GIÁO TRÌNH WRITING I

Writing 1 - 2 - CONTENT PART I: SENTENCE SENSE ......................................................................................4 I. Recognizing phrases...............................................................................................4 II. Recognizing clauses..............................................................................................4 III. Recognizing sentences.........................................................................................5 IV. Patterns that add variety to writing......................................................................6 EXERCISES..............................................................................................................7 PART II: PUNCTUATION........................................................................................17 I. End punctuation....................................................................................................17 II. Internal punctuation.............................................................................................17 III. Items in a series..................................................................................................20 EXERCISES............................................................................................................21 PART III: COMMA SPLICE .....................................................................................24 EXERCISES............................................................................................................26 PART IV: RUN-ON OR FUSED SENTENCES........................................................29 EXERCISES............................................................................................................30 PART V: SENTENCE FRAGMENT.........................................................................35 EXERCISES............................................................................................................37 PART VI: DANGLING..............................................................................................46 PART VII: FAULTY AGREEMENT ........................................................................57 I. Make every verb agree in number with its subject...............................................57 II. Use a Singular Pronoun in Referring to a Singular Antecedent. Use a Plural Pronoun in Referring to a Plural Antecedent...........................................................61 III. Make Sure That a Demonstrative Adjective (this, that, these, those) Agrees In Number with the Noun It Modifies..........................................................................64 PART VIII: FAULTY REFERENCE OF PRONOUNS............................................66 I. Avoid Sentences in Which There Are Two Possible Antecedents for a Pronoun66 II. Avoid References to an Antecedent Which Is Remote from the Pronoun, or so Placed as to Confuse the Reader..............................................................................67 III. Avoid the Vague Use of this, that, or which to REFER to the general idea of a preceding clause or sentence....................................................................................69 IV. Do Not Use a Pronoun to Refer to a Noun That Is Not Expressed but Is Merely Implied by the Preceding Construction....................................................................70 V. Avoid the Indefinite Use of they, you, and it ......................................................71 PART IX: SHIFTS IN POINT OF VIEW - MIXED CONSTRUCTIONS ................73 I. Do not Shift the Subject of a Sentence or the Voice of the Verb.........................73 II. Do Not Shift Person or Number..........................................................................74 III. Do not shift Tense or mood ...............................................................................75 IV. Do Not Use Mixed Constructions......................................................................76 PART X: MISPLACED PARTS ...............................................................................78 I. Be Sure That Adverbs Such as almost, even, hardly, just, merely, only, nearly, scarcely Refer Clearly and Logically to the Words They Modify...........................78 II. Be Sure That Modifying Phrases Refer Clearly to the Words They Modify......79 III. Be Sure That Modifying Clauses Refer Clearly to the Words They Modify ....80 IV. Avoid "Squinting" Modifiers.............................................................................81 Nguyeãn Taát Thaéng Khoa Ngoaïi Ngöõ

TRƯỜNG ĐẠI HỌC ĐÀ LẠT

F G

GIÁO TRÌNH

WRITING I

(Dành cho sinh viên tại chức Anh văn)

NGUYỄN TẤT THẮNG

2002

CONTENT

PART I: SENTENCE SENSE 4

I Recognizing phrases 4

II Recognizing clauses 4

III Recognizing sentences 5

IV Patterns that add variety to writing 6

EXERCISES 7

PART II: PUNCTUATION 17

I End punctuation 17

II Internal punctuation 17

III Items in a series 20

EXERCISES 21

PART III: COMMA SPLICE 24

EXERCISES 26

PART IV: RUN-ON OR FUSED SENTENCES 29

EXERCISES 30

PART V: SENTENCE FRAGMENT 35

EXERCISES 37

PART VI: DANGLING 46

PART VII: FAULTY AGREEMENT 57

I Make every verb agree in number with its subject 57

II Use a Singular Pronoun in Referring to a Singular Antecedent Use a Plural Pronoun in Referring to a Plural Antecedent 61

III Make Sure That a Demonstrative Adjective (this, that, these, those) Agrees In Number with the Noun It Modifies 64

PART VIII: FAULTY REFERENCE OF PRONOUNS 66

I Avoid Sentences in Which There Are Two Possible Antecedents for a Pronoun66 II Avoid References to an Antecedent Which Is Remote from the Pronoun, or so Placed as to Confuse the Reader 67

III Avoid the Vague Use of this, that, or which to REFER to the general idea of a preceding clause or sentence 69

IV Do Not Use a Pronoun to Refer to a Noun That Is Not Expressed but Is Merely Implied by the Preceding Construction 70

V Avoid the Indefinite Use of they, you, and it 71

PART IX: SHIFTS IN POINT OF VIEW - MIXED CONSTRUCTIONS 73

I Do not Shift the Subject of a Sentence or the Voice of the Verb 73

II Do Not Shift Person or Number 74

III Do not shift Tense or mood 75

IV Do Not Use Mixed Constructions 76

PART X: MISPLACED PARTS 78

I Be Sure That Adverbs Such as almost, even, hardly, just, merely, only, nearly, scarcely Refer Clearly and Logically to the Words They Modify 78

II Be Sure That Modifying Phrases Refer Clearly to the Words They Modify 79

III Be Sure That Modifying Clauses Refer Clearly to the Words They Modify 80

IV Avoid "Squinting" Modifiers 81

V Do Not Split Infinitives Awkwardly 82

Reference:

Hacker, D (1995) A Writer’s Reference – Exercises to Accompany 3rd Edition

Bedford Books of St Martin’s Press – New York ISBN 0-312-10142-2

Jordan, R R (1997) Academic Writing Course CollinsELT – HarperCollins

Leggette, G, Mead, C D., Charvat, W (1988) Essentials of Grammar and

Composition Prentice-Hall, New Delhi – 110001

Langan, J (1995) Sentence Skills- A work book for writers McGraw Hill

Langan, J (1996) College Writing Skills – 4 th edition McGraw-Hill

Reid, J M (1998) The Process of Paragraph Writing Prentice Hall Regents – New

Jersey 07632

PART I:

SENTENCE SENSE

I Recognizing phrases

A phrase is a group of related words without a subject or predicate and used as

a single part of speech Typical phrases are a preposition and its object {I felt on the sidewalk), or a verbal and its object (I wanted to see the parade)

Prepositional phrases are classified, according to function, as adjective, adverb, and noun phrases

An adjective phrase modifies a noun or pronoun (He is a man of action.}

An adverb phrase modifies a verb, adjective, or adverb (The train arrived on time We were ready at the station.)

