Sentences
There are five types of sentences:
1) Minor: a complete and meaningful statement that doesn't have a subject and verb combination
e.g. Be quiet. Goodbye. Sounds good.
2) Simple: the sentence has a subject and a verb
e.g. The snow falls. A dog barks. I am tired.
3) Compound: two independent clauses (bascially two simple sentences) are linked using a coordinating conjunction
e.g. I went to Al Ain and I went to Dubai. [and = a coordinating conjunction]
4) Complex: a main clause and a subordinate clause (bascially a simple sentence and a piece of information that you don't really need to understand) are linked together using a subordinating conjunction
e.g. The workers left the building when they heard the noise. [when = a subordinating conjunction]
5) Compound-complex: a compound sentence connected to a complex sentence
e.g. Some of the children went home early but the others remained because they had no transport.
[but = coordinating / because = subordinating]
- The length and complexity of a sentence can tell you about the target audience (the people the writing is intended for).
- A children's book will be created from minor and simple sentences.
- Newspapers might run the same news article but it will be written in different ways depending on the interlectual status of the newspaper.
- Broadsheet (a serious newspaper e.g. The Guardian) example: This is a serious ethical issue since it questions the very nature of what it is to be human. (Complex sentence)
- Tabloid (Ahlan magazine) example: Mad scientists are on the verge of creating monsters. (Simple sentence)
- A broadsheet newspaper is read by professionals with degrees and so the sentences are more complex.
- A tabloid newspaper is read by people who are 'less intelligent' and will include showbiz sections with less complicated sentences.
- Writers can create different moods and tones depending on which type of sentence they use.
- Minor / simple sentences: emotive and subjective tones
- Complex / compound-complex sentences: measured and serious tones.
1) Minor: a complete and meaningful statement that doesn't have a subject and verb combination
e.g. Be quiet. Goodbye. Sounds good.
2) Simple: the sentence has a subject and a verb
e.g. The snow falls. A dog barks. I am tired.
3) Compound: two independent clauses (bascially two simple sentences) are linked using a coordinating conjunction
e.g. I went to Al Ain and I went to Dubai. [and = a coordinating conjunction]
4) Complex: a main clause and a subordinate clause (bascially a simple sentence and a piece of information that you don't really need to understand) are linked together using a subordinating conjunction
e.g. The workers left the building when they heard the noise. [when = a subordinating conjunction]
5) Compound-complex: a compound sentence connected to a complex sentence
e.g. Some of the children went home early but the others remained because they had no transport.
[but = coordinating / because = subordinating]
- The length and complexity of a sentence can tell you about the target audience (the people the writing is intended for).
- A children's book will be created from minor and simple sentences.
- Newspapers might run the same news article but it will be written in different ways depending on the interlectual status of the newspaper.
- Broadsheet (a serious newspaper e.g. The Guardian) example: This is a serious ethical issue since it questions the very nature of what it is to be human. (Complex sentence)
- Tabloid (Ahlan magazine) example: Mad scientists are on the verge of creating monsters. (Simple sentence)
- A broadsheet newspaper is read by professionals with degrees and so the sentences are more complex.
- A tabloid newspaper is read by people who are 'less intelligent' and will include showbiz sections with less complicated sentences.
- Writers can create different moods and tones depending on which type of sentence they use.
- Minor / simple sentences: emotive and subjective tones
- Complex / compound-complex sentences: measured and serious tones.
simple_compound_and_complex_sentences_in.ppt | |
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compund_complex_sentences.doc | |
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simple_compound_and_complex_sentences_level_1.pdf | |
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sentence_structure.ppt | |
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types_of_sentences.ppt | |
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http://www.eslbee.com/sentences.htm
http://www.bbc.co.uk/schools/ks3bitesize/english/reading/sentences/revise1.shtml
http://www.proprofs.com/quiz-school/story.php?title=sentence-structure-simple-compound-complex-compoundcomplex-sentences
http://www.bbc.co.uk/schools/ks3bitesize/english/reading/sentences/revise1.shtml
http://www.proprofs.com/quiz-school/story.php?title=sentence-structure-simple-compound-complex-compoundcomplex-sentences
There are four different ways to classify a sentence:
1) Declarative: statements which give information
e.g. I like cheese. This summer was the hottest on record.
