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SENTENCE PATTERNS Assoc. Prof. Dr. Şehnaz Şahinkarakaş • There are seven basic sentence patterns. • Being able to recognize a variety of sentence patterns enhances your ability • to use those patterns in your own writing and • to understand better how grammar functions Sentence Pattern 1: The Be Pattern (Adverbial) • Adverbial modifies the verb (be) and answers questions like when, where, why, how. Slot 1 Slot 2 Slot 3 SUBJECT California BE is ADVERBIAL in the West US. Our final exam was yesterday. Swimming is for fun. Exercise for Pattern 1 • Identify the Adverbials • 1. The performance will be next month. • 2. Your teacher is on this campus. • 3. Michael’s only hope was for a short break. Sentence Pattern 2: The Be Pattern (Subject Complement) • Subject modifiers, or subject complements, explain or rename what the subject is. Slot 1 Slot 2 Slot 3 SUBJECT BE The students are SUBJECT COMPLEMENT clever. (adjective) Studying hard is important. I am an optimist. (noun phrase) Michael was an Olympic gold medalist. Exercise for Pattern 2 • Use the cues to finish each sentence with the specified type of subject complement: • 1. Will you be (noun phrase)? • 2. Shakespeare’s writing was (adjective)! • 3. Joshua isn’t (noun phrase). Sentence Pattern 3: The Linking Verb Pattern • linking verbs other than be and a subject complement (which explains or renames what the subject is) Slot 1 Slot 2 Slot 3 SUBJECT LINKING VERB SUBJECT COMPLEMENT The pizza looks delicious. (adjective) The lake appears calm. My sister became a nurse. (noun phrase) • Most common linking verbs • Senses: • taste • Smell • Look • Feel • Sound • Other • Become • Remain • Seem • Appear • prove Exercise for Pattern 3 • Look at the following pairs of sentences and discuss the differences. • 1. Making a gourmet meal seems too time-consuming. Making a gourmet meal is too time-consuming. • 2. The mark looked distinct, like a fingerprint. The mark was distinct, like a fingerprint. • 3. Don’t be a cynic; they’re no fun. Don’t become a cynic; they’re no fun. Sentence Pattern 4: The Intransitive Verb Pattern • involves only two components: a subject and an intransitive verb (an action verb that requires no complement) Slot 1 Slot 2 SUBJECT INTRANSITIVE VERB Mary laughed. The camera battery died. Dogs bark. • Intransitive verbs could certainly be accompanied by modifiers, too. E.g. • The battery died suddenly. • The audience laughed at the joke. • However, this does not change the basic pattern. • Some common intransitive verbs: sit walk stand run come work go play ... Exercise for Pattern 4 • State which of these verbs below are intransitive. • • • • • • • • Walk Play Depart Respect Select Stand Give Scream Exercise for Pattern 4 (KEY) • State which of these verbs below are intransitive. • • • • • • • • Walk Play Depart Respect Select Stand Give Scream (√ ) (√ ) (√ ) (√ ) (√ ) Exercise • Identify the boundaries in the following sentences; and then identify the pattern name • E.g. The world of computers remains a mystery to my mother. • The world of computers / remains / a mystery / to my mother. (Pattern 3—Linking words) • 1. The breeze from the neighbor’s grill smells wonderful. • The breeze from the neighbor’s grill / smells / wonderful. (Pattern 3—linking verb) • 2. Grace Kelly's co-star, James Stewart, was highly enthusiastic about working with her. • 2. Grace Kelly's co-star, James Stewart,/ was / highly / enthusiastic / about working with her. (Pattern 2--to be + adjectival) • 3. Certain types of food become contaminated if they are stored in an unsafe container. • 3. Certain types of food / become / contaminated / if they are stored in an unsafe container. (Pattern 3--Linking verb) • 4. Tomato plants grow as a series of branching stems, with a terminal bud at the tip that does the actual growing. • 4. Tomato plants / grow / as a series of branching stems, / with a terminal bud at the tip that does the actual growing (Pattern 4—intransitive) • Now, go to p.23 for Exercise 4 Pattern 5: The Basic Transitive Verb Pattern • uses transitive verbs, which must be followed by a direct object (the person or thing receiving the action of the verb) Slot 1 Slot 2 Slot 3 SUBJECT TRANSITIVE VERB DIRECT OBJECT My roommate borrowed my laptop. Our secretary distributes our weekly timesheets. Dina spoiled her niece. Exercise for Pattern 5 • Determine whether the verbs below are transitive or intransitive. If a verb is intransitive, complete the sentence with a period. If a verb is transitive, complete the sentence by adding on a direct object. • 1. Maggie contacted • Maggie contacted me 3 times this week. • 2. That novel completes • That novel completes the series of his work • 3. The ground shook • The ground shook. Pattern 6: The Transitive Verb + Two Complements (Type 1) • The verb is followed by a direct object and an indirect object. (An indirect object is the object that is affected indirectly by the verb; the recipient of the direct object) Slot 1 Slot 2 Slot 3 Slot 4 SUBJECT TRANSITIVE VERB INDIRECT OBJECT DIRECT OBJECT Marie gave Ramon a birthday gift. The nurse handed the child a bar of chocolate. My father bought my sister a car. She made me a delicious cake. • When can we change