A noun phrase is used as a noun (Before breakfast is the best time for

calisthenics.)

Verbal phrases are classified as participial, gerund, or infinitive phrases

A participial phrase functions as an adjective, modifying a noun or pronoun (The man sitting on the porch is my father The dog found in the street was

homeless.) Such phrases are formed with the present participle of a verb (seeing, calling) or the past participle (seen called)

A gerund phrase is used as a noun {Collecting stamps is my hobby.} Since both gerunds and present participles end in -ing, they can be distinguished only by their separate functions as nouns or adjectives

An infinitive phrase is used as an adjective, adverb, or noun (It is time to go to

bed We were impatient to start the game I wanted to buy a house.)

II Recognizing clauses

A clause is a group of words containing a subject and a predicate The relation

of a clause to the rest of the sentence is shown by the position of the clause or by a conjunction There are two kinds of clauses (1) subordinate or dependent clauses, and (2) main or independent clauses

1 Subordinate clauses are frequently introduced by a subordinating conjunction (as, since, because, etc) or by a relative pronoun (who, which, that) A

subordinate clause functions as an adjective, adverb, or noun and expresses

an idea that is less important than the idea expressed main clause The exact relationship between the two ideas is indicated by the subordinating

conjunction or relative pronoun that joins the subordinate and the main clause

A Main clause also has both subject and verb but is not introduced by a

subordinating word A main clause makes an independent statement It is not used

as a noun or a modifier

III Recognizing sentences

A sentence is a grammatically independent and complete unit of

communication It may contain words that we cannot fully understand unless we

read preceding or succeeding sentence, but it is grammatically self-sufficient even when lifted out of context and made to stand alone

Old Dinger's ghost was said to live in the surrounding hills

It had been seen several times from the tavern window

Sentences in English are traditionally described as simple, compound, complex, and compound-complex

A simple sentence has a single subject-verb combination

Children play

The game ended early

My car stalled1 three times last week

A simple sentence may have more than one subject

Lora and Tony drove home

The wind and water dried my hair

or several subjects and verbs

Manny, More, and Jack lubricated my car, replaced the oil filter, and

cleaned the spark plugs

A compound , or ‘double,’ sentence is made up of two simple sentences

The two complete statements in a compound sentence are usually connected by a

comma plus a joining word (and, but, for, or, nor, so, yet)

The rain increased, so the officials cancelled the game

Martha wanted to go shopping, but Fred refused to drive her

I had to give up woodcarving, for my arthritis had become very painful

A complex sentence is made up of a simple sentence (a complete

statement) and a statement that begins with a dependent word:

DEPENDENT WORD

Although, though in order that where, wherever

Because that, so that which, whichever

1 Chết máy

A complex sentence is used when you want to emphasize one idea over the other

Because I forgot the time, I missed the final exam

The idea that the writer wishes to emphasize here –I missed the final exam – is expressed as a complete thought The less important idea – because I forgot the time- is subordinated to the complete thought The technique of giving one idea less emphasis than another is called subordination

The compound-complex sentence is made up of two (or more) simple sentences and one or more dependent statements

When the power line snapped2, Jack was listening to the radio, and Linda was reading in bed

After I returned to school following a long illness, the math teacher gave me make-up work, but the history teacher made me drop her course

COORDINATION AND SUBORDINATION

Coordination and subordination are ways of showing the exact relationship of

ideas within a sentence Through coordination we show that ideas are of equal

importance When we coordinate, we use the words and, but, for, or, nor, so, yet

Through subordination we show that one idea is less important than another When

we subordinate, we use dependent words like when, although, since, as, whole, because, and after

IV Patterns that add variety to writing

-ING GROUPS

Use an –ing word group at some point in a sentence

The doctor, hoping for the best, examines the x-ray

Jogging everyday, I soon raised my energy level

-ED WORD GROUPS

Use an –ed word group at some point in a sentence

Tired of studying, I took a short break

Mary, amused by the joke, told it to a friend

I opened my eyes wide, shocked by the red ‘F’ on my paper

APPOSITIVES

An appositive is a word group that renames a noun (any person, place, or thing)

2 Bị đứt, gãy

Rita, a good friend of mine, works as a police officer

Alan Thorn, a former member of the team, got lost on the hiking trip

-LY OPENERS

Use an –ly word to open a sentence

Gently, he mixed the chemicals together

Anxiously, the contestant looked at the game clock

Skillfully, the quarterback3 rifled a pass to his receiver

TO OPENERS

Use a TO word group to open a sentence

To succeed in that course, you must attend every class

To help me sleep better, I learned to quiet my mind through meditation

To get good seats, we went to the game early

PREPOSITIONAL PHRASE OPENERS

Use prepositional phrase to open a sentence

From the beginning, Ii disliked my boss

In spite of her work, she failed the course

After the game, we went to a movie

EXERCISES

I Underline the prepositional, participial, gerund, and infinitive phrases in each sentences and then state whether they function as noun, adjective, or adverb phrases

1 Many children with talent performed at the concert for the Red Cross

2 Paul drove around the block, looking for a parking lot

3 Delayed by the storm, the ship came into port a day late

4 With growing interest we listen to the story

5 Joining clubs is a way of meeting new people

6 To be successful doesn’t necessarily mean to be wealthy

7 Alex, looking very unhappy, was leaning against the fence, watching the game

8 Our neighbors across the road are moving to a house around the corner

9 Our first job, painting the fence, took all morning

10 The birds, made bold by hunger, came to the doorstep for food

3 Tieàn veä

II Underline the Subordinate clauses (or clause) in each of the following sentences and then write their names and functions