2) Imperatives: sentences which give orders, instructions, advice and directions
e.g. Answer one question from each sentence. Go left, and it's first on your right.
3) Interrogatives: sentences which ask questions
e.g. Are you ok? It's cold, isn't it? Where are you going?
4) Exclamatives: these sentences have an expressive fuction and end with an exclamation mark
e.g. I will not do this anymore! That was great!
1) Declarative: statements which give information
e.g. I like cheese. This summer was the hottest on record.
2) Imperatives: sentences which give orders, instructions, advice and directions
e.g. Answer one question from each sentence. Go left, and it's first on your right.
3) Interrogatives: sentences which ask questions
e.g. Are you ok? It's cold, isn't it? Where are you going?
4) Exclamatives: these sentences have an expressive fuction and end with an exclamation mark
e.g. I will not do this anymore! That was great!
sentencekinds_for_writing.ppt | |
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kinds_of_sentences_flash_cards.ppt | |
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File Type: | ppt |
http://www.slideshare.net/schmeggo/four-types-of-sentences
http://www.dowlingcentral.com/MrsD/area/grammar/Rules/Fourkindsofsentences.html
http://www.pb5th.com/test/writing/4sent_pot.html
http://www.studyzone.org/testprep/ela4/o/typesofsentencesl.cfm
http://www.dowlingcentral.com/MrsD/area/grammar/Rules/Fourkindsofsentences.html
http://www.pb5th.com/test/writing/4sent_pot.html
http://www.studyzone.org/testprep/ela4/o/typesofsentencesl.cfm
Determiners
There are several determiners, which all go before a noun and show what it's referring to.
1) Definite article: the
2) Indefinite article: a
3) Numerals: cardinal numbers - one, two, three / ordinal numbers - first, second, third
4) Possessive determiners: my, you, his, her, its, our, their
5) Quantifiers: few, many, enough, several
6) Demonstrative adjectives: this, that, those, these
1) Definite article: the
2) Indefinite article: a
3) Numerals: cardinal numbers - one, two, three / ordinal numbers - first, second, third
4) Possessive determiners: my, you, his, her, its, our, their
5) Quantifiers: few, many, enough, several
6) Demonstrative adjectives: this, that, those, these
Prepositions
Prepositions show the relationship between things in terms of space, time or direction.
1) Spatial: The books are underneath the bed.
2) Time: She left before the end.
3) Directional: He moved towards the door.
1) Spatial: The books are underneath the bed.
2) Time: She left before the end.
3) Directional: He moved towards the door.
Conjunctions
These are an important cohesive device - they help a discourse to flow smoothly.
1) Coordinating conjunctions
- They connect single words or phrases that have equal status.
e.g. A white shirt and a pink shirt.
1) Coordinating conjunctions
- They connect single words or phrases that have equal status.
e.g. A white shirt and a pink shirt.
2) Subordinating conjunctions:
- They link a main clause to one that's less important to the subject of the sentence.
e.g. Some people find Math really difficult, whereas others find it easy (The most important point of the sentence is that Maths is difficult).
- They link a main clause to one that's less important to the subject of the sentence.
e.g. Some people find Math really difficult, whereas others find it easy (The most important point of the sentence is that Maths is difficult).
subordinating-conjunctions.pdf | |
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Pronouns
Interrogative pronouns: These are used to ask questions (which, what, who, whose)
e.g. Who are you looking for? What are you going to do?
http://www.englishclub.com/grammar/pronouns-interrogative.htm
e.g. Who are you looking for? What are you going to do?
http://www.englishclub.com/grammar/pronouns-interrogative.htm
Demonstrative pronouns: These are used when there is a shared understanding of the conversation (this, that, these, those)
e.g Is that my coffee? What is that doing there?
