LECTURE V DEALING WITH SENTENCE (PART 1)

1. EXERCISES ON SENTENCE PATTERNS       

2. COMPLEX. SIMPLE. COMPLEX     

3. REGISTER

4. USING RELATIVE PRONOUNS TO FORM COMPLEX SENTENCE

 

1. EXERCISES ON SENTENCE PATTERNS*

 

I. SIMPLE SENTENCES

Listed below are the simple sentence patterns in review:

Pattern 1 (Noun + Verb): The man teaches.

Pattern 2 (Noun + Verb + Adverb or Prepositional Phrase): My brother works in a factory.

Pattern 3 (Noun + Verb + Noun): That Professor teaches English.

Pattern 4 (Noun + Verb + Noun + Noun): The man teaches the boys English.

Pattern 5 (Noun + Verb + Noun + Adjective or Noun): That man called the teacher a genius.

Pattern 6 (Noun + LV (linking verb) + Noun): The man is a teacher.

Pattern 7 (Noun + LV + Adjective, Adverb or Preposi­tional Phrase): That man is intelligent.

Pattern 8 (There + LV + Noun + Adverb or Prepositional Phrase): There is a teacher in the classroom.

Pattern 9 (It + LV + Adjective, Adverb, Noun, or Preposi­tional Phrase): It is morning.

 

Exercise:

Analyze each of the following sentences. Identify each one by its sentence pattern number. List the sentence elements that make up the pattern. Underline and identify the subjects, predicates and complements you find in the sentences. Look out for compound subjects and compound predicates.

Example: Perhaps you wear a watch.

                      (Pattern 3. Noun + Verb + Noun)

(1) There was always a great need to tell the time.

(2) It was important.

(3) Early man used the sun and marked shadows of trees.

(4) Perhaps the shadow was short. Noon was near.

(5) Such clocks were satisfactory for a number of years.

(6) Then some clever person gave us the sundial.

(7) A sundial works fine on sunny days. But some days are dark and cloudy.

(8) Another inventor developed the water clock.

(9) In it, water ran from one vessel to another.

(10) The amount of water indicated the time.

(11) A modern hourglass is similar to the old water clock.

(12) Sand instead of water flows through an hourglass. But the principle is the same.

(13) Alfred the Great of England invented another method.

(14) Alfred's method was a candle with markings on it.

(15) The candle burned. Its markings indicated the time.

(16) In the fourteenth century, a German invented a clock.

(17) It contained many of the parts of a modern clock.

(18) Historians should consider that Germen were one of the greatest contributors to our civilization.

(19) He made possible our watches of today.

(20) We owe him recognition.

II. EXPANDED SIMPLE SENTENCES

Below is a review of the Expanded Simple Sentence Pat­terns:*

 

Pattern l (Noun + Verb )

         (Subject + Verb)

Example: The man teaches.

The tall man over there usually teaches every day at my school.

Pattern 2 (Noun + Verb + Adverb/Prepositional Phrase)

                    (Subj. + Verb + Complement)

Example: My brother works in a factory

My hopelessly lazy brother grudgingly works in a modern, well-designed, and well-managed shoe factory.

Pattern 3 (Noun + Verb + Noun)

(Subj. + Verb + DO [Direct Object])

Example: That professor teaches English.

That famous British professor brilliantly taught Shakespearean English last term.

Pattern 4 (Noun + Verb + Noun + Noun )

(Subj. + Verb + 10 (indirect object) + DO)

Example: That man teaches the boys English.

Year after year, a quiet, patient American man dutifully teaches my boys very useful English.

     Pattern 5 (Noun + Verb + Noun/Adjective)

(Subj. + Verb + Object + Object Complement)

Example: That man called the teacher a genius.

An unbelievably ignorant man just called our teacher a true genius!

Pattern 6 (Noun + LV (linking verb) + Noun)

(Subject + LV + Complement)

Example: The man is a teacher.

The talkative man in the corridor is a wellknown geography teacher.

 

Pattern 7 (Noun + LV + Adjective/Adverb/Prepositional Phrase)

               (Subj. + LV + Complement)

Example: That man is intelligent.

All bald-headed men are always very intelligent.

Pattern 8 (There + LV + Noun + Adverb/Prepositional Phrase)

           (There + LV + Subject + Complement)

Example: There is a teacher in the classroom.