1 Have you ever asked your doctor what a disease is?

2 I forgot to tell you the time when I shall return

3 That you are in good health again pleases all of us

4 He tried for a long time before he succeeded

5 The only people who never fail are those who never try

6 If Jane comes, should we show her the photographs you brought?

7 We were still eighty miles from where we were going

8 Attracted by the high waves, many people moved to the big cities where they found jobs in factories

9 My uncle laughed at me when I ran from a cow that only wanted to be friendly

10 When I got to the station, I learnt that the train that I expected to get had left ten minutes before

11 Miss Sullivan is annoyed if we come in after the bell, which is hung above the front door, has rung twice

12 The day after I arrived I met a friend whom I had not seen since he moved to the South

III Determine the kind of each of the following sentences Underline each clause of the sentence, and then write its name

1 Fishing isn’t any fun for me unless I catch a fish

2 He did not talk or laugh; he just merely smiled

3 Ask no questions and you will be told no lies

4 Dad, busy with his monthly report, hardly heard a word we said

5 At a dangerous speed the thieves drove the stolen car through the thick traffic

6 The violinist bowed and smiled while the audience applauded wildly, but he played no encores

7 I was happy when I heard that he had been appointed chairman of the

committee

8 The student checked his paper carefully; still, he was sure that he had made a mistake

9 If anyone telephones me while I was out, tell him that I have gone to Kiev for the day

10 I do not know how you regard this action, but I do know what I think of it

Further reading

PARALLEL STRUCTURE

Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance This can happen at the word, phrase, or clause level The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or.”

1 Words and Phrases

With the -ing form (gerund) of words:

Parallel: Mary likes hiking, swimming, and bicycling

With infinitive phrases:

Parallel: Mary likes to hike, to swim, and to ride a bicycle

OR

Mary likes to hike, swim, and ride a bicycle

(Note: You can use "to" before all the verbs in a sentence or only before the

first one.)

Do not mix forms

Example 1

Not Parallel: Mary likes hiking, swimming, and to ride a bicycle

Parallel: Mary likes hiking, swimming, and riding a bicycle

Example 2

Not Parallel: The production manager was asked to write his report quickly,

accurately, and in a detailed manner

Parallel: The production manager was asked to write his report quickly , accurate ly, and thoroughly

Example 3

Not Parallel: The teacher said that he was a poor student because he waited until

the last minute to study for the exam, completed his lab problems in a careless

manner, and his motivation was low

Parallel: The teacher said that he was a poor student because he waited until the

last minute to study for the exam, completed his lab problems in a careless manner,

and lacked motivation

2 Clauses

A parallel structure that begins with clauses must keep on with clauses Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism

or

Parallel: The coach told the players that they should get a lot of sleep, not eat too

much, and do some warm-up exercises before the game

Example 2

Not Parallel: The salesman expected that he would present his product at the

meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers

(passive)

Parallel: The salesman expected that he would present his product at the meeting,

that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions

3 Lists after a colon

Be sure to keep all the elements in a list in the same form

Example 1

Not Parallel: The dictionary can be used for these purposes: to find word

meanings , pronunciations , correct spellings, and looking up irregular verbs

Parallel: The dictionary can be used for these purposes: to find word meanings ,

pronunciations , correct spellings , and irregular verbs

Proofreading Strategies to try when you write:

Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel If not, make them parallel

If you have several items in a list, put them in a column to see if they are parallel Listen to the sound of the items in a list or the items being compared Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning

each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel

Rewrite the following sentences:

1 The day is dark, with cloudy skies and has a high humidity

2 As a teenager, she had babysat, working in a restaurant, and typing for her mother

3 I am studying the sources of educational theory and how educational theory has evolved

4 I read Hegel for the profound ideas in his philosophy but not his style of writing

5 In his hands he was holding a book and interesting magazine

6 He was not only sympathetic but also knew when to be considerate

7 Not only did he enjoy the movie but also the play

8 He was successful both as a church architect and writing poetry

9 I was concerned about the price of the car and if it was comfortable

10 Their homeland was cold and with many mountains

11 Playing tennis is more strenuous that to ride a bicycle

12 Neither does he speak Spanish nor Helen

13 She wanted the roof repaired and to pain the fence

14 John decided to go to the university rather than a job

15 He is a poor teacher but who treats his students fairly

SUMMARY

1- Basic elements of the sentence: Subject, Objects, Complements

e g : He is reading a book

The test was so difficult

2- Phrases and Clauses:

Phrases: Groups of words containing non-finite verbs ( -ING / -ED forms of verbs, To-infinitive )

e g : Looking at the board, she knew that she was on the wrong way

This is a long novel written by a very famous writer

Old Dinger’s ghost was said to live in the surrounding hills

Clauses: groups of words containing finite verbs

e g : The cat jumped onto my father’s lap while he was reading his letters

Looking at the board, she knew that she was on the wrong way

Practice : Identify phrases and clauses in the following sentences :

1-The woman driving the car indicated that she was going left and then turned right

2- I shan’t go unless he asks me

3- When it rains, I usually go to the office by bus

4- Henry did the work as it ought to be done

5-Mary has gone to get some fruit

6-I received my wages yesterday, so that I can now pay what I owe you 7-Walking through the park, we saw a lovely show of daffodils

8-The concert given by the Philharmonic Orchestra was a great success

3-Subordinate clauses : Functions : Nouns, Adjectives, Adverbs

e g : What he likes is what I hate (Noun)

Can you tell me what the time is? (Object) The place where Macbeth met the witches was a desolate heath (Adjective clause)

As my secretary is away at present, I have a great many extra letters

to answer (Adverb clause) When we came in, they were having dinner (Adverb clause)

I know that he is the leader (Object)

Practice :Identify the subordinating clauses and its functions in the following

sentences :

1-The book which you lent me was interesting

2-How the prisoners escaped is a complete mystery

3-George said that he was pleased to welcome our Italian friends

4-I shall do the exercises as I have been taught

5-The news that we are having a holiday tomorrow is not true

6-He asked me why I had come there

7-As the car was so small he sold it

8-He kept on with his work until he had finished it

9-Stay where you are!

10-The idea that you can do this work without thinking is quite wrong

4-Complex, Compound, Compound-Complex :

main clause + subordinate clause (s ) -> complex

main clause + main clause -> compound

main clause + main clause + subordinate clause -> complex

compound-e g : I am teaching you English and you are listening to mcompound-e

The man said that he was tired

Do you understand that or is the point still not clear ? The boy who was attacked by the thieves closed the door and then he walked away

The thief ran away when he saw the policeman

They could not decide what to do so they asked for my advice

Practice test 1

I Identify phrases, clauses in the following sentences:

1-Suddenly the tornado hit the town, ripping roofs away from houses, wrenching trees from the ground

2-Anyone who likes rock music wants to hear it all day long

3-Even though I enjoy pastoral beauty, bugs scare me and flowers make me sneeze 4-We tried out our new speedboat when the sea was calm

5-An educated person is one who knows not only the extent of his knowledge but also its limits

6-It is difficult to estimate the impact of televised violence upon young children 7-Many parents are under the impression that education is to be got only in school 8-Before election, it is every politician’s opinion that taxes must be cut

9-The police were annoyed by the jeers of the crowd

10-She became interested in social work through her summer job in a camp for underprivileged children

II Underline the subordinating clause and denote its function:

1 -While I did well in class, I was a poor performer at games

2- A great storm had brought the sea right into the house, so that they had been forced to make their escape by a window at the back

3- Where the pink cliffs rose out of the ground there were often narrow tracks winding upwards

4- George said he was pleased to welcome our Italian friends

5- You can have this for what I paid for it

6-The news that we are having a holiday tomorrow is not true

7-The news that he told me was terrible

8- That it was done deliberately is quite clear

9-I know the reason why he was so angry

10-He is the kindest man I know

III Identify compound, complex, compound-complex sentences:

1-Teachers frown on the idea of cramming the night before an exam, but it’s better than flunking

2-One of the major objections to capital punishment is not that it is ineffective as a deterrent to crime but that it is so inconsistently administered

3-The argument for the legalization of marijuana rests on the contention that the drug is not addictive

4-The teacher told the class he was retiring that year, and there was a burst of applause

5- Although Elvis Presley’s heyday seemed to be over, his popularity underwent a revival

6-This summer I took a temporary job as a shop assistant in the dress department of

a large store, and it was an experience I shall never forget

7-The first customers of the morning were the ladies who had come up to town in order to spend the whole day at the shops

Practice Test 2

I Indicate phrases, clauses and their functions:

1 As the class ended, the teacher heaved a deep sigh of relief

2 Students are demanding a large role in school decision-making because, they claim, they are the school

3 Thinking is an activity that requires practice

4 It is sometimes difficult to draw the line between “literature” and “pornography”

; even legal definitions reflect that difficulty

5 The Titanic, once considered unsinkable, sank in a matter of hours

6 What one thinks at twenty seems naive at thirty

7 The police were annoyed by the jeers of the crowd

8 The students felt that the administration had been evasive

9 We tried out our speed boat when the sea was calm

10 She had the quality of innocence that the director had been looking for

II Identify compound, complex, compound-complex sentence:

1 The new politicians are those who substitute organization for charisma

2 What would you do if you found yourself in a bathing suit in a snowstorm?

3 An addict needs more and more heroin, and needs it all time

4 He tries to be a sophisticated man of the world, but he does not succeed

5 The day she developed laryngitis was the happiest day of her husband life

6 Thinking is an activity that requires practice

7 When the sky darkened, the wind blew and the leaves fell

8 Before election, it is every politician’s opinion that taxes must be cut down

9 Anyone who likes rock music wants to hear it all day long

III Correct the mistakes appeared in the following sentences :

1 After the government declared amnesty, hundreds of political prisoners come rushing out of jail

2 Even Republicans were moved when Lyndon Johnson bid the nation farewell

3 He was prejudice against farm life since he had lived all his life in the city

4 After the car collided, the injured were laying all over the highway

5 World peace will be assured when the leaders of all nations set down and talk to one another

6 The accident was not near as bad as it would have been of he had not been driving slow

7 It is Shakespeare, I believe, who said that a rose by any other name would smell

as sweetly

8 John is the taller of all three brothers

9 International relations may improve significant if unfriendly nations establish diplomatic relations

10 Many policemen feel badly over newspaper accounts of police brutality

He struck out with the bases loaded

He struck out with the bases loaded?

He struck out with the bases loaded!

II Internal punctuation

End punctuation indicates whether a writer wants you to read a whole sentence

as a question, an assertion, or an expression of emotion Internal punctuation

indicates the relations and relative importance of elements within the sentence Five punctuation marks are used for this purpose: commas, semicolons, colons, dashes, and parentheses The most important uses of these marks are indispensable

to clarity, and like the uses of end punctuation are repeated over and over again But a skillful use of internal punctuation serves not only basic clarity; it can also help writers communicate the precise shade of balance and emphasis they wish the reader to get

2.1 MAIN CLAUSES

Use a Comma to Separate Main Clauses Joined by a Coordinating

Conjunction (and, but, or, nor, for, yet, and so)

The patrol planes were delayed by a heavy rain, and they barely had enough fuel to get back to the carrier

The patrol planes were delayed by a heavy rain, but they succeeded in making safe landings on the earner deck

The patrol planes could land near the enemy lines, or they could risk night landings on the carrier deck

The return of the patrol planes must have been delayed, for they made night landings on the carrier deck

Exceptions:

1 In compound sentences, when one or both main clauses are very short you may omit the comma

Ask no questions and you'll be told no lies

The scene changes but the inspiration of men of good will persists

2 You may use a semicolon to separate main clauses joined by a coordinating conjunction, especially when you have already used commas within the clauses themselves

Babe Ruth, the greatest of home run hitters, was the most colorful figure in

baseball; but many people think Ty Cobb was a better player

The life of every man is a diary in which he means to write one story, and

writes another; and his humblest hour is when he compares the volume as it

is with what he vowed to make it (SIR JAMES BARRIE)

3 You may use a semicolon in place of a comma to separate long coordinated clauses or to indicate a stronger pause between clauses

We haven't all had the good fortune to be ladies; we haven't all been

generals, or poets, or statesmen; but when the toast works down to the babies, we stand on common ground (MARK TWAIN)

Use a Semicolon to Separate Main Clauses Not Joined by a Coordinating Conjunction

Children begin by loving their parents; as they grow older they judge them; sometimes they forgive them (OSCAR WIDE)

To educate a man is to educate an individual; to educate a woman is to educate a family

Exception: You may use a comma to separate very short main clauses not

joined by coordinating conjunctions

I stopped, I aimed, I fired

Use a Semicolon to Separate Main Clauses Joined by a Conjunctive

Americans spend millions of dollars for road building; our roads, however, are rapidly deteriorating

CONJUNCTIVE ADVERBS are different from SUBORDINATING

CONJUNCTIONS A conjunctive adverb is primarily a transitional word carrying the thought from one MAIN CLAUSE to the next Subordinating conjunctions introduce SUBORDINATE CLAUSES

This list, though incomplete, will aid you in distinguishing between the two:

Conjunctive Adverbs

however nevertheless moreover there fore consequently hence

indeed likewise furthermore namely still then

Subordinating Conjunctions

when although though since

if because

so that after

in order that while unless

2.2 SUBORDINATE PHRASES AND CLAUSES

Use a comma to separate introductory clause and phrases from a main

clause

When I saw the grizzly bear coming toward me, I raises the gun to my shoulder and took aim

As soon as he finished his dessert, he left

After his long exile to France during the Commonwealth, Charles II returned

to England in 1660

The comma is frequently omitted after very short introductory clauses or

phrases Note, however, that even when the introductory clause or phrase is very short, a comma will be necessary if its omission can cause misreading

Clear When he arrived she was taking the cat out of the piano Clear After his defeat he retired from public life

Confusing When he returned home was not what it used to be

Confusing After dark fireflies came in large numbers

Use a Comma to Set off a Beginning Participial Phrase Modifying the Subject or an Absolute Phrase before the Subject

Having been an arbitrator between labor and management for a decade, he felt confident in tackling one more labor dispute

Exhausted, the swimmer fell back into the pool

To be quite honest about it, that dog has been known to climb trees

Note: Do not confuse verbal modifiers with verbals used as subjects

Having been an arbitrator between labor and management for a decade made him feel confident in tackling one more labor dispute

III Items in a series

Use Commas to Separate Three or More Words, Phrases, or Clauses That Form a Coordinate Series

He talked fluently, wittily, and penetratingly 4

He is honest, he is courageous, and he is experienced

Informal practice permits the omission of the comma before the ‘and’, unless it

is required for clarity

I’ll have roast beef, potatoes and salad

A comma before the last item in a series, however, is sometimes necessary to prevent an illogical grouping

Our resort is equipped with comfortable cabins, a large lake with boating facilities, and a nine-hole golf course

I am interested in a modern, furnished apartment with two bedrooms,

kitchenette 5 , living room, bathroom with shower, and garage

If we omit the comma after facilities in the first sentence, the sentence seems

to suggest that the resort has a lake with a golf course in it If we omit it after the

shower in the second sentence, the writer seems to be expressing a wish for an

apartment with a garage in the bathroom

Use Commas to Separate Coordinate Adjectives In a Series; Do Not Use Commas to Separate Adjectives That Are Not Coordinate

Adjectives in a series are coordinate if each adjective modifies the noun

separately They are not coordinate if each adjective in the series modifies the total concept that follows it

Coordinate You are a greedy, thoughtless, insensitive prig6

Not coordinate The boys are planning an exciting holiday canoe trip

EXERCISES

I Quotation Marks: We usually put punctuation inside the quotation marks

Example: “Say something to me,” whispered Lola to Tony

Mark Twain once wrote, “The more I know about human being, the more o like my dog.”

“The only dumb question,” the instructor said, “is the one you don’t ask.”

YOU DO IT

Place quotation marks around the exact words of a speaker or writer in the

sentences that follow

1 The health-food store clerk said, Sucking on zinc lozenges can help you get over a cold

2 How are you doing in school? my uncle always asks me

3 Dave said, Let’s walk faster I think the game has already started

4 Mark Twain once said, The man who doesn’t read good books has no

advantage over the man who can’t

5 It’s extremely dangerous to mix alcohol and pill, Dr Wilson reminded us The combination could kill you

II Comma: It often signals a minor break, or pause, in a sentence It is used:

1 To separate item in a series

2 To set off introductory material

3 Before and after words the interrupt the flow of thought in a sentence

4 Before two complete thoughts connected by and, but, for, nor,

or, yet, so

5 To set off a direct quotation from the rest of a sentence

6 For certain everyday material

YOU DO IT

Put a comma where necessary

1 Superman believe in truth justice and you

2 Mary added white wine mushroom salt pepper and oregano to her spaghetti sauce

3 When the president entered the room became hushed

4 Feeling brave and silly at the same time Tony volunteered to go on stage and help the magician

5 At first putting extra hot pepper flakes on the pizza seemed like a good idea However I felt otherwise when flames seemed about to shoot out of my mouth

6 On Friday my day off I went to get a haircut

7 Mowing the grass especially when it is six inches high is my last favorite job

8 A jar of chicken noodle which was all there was in the refrigerator did not make a very satisfying meal

9 The oranges in the refrigerator were covered with blue mold and the

potatoes in the cupboard felt like sponges

10 The whole family searched the yard inch by inch but never found Mom’s missing wedding ring

11 All the slacks in the shop were on sale but not a single pair was my size

12 Tom came to the door and called out “Welcome to my house!”

13 The student behind me whispered “The skin”

14 I expect you to set a better example for the other Mike

15 Although that old man on the corner looks like a Skid Row bum he is said to have a Swiss bank account

III Colon: Use the colon at the end of a complete statement to introduce a list, a

long quotation, or an explanation

List: The following were my worst jobs: truck loader in an apple plant, assembler in

a battery factory, and attendant in a state mental hospital

Long quotation: Thoreau explains in Walden: ‘I went to the woods because I

wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.”

Explanation: There are two softball leagues: the fast-pith league and the low-pitch

league

YOU DO IT - Place colons where needed

1 Foods that are high in cholesterol include the following eggs, butter, milk, cheese, shrimp, and well-marbled meats

2 All the signs of the flu were present hot and cold spells, heavy drainage from the tissues, a bad cough, and an ache through the entire body

IV Semicolon: It is used to mark the break between two complete thoughts

YOU DO IT: Place semicolons where needed:

1 The special at the restaurant today are eggplant Parmesan, for $5.95 black beans and rice, for $4.95 and chicken potpie, for $6.95

The top of the hill offered an awesome view of the military cemetery thousands

of headstones were ranged in perfect rows

PART III:

COMMA SPLICE

The use of a comma between two main clauses without a coordinating conjunction results in the COMMA FAULT or COMMA SPLICE (A comma splice results when

a comma is mistakenly placed between two independent clauses that are not joined

by a coordinating conjunction (If the comma is omitted, the error is called a run-on sentence.)

The witness was unwilling to testify He was afraid of the accused man

The witness was unwilling to testify; he was afraid of the accused man

The witness was unwilling to testify, for he was afraid of the accused man Because he was afraid of the accused man, the witness was unwilling to testify

• Do not confuse comma splices with run-on sentences A run-on sentence is not spliced incorrectly, but it is strung together loosely and goes on too long to be easily read

How to find comma splices

Check all the commas in your sentences and read what comes before each one

Is it a complete sentence? Read what comes after the comma Is it a complete sentence? If neither is a complete sentence, you have written a fragment If both are complete sentences, you have written a comma splice

How to correct a comma splice once you've found it

There are several ways to do it Choose the one that sounds best in a particular instance

1 Replace the comma with a semicolon (Do not use a semicolon to separate

an independent clause from a dependent one.)

Incorrect: Many people write comma splices, it is not at all unusual to

encounter them in themes

7 Tĩnh, không chuyển động

Correct: Many people write comma splices; it is not at all unusual to

encounter them in themes

2 If the two parts of the sentence are fairly long or if one is of ordinary length and the other is long, write the sentence as two sentences

Incorrect: Today's college students seem very serious about their courses

and because of their seriousness, many people say they must be indifferent to politics, but I disagree

Correct: Today's college students seem very serious about their courses

Because of their seriousness, many people say they must be indifferent to politics, but I disagree

3 Insert a coordinating conjunction after the comma Use a comma and a

coordinating conjunction [FAN BOYS = for, and, nor, but, or, yet, so.] "Then"

is not a conjunction

Incorrect: I studied hard for that test, I got it back with an E on it

Correct: I studied hard for that test, but I got it back with an E on it

Incorrect: I went to the store, then I went home

Correct: I went to the store; then I went home

4 Make one of the clauses dependent (subordinate), and use a subordinating

conjunction such as after, although, because, before, if, since, though, unless, until, when, where, while

Incorrect: The witness was unwilling to testify, he was afraid of the accused man Correct: Because he was afraid of the accused man, the witness was unwilling to

testify

5 Reduce one of the independent clauses to a phrase or even a single word

Incorrect: Environments are not static states, they are constantly changing

and evolving

Correct: Environments, constantly changing and evolving, are not static states

• Do not allow a conjunctive adverb (words like accordingly, also, consequently, furthermore, instead, likewise, moreover, nevertheless, otherwise, then, thus) or a transitional phrase, (such as for example, in fact, on the other hand, that is) to

lead you into a comma splice When such words and phrases connect main clauses, they are always preceded by a semicolon

John must be sick; otherwise, he would be here

She disliked school; however, she studies everyday

He wanted a job; in fact, he needed a job very badly

-2 The cat jumped from step to step, it gracefully landed with each jump

-

-3 The professor stated that he especially favors personally connected papers, these papers reflect the most emotion

4 Anthony did not agree with the method he was taught, he found other means to solve the problem

-

-5 I learned the song on the piano, I chose to never play it

-

-6 Nicole chose what she thought were the best answers to the questions, her grade did not reflect these choices

-

-7 The correct format looked odd, Victoria chose not to complete the problem this way

-

-8 Michael sculpted the statue, he also painted the picture

-

-9 The Revolutionary War was a triumph, it was also a struggle

-

-10 Victoria managed the class, Julia coached the team

-

-11 Entrepreneurship is the study of small businesses, college students are

embracing it enthusiastically

8 Chỗ ngồi trên khác đài không có mái che

-12 My father is chairman of the Committee on Foreign Relations, he also heads the Warrant Commission

-

-13 All over the country, people sell products over the Internet, these people are making impressive profits

-

-14 One person had been exporting farm equipment, in fact he exports over 30,000 pieces of machinery a year

-

-15 After the sixth inning, I went home, my family stayed

-16 Formal courses at the graduate level are now being taken by many elderly citizens, some schools even offer them special programs

-

-17 While time often erases bad memories, my ex-girlfriend never forgets anything, she even remembers things that happened over five years ago

-

-Exercises 2

1 Which of the following is INCORRECT?

A In the beginning was the Word, and the Word was with God, and the Word was God

B In the beginning was the Word The Word was with God The Word was God

C In the beginning was the Word the word was with God the word was God

D In the beginning was the Word; the Word was with God, and the Word was God

E In the beginning was the Word, and the Word was with God: the Word was God

2 Which of the following is INCORRECT?

A Through Him all things were made; without Him nothing was made that has been made

B Through Him all things were made Without Him, nothing was made that has been made

C Through Him all things were made: Without Him nothing was made that has been made

D Through Him all things were made, and without Him nothing was made that has been made

E Through Him all things were made without Him nothing was made, that has been made

3 Which of the following is INCORRECT?

A In Him was life, the life was the light of people

B In Him was life The life was the light of people

C In Him was life, the light of people

D Lighting the way, in Him was life

E The life in Him was the light of the people

4 Which of the following is INCORRECT?

A The light shines in the darkness, but the darkness has not understood it

B The light shines in the darkness The darkness, however, has not understood

it

C Shining in the darkness, the light is not understood

D The darkness does not understand the light

E The light shines in the darkness has not understood it

5 Which of the following is INCORRECT?

A There came a man who was sent by God; his name was John

B There came a man who was sent by God His name was John

C There came a man named John who was sent by God

D There came a man who was sent by God, his name was John

E A man named John was sent by God

PART IV:

RUN-ON OR FUSED SENTENCES RUN-ON SENTENCES or fused sentences are terms describing two independent clauses which are joined together with no connecting word or punctuation to

separate the clauses

Incorrect They weren't dangerous criminals they were detectives in disguise

Correct They weren't dangerous criminals; they were detectives in disguise

Incorrect I didn't know which job I wanted I was too confused to decide

Correct I didn't know which job I wanted, so I was too confused to decide

In order to find run-on sentences, you need to be able to identify independent clauses An independent clause is a group of words with a subject and a predicate that could make sense on its own as a sentence

My cousin runs a mile to work every day

Checking for run-ons is easy, but it can take time Read each sentence individually, and count the number of independent clauses between each capital letter and period If you count more than one, you might have a run-on You can also read your work out loud and listen for sentences that contain more than one idea and no place to take a breath

Is the following sentence a run-on?

My cousin sprained9 his ankle last week he drove to work

If you can find run-ons, it is easy to fix them

It is important to realize that the length of a sentence really has nothing to do with whether a sentence is a run-on or not; being a run-on is a structural flaw that can plague even a very short sentence:

The sun is high, put on some sun-block

An extremely long sentence, on the other hand, might be a "run-off-at-the-mouth" sentence, but it can be otherwise sound, structurally

When two independent clauses are connected by only a comma, they constitute

a run-on sentence that is called a comma-splice The example just above (about the sunscreen) is a comma-splice When you use a comma to connect two

independent clauses, it must be accompanied by a little conjunction (and, but, for, nor, yet, or, so)

The sun is high, so put on some sunscreen

Run-on sentences happen typically under the following circumstances:

9 Bong gaân

When an independent clause gives an order or directive based on what was said

in the prior independent clause

This next chapter has a lot of difficult information in it, you should start studying right away

(We could put a period where that comma is and start a new sentence A semicolon might also work there.)

When two independent clauses are connected by a transitional expression

(conjunctive adverb) such as however, moreover, nevertheless

Mr Nguyen has sent his four children to ivy-league colleges, however, he has sacrificed his health working day and night in that dusty bakery

(Again, where that first comma appears, we could have used either a period - and started a new sentence - or a semicolon.)

When the second of two independent clauses contains a pronoun that connects it

to the first independent clause

This computer doesn't make sense to me, it came without a manual

(Although these two clauses are quite brief, and the ideas are closely related, this is

a run-on sentence We need a period where that comma now stands.)

Most of those computers in the Learning Assistance Center are broken already, this proves my point about American computer manufacturers

Again, two nicely related clauses, incorrectly connected — a run-on Use a period

to cure this sentence

EXERCISES

Exercises 1

1 Judy leads a charmed life she never seems to have a serious accident -

2 The airport is about to shut down because of the snow and if the plane doesn't land soon it will have to go on to Boston

-

-3 The show begins at 7:30 make sure you're there before 7:15

-Marcellino always knew his way around the woods this is something

-he could always depend on

-

-4 Having prepared himself well for the real exams and having exhausted everyone in the family with his requests that someone help him with the true-and-false drills, Jeffrey, who had never been a particularly good student

in high school, knew he was ready to take on the greatest challenge of his life

-

-5 Throughout history money and religion were closely linked there was little distinction between government and religion

-

-6 The head of state and the religious leader were often the same person all power rested in one ruler

-

-7 These powerful leaders decided what objects would serve as money their backing encouraged public faith in the money

8 Coins were minted of precious metals the religious overtones of money were then strengthened

-

-9 People already believed the precious metals to be divine so their use in money intensified its allure

-

-Exercises 2

After each sentence, select the option which best describes that sentence The first option will always be that the sentence is fine Other options will not only define the structural flaw but suggest a way of fixing it Choose the option with the best remedy

1 Although he had been an often decorated soldier during World War II and had fought many battles for the losing cause of liberalism in Congress

A There is nothing wrong with the structure of this sentence

B Run-on: put a comma after World War II

C Run-on: put a semicolon after World War II

D Fragment: put a comma after Congress and finish the sentence

2 This is going to be the most difficult exam of your college career, you had better start studying for it immediately

D There is nothing wrong with the structure of this sentence

E Fragment: put a comma after immediately and finish the sentence

F Run-on: replace that comma with a semicolon

3 Knowing better than anyone else how the state legislature had ignored the needs

of the community college system and created a crisis characterized by an

uneducated workforce that had no place to go for proper training and realizing that someone had to do something about the situation or the state would begin to lose jobs to states in the American south that were more aggressive in providing and publicizing excellence in education, Representative Fuentes began to lay plans for

an education bill that took into consideration the needs of the state's community colleges and the students who attended them

A There is nothing wrong with the structure of this sentence

B This sentence is too long; it must be a run-on

C Even though this sentence is very long, it is actually a fragment

4 Coach Espinoza really wants this job with Notre Dame University, she is very excited about returning to the college she graduated from

A There is nothing wrong with the structure of this sentence

B Fragment: put a comma after from and finish the sentence

C Run-on: change that comma to a period and start a new sentence

5 Right after the Christmas holidays and during those three weeks before class begins in January

A There is nothing wrong with the structure of this sentence

B Fragment: put a comma after January and finish the sentence

C Run-on: put a comma after holidays

6 She ran

A There is nothing wrong with the structure of this sentence

B Fragment: the sentence is too short and needs more details to be a complete thought

7 Perplexed by the rising rates of inflation and alarmed by the decline in major construction projects

A There is nothing wrong with the structure of this sentence

B Run-on: put a comma after inflation

C Fragment: put a comma after projects and finish the sentence

8 Anabel realizes what she is doing, I think, but she doing it anyway

A There is nothing wrong with the structure of this sentence

B Fragment: we're missing part of a verb

C Run-on: change the comma after doing to a semicolon

9 Professor Pepin spends a lot of time translating medieval texts on ancient

medicine, however, he also stays informed about the latest developments in modern asthma10 treatments