- For objects which are near the speaker, use the demonstrative pronouns 'this' and 'these'.
- For objects which are further away, use the demonstrative pronouns 'that' or 'those'.
http://www.englishclub.com/grammar/pronouns-demonstrative.htm
e.g Is that my coffee? What is that doing there?
- For objects which are near the speaker, use the demonstrative pronouns 'this' and 'these'.
- For objects which are further away, use the demonstrative pronouns 'that' or 'those'.
http://www.englishclub.com/grammar/pronouns-demonstrative.htm
Adverbs
Adverbs modify verbs. There are many different ways in which adverbs can modify meaning.
1) Adverbs of manner: how something is done
e.g. She talks incessantly.
2) Adverbs of place: where something is happening
e.g. The book is here.
3) Adverbs of time: when something is happening
e.g. The exam is tomorrow.
4) Adverbs of duration: how long something happens for
e.g. The journey took forever.
5) Adverbs of frequency: how often something takes place
e.g. Maha visits sometimes.
6) Adverbs of degree: the extent to which something is done
e.g. We completely understand.
http://www.ucl.ac.uk/internet-grammar/adverbs/adverbs.htm
http://www.learnenglish.de/grammar/adverbtext.htm
1) Adverbs of manner: how something is done
e.g. She talks incessantly.
2) Adverbs of place: where something is happening
e.g. The book is here.
3) Adverbs of time: when something is happening
e.g. The exam is tomorrow.
4) Adverbs of duration: how long something happens for
e.g. The journey took forever.
5) Adverbs of frequency: how often something takes place
e.g. Maha visits sometimes.
6) Adverbs of degree: the extent to which something is done
e.g. We completely understand.
http://www.ucl.ac.uk/internet-grammar/adverbs/adverbs.htm
http://www.learnenglish.de/grammar/adverbtext.htm
Verbs
The base form of a verb is called the infinitive - it normally follows 'to' e.g. to laugh, to play.
A split infinitive is when the two words are separated by another word e.g. to boldly go, to happily play. Split infinitives were seen as being grammatically incorrect but they are now accepted.
1) Main Verbs identify the action of the sentence e.g. she sings loudly, he gave me his shoe.
2) Auxilary Verbs go before the main verb in the sentence. They give extra information and can affect the meaning of the sentence.
There are two types of auxiliary verbs:
a) Primary auxiliaries: There are three primary auxiliaries - do, have, be
e.g. I do like you / I am leaving tomorrow / I have to tell you something
http://flesl.net/Grammar/Grammar_Glossary/primary_verb.php
http://theenglishspace.com/grammar/glossary/auxiliary-verbs.html
http://www.perfectyourenglish.com/grammar/auxiliary-verbs.htm
b) Modal auxiliaries: There are several modal auxiliaries:
The most common nine modal auxiliary verbs are: can, could, may, might, will, would, shall, should, must
e.g. I can play the drums / I must do something
http://www.englishpage.com/modals/modalintro.html
http://wiki.answers.com/Q/How_many_modal_verbs_are_there
http://library.bcu.ac.uk/learner/Grammar%20Guides/3.07%20Modals.htm
Sentences that involve an action can focus on either the subject or object.
- Active verbs / Active voice: The subject is the focus e.g. Mohammed kicked the ball.
- Passive verbs / Passive voice: The ball was kicked by Mohammed.
A split infinitive is when the two words are separated by another word e.g. to boldly go, to happily play. Split infinitives were seen as being grammatically incorrect but they are now accepted.
1) Main Verbs identify the action of the sentence e.g. she sings loudly, he gave me his shoe.
2) Auxilary Verbs go before the main verb in the sentence. They give extra information and can affect the meaning of the sentence.