the place of the direct/indirect object? • E.g. Mary gave a birthday cake to Ramon. • -- if we want to put the main emphasis on Ramon. • -- if we want to add a modifier. (long modifiers are generally used at the end) • E.g. Marie gave a birthday gift to Ramon, a friend from her old neighborhood in Northridge. Exercise for Pattern 6 • In the sentences below, identify the indirect objects (IO) and direct objects (DO): • 1. David handed Terrance the ball when they were done playing catch. • David handed Terrance the ball when they were done playing catch. • 2. Give Cindy the notice once she leaves the meeting. • Give Cindy the notice once she leaves the meeting. • 3. Do scientists really administer animals human medicines for official testing? • Do scientists really administer animals human medicines for official testing? Pattern 7: The Transitive Verb + Two Complements (Type 2) • a transitive verb, which requires a direct object to receive the action, as well as an object complement to modify or rename that object Slot 1 SUBJECT Slot 2 Slot 3 TRANSITIVE DIRECT VERB OBJECT Slot 4 OBJECT COMPLEMENT The teacher My mum considers calls hard workers. a fool. the students me • Alternative use: The teacher considers the students to be hard workers. • Other verbs common to this pattern: make, prefer, elect, find • • • • I prefer my coffee black. Some students find grammar challenging. The teacher made the test too easy. California voters elected a movie start as their governor. Exercise for Pattern 7 • In the sentences below, identify the direct object (DO) and object complement (OC) of each verb and state whether it is a noun that renames or adjective that modifies the object. • 1. The baker made the bread too chewy. • The baker made the bread too chewy. • 2. We elected him class president because of his speech. • We elected him class president because of his speech. • 3. The jury found him “not guilty” of murder in the first degree • The jury found him “not guilty” of murder in the first degree THE OPTIONAL ADVERBIAL • The optional adverbial can also be added while analyzing sentence patterns. • Egs (underlined are adverbials) • During the Vietnam War, Gino’s dad was a pilot. • Because a weasel is wild, it should be approached with great caution. • Yesterday the teacher called the students lazy when they complained about their assignment. • This morning I got up early to study for my Spanish test. • Sentences without those adverbials are grammatically correct; adverbials add information! • My friends and I have pizza regularly. • My friends and I have pizza with persistent regularity. • My friends and I have pizza for breakfast, lunch, and dinner nearly every day of the week. • My friends and I have pizza whenever the mood strikes. • Now go to page 28 for Exercise 5 PUNCTUATION AND SENTENCE PATTERNS • Do not mark boundaries of the required sentence units with punctuation. • That is, never use a single comma to separate • • • • the subject from the verb the direct object from the object complement the indirect object from the direct object the verb from the subject complement • And with one exception, never separate • The verb from the direct object • Exception: He said, «I love you.» Exercise 6 • Use slashes to separate the units of the following sentences and then identify the sentence patterns: • • • • • • • 1- be/adverbial 2-be/subject complement 3-linking verb 4-intransitive 5-basic transitive 6-transitive with two complements (direct/indirect) 7-transitive with two complements (direct/object complement • 1. In 1747 a physician in the British navy conducted an experiment to discover a cure for scurvy. • In 1747 / a physician in the British navy / conducted / an experiment / to discover a cure for scurvy. (basic transitive) • 2. Scurvy was a serious problem for men at sea. • Scurvy / was / a serious problem / for men at sea. (be/subj. complement) • 3. Dr. James Lind fed six groups of scurvy victims six different remedies. • Dr. James Lind / fed / six groups of scurvy victims / six different remedies. (transitive-two complements/direct-indirect) • 4. When the men consumed oranges and lemons every day, they recovered miraculously. • When the men consumed oranges and lemons every day, / they / recovered / miraculously. (intransitive) • 5. Although fifty years passed before for the British Admiralty Office recognized Lind’s findings, it finally ordered a daily dose of fresh lemon juice for every British seaman. • Although fifty years passed before for the British Admiralty Office recognized Lind’s findings, / it / finally / ordered / a daily dose of fresh lemon juice / for every British seaman. (transitive-two complements/direct-indirect) • 6. Interestingly, Lind’s discovery also affected the English language. • Interestingly, / Lind’s discovery / also / affected / the English language. (basic transitive) • 7. In the eighteen century, the British called lemons ‘limes.’ • In the eighteen century, / the British / called / lemons / ‘limes.’ (transitive-two complements/direct-object complement) • 8. Because of that navy diet, people call British sailors ‘limeys.’ • Because of that navy diet, / people / call / British sailors / ‘limeys.’ (transitive-two complements/direct-object complement)