There is an angry teacher in the noisy classroom.

Pattern 9 (It + LV + Complement)

(It + LV + Adjective/Adverb/Prepositional Phrase)

Example: It is morning.

It is a cold, rainy morning in March.

Exercise:

Text A:

I walk to work. I take my lunch and a thermos of coffee. I walk through the streets enjoying the air and the sights and sounds. The city is waking up. A boy is setting up his shoe-shine stand. A man is delivering lettuce to a grocery store. I see a friend. He is waiting for a taxi. I stop for a chat. Then I go on. I walk to work. I do not take taxis. Walking makes me happy. It keeps me healthy.

Below is an expanded version of the preceding paragraph. Tense, number, and one verb have been changed, and modifi­ers have been added. The subject has also been changed.

Text A’:

John walked to work. He took a thermos of hot coffee and a delicious lunch in a paper bag. He walked slowly, enjoying the cool, early-morning air and the sights and sounds of the streets. The big, noisy, turbulent city was rapidly waking up. An energetic little boy was setting up his battered shoe-shine stand in front of a hotel entrance. A delivery man dressed in a white uniform was busily slapping down cartons of lettuce on the sidewalk in front of a gro­cery store. John saw a friend waiting for a taxi. He stopped briefly for a short chat. John usually walked to work. He almost never took taxis. Walking made him happy. It also kept him healthy.

 

Text B:

It is summer. The days are long and hot. Children are out of school. They do not go to scout meetings or to music les­sons. They swim and read. They telephone their friends. They play tennis. Whole families go on vacation. There is fun in winter also. But there is more work. Teachers give their stu­dents long assignments. Parents keep busy. There is little time for play. Everyone takes a rest in summer. Summer gives the family change and relaxation. It makes everyone happy.

Rewrite Text B. Change the verb tenses for variety. Change the subject, if possible. Expand each subject and predicate by the use of as many modifiers as possible without distorting natural word order. Do not combine sentences.

III. COMPOUND SENTENCES*

Exercises:

A.

Underline the coordinate conjunctions* in the following paragraph. Identify the sentences or the sentence parts that are joined by the conjunctions.

 

John is sixteen years old, and he is a junior in high school. He is interested in physics and in baseball. He is a good stu­dent, but he finds time to go to the teen club on Friday nights and to keep up with the latest popular songs. He has never seen many of the things his parents grew up with. He has no idea how butter is made nor what veal is. Vegetables and fruits are brought home from the supermarket in bags and packages; he wouldn't know the difference between a potato plant and a plum tree. His parents are always a little shocked to realize these facts. They know he has not lived through a Great De­pression or a World War, but they usually expect him to un­derstand and adopt their attitudes and values. They are some­times surprised by his failure to do so, and they have to try very hard to see the world through his eyes.

 

В.

Underline the correlative conjunctions* (either or; nei­ther nor; not only, but also; both, and) in the following paragraph. Identify the sentences or the sentence parts that are joined by the conjuctions.

 

Thirty years ago people knew about neither spaceships nor astronauts. They were fascinated with a machine called the automobile, and they were nervous about flying in airplanes. Gradually both automobiles and airplanes became common­place. The coming of jets caused a small sensation, but soon people were used to them, too. Today, we are accustomed, not only to satellites being launched from the earth and put into orbit, but also to having men spend several days in space. We now expect man to go to the moon. Parents of the past wooried about airplanes. Parents of today may either have to accept space travel for their children or make themselves and their children unhappy.

C.

Underline the sentence connectors* in the following para­graph. Identify the sentences that are joined by the connec­tors.

Tonight we saw a light moving quickly across the sky. It looked like a star; however it was moving much too fast for a star. It left no trail of fire behind it; therefore, it could not be a comet or a meteor. It was too fat and too high to be an airplane; besides, there was only one speck of light, and it was steady and unblinking. We thought it might be an orbiting satellite, yet there was no space flight in the news. Maybe the morning papers would clear up the mystery; meanwhile, the light disappeared from sight in the distance. On the opposite side of the sky, we discovered a beautiful, brilliantly orange moon, partly hidden by the trees. It looked familiar and reas­suring; the smile on its face, however, was as inscrutable as ever.

 

D.

Rewrite the following paragraph. Provide the missing words and combine each set into one sentence, watching the sense of the story to produce a logical paragraph. You will have to change the word order to question word-order (i.e., by putting the verb, or the helping verb, before the subject) in some sentences (nos. 4, and 6).

(1) (but) A beekeeper brought twenty ferocious African queen bees to South America. He made a terrible mistake.

(2) (and) He thought they would mix with his tame bees. A better breed would be produced.

(3) (either ... or) They killed the tame bees. The result of their interbreeding produced killer bees.

(4) (neither ... nor) The bees could (not) be handled safely. Their honey could (not) be harvested.

(5) (for) They ran wild and increased in number. They were dangerous to control.

(6) (not only ... but also) These bees invaded the cities. They stung anything they could find when attempts were made to kill them.

(7) (both... and, so, or) Animals were killed by them. People were killed by them. They all had to be destroyed somehow. The cities would not safe.

(8) (for, and, but) The price of honey rose 400%. It was difficult to extract. Entomologists were faced with a serious problem. They eventually found means of solving it.

 

IV. COMPLEX SENTENCES*

 

Exercises:

1. Do the following exercises for practice in identifying noun clauses.

A.Underline the noun clauses in the following sentences.

Tell the function of each noun clause, whether it is used as subject, direct object, indirect object, object  of preposi­tion, appositive, or subject complement.

Examples:

Why a good vocabulary is important is obvious. (Sub­ject) The reason is that words carry thought. (Subject complement.)

One should learn how words are built. (Direct Object)

Skills give whoever masters them help. (Indirect Object)

A search for whatever clues are given may unlock a defi­nition. (Object of a preposition)

The fact that strange words slow our reading is evident. (Appositive)

 

(2) Those businessmen are interested in facts.

(3) Companies are requiring that their chief officers take special courses.

(4) They give whoever needs help free courses.

(5) The reason is that good readers help a company.

(6) The fact that skills can be learned rapidly encourages us.

B. Combine the sentences in each group below to form one sentence containing a noun clause. Write the resulting ten sentences as a paragraph.

(1) Poetry is difficult for some readers. It is a fact.

(2) They forget this. Poetry is natural for children.

(3) Most poetry must be read slowly. This is true.

(4) One reason is this. A few words suggest big ideas.

(5) Words are placed in unusual order. That is another reason.

(6) This fact is obvious. Poets use words figuratively.

(7) Who has an imagination? Poets give word pictures. (who­ever)

(8) One must think about this. What do the words suggest?

(9) Does poetry give rewards? Who reads it? (whoever)

(10) We know this. It contains many of man's noblest thoughts.

2. Combine the pairs of sentences below, using adjective clauses.

(1) Johnny had the right idea. You have just heard about him.

(2) An African elephant will measure over eleven feet high. It is full grown.

(3) P.T. Barnum was a great shownam. His circus elephant became world famous.

(4) The elephant was over ten feet high. Barnum owned it.

(5) The weight was twelve thousand pounds. It was normal.

(6) An elephant's trunk weighs three hundred pounds. It is about six feet long.

(7) We have to admire little Johnny. He answered so wisely.

(8) The elephants could not be lost. He had seen them.

3. Practice identifying adverbial clauses. Underline the ad­verbial clauses in these sentences. Tell which word in the sen­tence is modified by the clause.

(1) Many pioneers struggled as many other heroes have struggled.

(2) Danger lurked wherever they looked.

(3) If Indians attacked, everyone fought.

(4) When sickness came, families cooperated.

(5) Although hardships increased, people continued.

(6) Pioneers struggled because dreams survived.

(7) As time passed, life improved.

4. Rewrite the following pairs of sentences to make one complex sentence. Use adverb clauses.

 

(1) John wondered ________.

(2) Mary told me _______.

(3) Jane said _______.

(4) The strangers inquired about _______.

(5) The teacher didn't explain _______.

(6) _____ is certain.

(7) Please ask Mr. Jones _______.

(8) We must remember _______.

(9) We must nevet forget _______.

(10) We argued about _______.

(11) I cannot agree with ______.

(12) Ted wants to do ______.

(13) Carl's mother wants to know _______.

(14) ______ should not be tolerated.

(15) Please give James Lee _______.

(16) The fact is ______.

(17) We asked the teacher _______.

(18) Believing _______, I will vote for him.

(19) Martha doesn't believe _____.

(20) It has been proved _______.

(21) Knowing ______, Mrs. Kelly will arrive early.

(22) The company will give ______ a prize.

(23) _______ was very amusing.

(24) ______ is a secret.

(25) Considering ____, I think I would like to know her.

6. Combine the following pairs of sentences. You may use coordinating conjunctions to make them compound, or rela­tive pronouns or subordinating conjunctions to make them complex. Rewrite the sentences to form a paragraph.

(1) Giraffes are curious creatures. Everyone finds them fas­cinating.

(2) Their coloring is interesting. Their long necks amaze us.

(3) They enjoy life. They have interesting experiences.

(4) The giraffe's neck is a watchtower. The animal's fine vision and sense of smell constitute additional protection.

(5) Curiosity and poor judgment lead the giraffe into dan­gerous situations. Often they result in its death.

(6) These animals stand beside a tree. They eat the top leaves.

(7) Their eating manners are excellent. They drink in an awkward fashion.

(8) Their long legs and neck present a problem. The ani­mals have learned a good method.

(9) They stretch their legs far apart. They lower their heads.

(10) The giraffe is fortunate. This strange animal can go without water for several days.

(11) It must feel safe at a water hole. Sometimes the giraffe will remain thirsty.

(12) With its head down to drink, it cannot see. This may be very dangerous.

 

2. COMPLEX. SIMPLE. COMPLEX *

Exercise:

Rewrite each of the complex sentences in Text A below as a series of simple sentences, each making a single point.

Combine the important ideas in your set of simple sen­tences into a single complex sentence of no more than 30 words.

Text A:

[1] Ever since the telly(l) came to claim pride of place in every parlour, prophets of doom have described the corruption of the soul and emasculation(2) of the mind bound to result from exposure to the sights and sounds churned out by the networks.

[2] Youth has been named as the prime victim of the persuaders, although I for one, far from fearing for the mental welfare of the modern young, envy them their painless access to vivid information about the world in which they are growing up.

[3] I suspect that television, by preparing young minds for the vagaries(3) of mankind, has made the business of cutting apron strings and launching into independence far less trau­matic than it was when I was a girl.

(1) telly -television (British English: informal).

(2) emasculation — the process of weakening something: depriving it of its strength and effectiveness.

(3) vagaries — wild or unexpected ideas or actions.

 

3. REGISTER

By «register» we mean the words, style and grammar used by writers (and speakers) in a particular condition. Official docu­ments, for example, are written in a formal register (i.e., an elevated style). So are academic articles. A personal note to a friend is usually written in an informal register (i.e., a colloquial style, suitable for ordinary, or familiar communication: e.g., «You're nuts» is the colloquial equivalent of «You are insane»).

Members of certain professional groups tend to communi­cate with each other in a jargon (i.e., a language including words and expressions known mainly or exclusively to fellow members of their profession). Other groups of people differen­tiate between themselves and others by creating their own slang or argot (a style of expressing themselves and a vocabulary peculiar to members of a particular group: e.g., the slang of teenagers, or the argot of criminals).

Writers of popular articles often use a mixed register -i.e., they use both formal and informal language in order to make their writing more lively and/or amusing.

3.1 Reread Text A in Unit 2 above. Consider especially the underlined words and phrases.

A.    How would you describe the register of Text A?

B.     What type of article do you think this excerpt (Text A) was taken from? (Could it be part of: a literary essay? a chapter of a textbook? a popular essay written by a newspa­per columnist?

        C. Read Carr's «What is a Historical Fact?» in Part IV.

In what register was that essay written? Where was it pub­lished? Is Carr a «popular» writer? Why do you imagine he might have chosen to write in the style that he did?

 

4. USING RELATIVE PRONOUNS TO FORM COMPLEX SENTENCE *

 

4.1 Combine the following sets of simple sentences to form complex sentences, substituting the relative pronouns «who», «which», «that», or «whose» for the repeated nouns and noun phrases.

1. a. There are certain historians.

b. The historians have been arguing against Carr's ideas.

c. The ideas have not been accepted by many of his colleagues.

2. a. There are certain historians.

b. The historians have been arguing against Carr.

c. Carr's ideas have not been accepted by many of his colleagues.

3. a. In the past few years we have seen the publishers of a book/ acquitted by the high court.

b. The book was considered unpublishable 30 years ago on moral grounds.

c. The fact (of the publisher's having been acquitted) can only be attributed to a sharp change in public opinion.