There are two types of auxiliary verbs:
a) Primary auxiliaries: There are three primary auxiliaries - do, have, be
e.g. I do like you / I am leaving tomorrow / I have to tell you something
http://flesl.net/Grammar/Grammar_Glossary/primary_verb.php
http://theenglishspace.com/grammar/glossary/auxiliary-verbs.html
http://www.perfectyourenglish.com/grammar/auxiliary-verbs.htm
b) Modal auxiliaries: There are several modal auxiliaries:
The most common nine modal auxiliary verbs are: can, could, may, might, will, would, shall, should, must
e.g. I can play the drums / I must do something
http://www.englishpage.com/modals/modalintro.html
http://wiki.answers.com/Q/How_many_modal_verbs_are_there
http://library.bcu.ac.uk/learner/Grammar%20Guides/3.07%20Modals.htm
Sentences that involve an action can focus on either the subject or object.
- Active verbs / Active voice: The subject is the focus e.g. Mohammed kicked the ball.
- Passive verbs / Passive voice: The ball was kicked by Mohammed.
Adjectives
1) Adjectives describe nouns
- Adjectives are classified according to their position - before or after the noun.
- Attributive adjectives are premodifying e.g. the red balloon.
- Predicative adjectives are postmodifying e.g. the food looked amazing.
2) Adjectives make comparison
- Comparative adjectives have the suffix -er e.g. long -> longer
- Sometimes you need an additional word before the adjective to make a comparative e.g. more expensive
- Superlative adjectives had the suffix -est e.g. long -> longest
- You may need to use another word to create a superlative e.g. most expensive
Irregular adjectives
- Adjectives are classified according to their position - before or after the noun.
- Attributive adjectives are premodifying e.g. the red balloon.
- Predicative adjectives are postmodifying e.g. the food looked amazing.
2) Adjectives make comparison
- Comparative adjectives have the suffix -er e.g. long -> longer
- Sometimes you need an additional word before the adjective to make a comparative e.g. more expensive
- Superlative adjectives had the suffix -est e.g. long -> longest
- You may need to use another word to create a superlative e.g. most expensive
Irregular adjectives
Adjective
good bad much |
Comparative
better worse more |
Superlatives
best worst most |
Nouns
- Nouns can either be singular or plural.
- Nouns can be classified as count or non-count.
- Count nouns can be counted. You can have one brick, two bricks, three bricks or one mouse, two mice, three mice.
- Non-count nouns can't be counted. These nouns do not have a plural e.g. you talk about information rather than informations.
- Some nouns can be both count and non-count depending on the context e.g. war is evil but there have been two world wars.
- Nouns don't usually stand alone. They are normally accompanied by a modifier (pre or post). The modifier give you more information about the noun e.g. very dangerous animal <- there are two pre modifiers before the noun.
- Nouns can be classified as count or non-count.
- Count nouns can be counted. You can have one brick, two bricks, three bricks or one mouse, two mice, three mice.
- Non-count nouns can't be counted. These nouns do not have a plural e.g. you talk about information rather than informations.
- Some nouns can be both count and non-count depending on the context e.g. war is evil but there have been two world wars.
- Nouns don't usually stand alone. They are normally accompanied by a modifier (pre or post). The modifier give you more information about the noun e.g. very dangerous animal <- there are two pre modifiers before the noun.
Grammar: An Introduction
Grammar controls how language is constructed.
1) Word class: the role each word plays e.g. I am an adjective and I describe a noun.
2) Syntax: the set of rules that control where each word can appear in a sentence.
Study and test yourself: http://quizlet.com/2343685/eight-main-word-classes-flash-cards/
http://wakish.info/the-eight-classes-grouping-all-words-in-the-english-language/ (missing determiners, though)
http://www.writingcentre.uottawa.ca/hypergrammar/partsp.html
1) Word class: the role each word plays e.g. I am an adjective and I describe a noun.
2) Syntax: the set of rules that control where each word can appear in a sentence.
Study and test yourself: http://quizlet.com/2343685/eight-main-word-classes-flash-cards/
http://wakish.info/the-eight-classes-grouping-all-words-in-the-english-language/ (missing determiners, though)
http://www.writingcentre.uottawa.ca/hypergrammar/partsp.html
1) Example sentence:
2) Example sentence:
3) Example sentence: