippines, an island country in the southwest Pacific, (is, are) one of the world's most important rice-

growing countries. __________ 24. Neither the players nor the coach (was, were) able to sleep last night. __________ 25. 1'rn sure that no one (believes, believe) that Francine will ever reach the top. __________

Part 2 Rewrite each sentence according to the directions in the brackets. Be sure to make any changes in the verb that may be necessary. 1. Thursday if the best day for the meeting. (Add “Either Monday or” before “Thursday.”) 2. In Denmark, wheat is an important crop. (Add "along with barley, beets, oats, potatoes, and rye" after

"wheat.") 3. The pliers belong in the drawer under the sink. (Add “pair of” before “pliers”). 4. Those stamps are very valuable. (Add "None of" before "those stamps.") 5. Has the filmstrip been returned to the library? (Add "or the books" after "filmstrip.") 6. The coast guard hovercraft was damaged in the explosion. (Add "along with several smaller boats" after

"hovercraft.") 7. During the storm the buildings badly damaged. (Add "every one of' after "storm”). 8. Kenji has decided to raise guinea pigs. (Add "and his brother" after "Kenji.") 9. The conductor likes the new uniforms. (Add "Neither the band members nor" before "the conductor.") 10. Those bicycles an built for racing. (Add "Neither of “ before "those bicycles.")

UNIT III GRAlOiAR QUIZ Principal and Subordinate Clauses I. Mr. Brown- felt' ill and he went home soon. Because Mr. Brown felt ill, he went home soon. II. 1. In January, IY80, I decided that I would go with a friend to Europe in June. - Ill. (2) 2. We flew. from Edmonton International Airport and we landed at Gatwick Airport outside London. 3. Because we had flown all night, we were very. tired when we landed. 4, .. After we took the train into London, we found a host.el in Kensington where we could stay and we 'gladly slept a. @while. 5. The next day we went sight-seeing. List four subordinate conjunctions other than the ones in the above sentences. UNIT III GRAMH&R Practise, practise, practise 1. identify simple subjects and simple Rredicates. 2. Identify s.c.'s. (subordinate conjunctions)

3. Ide@atify [main clauses] and (subordinate clauses.)

4. Tpll T.Th-nt-' k4ni of- f3efi. . cd.@c-x. 5. Circle all: prepositional phrases.

I . Because Friday is Greaser Day, the school will change its timetable. 2 Wear your Brylcreem and bobby socks. 3 . Boys should have duck tails and girls should have pony tails. 4. We'll have to learn who Chuck Berry was before we can appreciate his music 5 .

No one enjoyed the fifties more than Chubby Checkers, 6 . 7 . Can you tell me what would happen if we exchanged places with our parents on -Friday and we

went to work while they'came to school?

'@T.Ould any, of the parents from the fifties era still fit their saddl'e shoes and 10-ather jackets? t 8.

When the f if ti.@s ended, my f ather had exchanged rock and roll f or a wif e., and a beautiful

bounding baby girl soon followed.

9. That You dress up on Friday in fifties style is compulsory. to. Let's all rock around the clock or at least until midnight!

Summary Exercises-Commas

This exercise serves as an introduction to the second exercise, Copy I the following letter and insert commas where needed. There are 15. 221 Southside Road St.johnsNewfoundlaiid AIE IAI July 6 197- Dear Connie Your letter arrived and your newspaper article %%,as en- joyed by all. It was an amusing readable and informative piece and it was exciting to see your name in print. However I must report that it has since disappeared. Mv brother who insists I had it last doesn't have it and I have looked every- where for it. I'm really sorry Connie. Hoping to make up for it I have enclosed an article that you might enjoy. By the way don't you lose it when you are through with it! The following is the article Linus sent to Connie. Forvour convenience the sentences that do have commas are numbered. Copy these and insert commas where needed. You should have 36 commas in all.

THESTANLEYCUP A FINE FLOWER POT by Richard Donnell li In 1893 the Governor General of Canada Lord Stanley of Preston donated the Stanley Cup. He specified that it was to be awarded to the "champion hockev team in t-he Dominion of Canada." 2. He did not know that the simple silver bowl which cost $48.66 was to become one of the most treasured prizes in professional sports. It was to be a traveling trophy.@ 3_) Therefore the winning team each year would have possession until a new team won it. 4. In addition the Cup was to be won by direct challenge. A team had to defeat the team that held the Cup directly Ini- tially the Stanley Cup was for amateur hockey teams because professional hockey was not yet established.6. The first holder of the Cup was the Montreal Amateur Athletic Association team winner of the Amateur Hockey Association title in 1893. 7" The first Stanley Cup match was played on March 22 1894 between the Montreal AAA and the challengers the Ottawa Capitals. Five thousand spectators watched the game. Oddly enough Lord Stanley never did see a Stanley Cup game. Sincerely yours