A There is nothing wrong with the structure of this sentence

B Fragment: although this is a long sentence, it's missing part of a verb

C Run-on: remove the verb from the second independent clause

D Run-on: change the comma after medicine to a semicolon

10 If we're ever going to get out of here in time, we're going to have to re-write all these papers, set up the desks, and clean the chalkboards; stack those books in the corner and clean up the mess around the wastebasket; notify security about the broken window, the thermostat11 that Raoul messed up, and the desk that was stolen before we even got here

A There is nothing wrong with the structure of this sentence

B Run-on: the sentence should be broken into three smaller sentences

10 Bệnh hen suyễn

11 Bộ ổn nhiệt

C Fragment: although the sentence is very long, it's missing a verb string

D Run-on: change those two semicolons to commas

PART V:

SENTENCE FRAGMENT Definition

A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself It does not contain even one independent clause There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought

It may locate something in time and place with a prepositional

phrase or a series of such phrases, but it's still lacking a proper

subject-verb relationship within an independent clause:

In Japan, during the last war and just before the armistice 12

This sentence accomplishes a great deal in terms of placing the reader in

time and place, but there is no subject, no verb

It describes something, but there is no subject-verb relationship

– missing subject

WORKING FAR INTO THE NIGHT IN AN EFFORT TO SALVAGE 13 HER LITTLE BOAT

This is a verbal phrase that wants to modify something, the real subject

of the sentence (about to come up), probably the she who was working so

hard

Fragment

He was just too eager And called me about 18 times

"And called me about 18 times" is a fragment since it has no subject

Revised

He was just too eager And he called me about 18 times

The addition of the subject "he" turns the fragment into a sentence (A sentence can begin with a coordinating conjunction, but there still must be a subject.)

It may have most of the makings of a sentence but still be missing an important part of a verb string – missing verb

12 Ngày đình chiến 11/11 (World War II)

13 Cứu hộ

Some of the students working in Professor Espinoza's laboratory last

semester

Remember that an -ing verb form without an auxiliary form to

accompany it can never be a verb

A sentence must contain a finite verb A non-finite verb, or verbal, does not refer to

a definite or limited action or condition Therefore, a verbal cannot be used as the verb element in a sentence

It may even have a subject-verb relationship, but it has been

subordinated to another idea by a dependent word and so cannot stand by itself – missing main clause

Even though he had the better arguments and was by far the more powerful speaker

This sentence fragment has a subject, he, and two verbs, had and was,

but it cannot stand by itself because of the dependent word (subordinating

conjunction) even though We need an independent clause to follow up this

dependent clause: the more powerful speaker, he lost the case because he

didn't understand the jury

Fragment

I ate the whole pie Because I felt like it

This is a subordinate clause since it is introduced by the subordinating

conjunction "because." The clause is a fragment because it is not attached to an independent or main clause

or

I ate the whole pie because I felt like it

The clause "because I felt like it" needs another clause to depend on in order to form a complete sentence

EXERCISES

Sentence Fragment Exercises # 1

Underline the dependent-word fragment (or fragments) in each selection Then correct each fragment by attaching it to the sentence that comes before or the sentence that comes after - whichever sounds more natural Put a comma after the dependent-word group if it starts the sentence

1 When the waitress coughed in his food Frank lost his appetite He didn't even take home a doggy bag

-

-2 My little brother had chicken pox this summer He was very upset Because

he didn't get to miss any school

-

-3 Tony doesn't like going to the ballpark If he misses an exciting play There's

no instant replay

4 After the mail carrier comes I run to our mailbox I love to get mail Even if

it is only junk mail

-

-5 Even though she can't read My little daughter likes to go to the library She chooses books with pretty covers While I look at the latest magazines -

Underline the -ing or to fragment in each selection Then rewrite each selection correctly

1 Some workers dug up the street near our house Causing frequent vibrations inside By evening, all the pictures on our walls were crooked

-

-2 I had heard about the surprise party for me I therefore walked slowly into the darkened living room Preparing to look shocked

-

-3 Jen's stomach grumbled all morning The reason being that she skipped breakfast to get to the bus on time

-

-4 As I was dreaming of a sunny day at the beach, the alarm clock rang

Wanting to finish the dream I pushed the snooze button

-5 To get back my term paper I went to see my English instructor from last semester I also wanted some career advice

-

-Sentence Fragment Exercises # 2

The sentences below appeared in papers written by students Act as their editor, marking a C if the sentences in the group are all complete and an F if any of the sentences in the group is a fragment Could you tell these writers why the fragments are incomplete sentences?

1 Then I attended Morris Junior High A junior high that was a bad

experience

-

2 The scene was filled with beauty Such as the sun sending its brilliant rays

to the earth and the leaves of various shades of red, yellow, and brown moving slowly in the wind

-

3 He talked for fifty minutes without taking his eyes off his notes Like other teachers in that department, he did not encourage students' questions

-

4 Within each group, a wide range of features to choose from It was difficult

to distinguish between them

-

5 A few of the less serious fellows would go into a bar for a steak dinner and

a few glasses of beer After this meal, they were ready for anything

6 It can be really embarrassing to be so emotional Especially when you are

on your first date, you feel that you should be in control

-

7 The magazine has a reputation for a sophisticated, prestigious15, and elite group of readers Although that is a value judgment and in circumstances not a true premise

-

8 In the seventh grade every young boy goes out for football To prove to himself and his parents that he is a man

-

9 She opened the door and let us into her home Not realizing at the time that

we would never enter that door in her home again

-

10 As Christmas grows near, I find myself looking back into my childhood days at fun-filled times of snowball fights To think about this makes me happy

- -

11 Making up his mind quickly Jim ordered two dozen red roses for his wife Hoping she would accept his apology

- -

12 They were all having a good time Until one of Joe's oldest and best friends had a little too much to drink

15 The small, one-story houses are all the same size and style With no

difference except the color

15 Có uy tín, có thanh thế

16 Being a friend of mine like he was when we first joined the soccer team Together we learned a lot

-

17 Although clutch sizes vary with feeding in other species of birds

-

Sentence Fragment Exercises # 3

Fragment does not necessarily mean "too short." The term refers to a situation where there is no independent clause in a sentence

Turn the following fragments into complete sentences by adding an

-6 Martina, thinking that Natalie was late and afraid that she would miss the

opening of the show, too