Download simple steps to sentence sense

A Quick and Easy Method
for Analyzing the Parts of a Sentence
& Learning English Grammar
Grades 9-12
and adults
SIMPLE STEPS TO SENTENCE SENSE
Reproducible Study Notes, Exercises, and Tests
by
Charlene Tess
Copyright © 2005 Charlene Tess
This book is designed to use as a set of blackline masters to be duplicated for students’ use.This book may be
reproduced by the classroom teacher for use by a single classroom only. Any other use of this book, including
but not limited to reproduction for purposes of resale or transfer to another person or persons, use by more than one teacher,
or use in any other publication, is strictly prohibited without the written permission of the author.
For additional single-user copies of this book or for a multi-user license to use in more than one classroom contact:
Charlene Tess
2441 Anise Drive
El Paso, Texas 79936-3503
[email protected]
About the author. . .
CHARLENE TESS has taught English, journalism, and creative writing to grades seven through adult in both Texas and
New Mexico. Throughout her 35+ year career, she has won numerous awards and professional certificates of
achievement. A novelist, as well as an educational non-fiction writer, she lives with her husband in El Paso, Texas. Visit
her website for more information. www.authorsden.com/charlenetess. She welcomes comments and questions from
students and teachers. E-mail her at [email protected].
A note from the author. . .
During my very first year of teaching English, I discovered the illogical sequence of the lessons in the English grammar
textbooks. I quickly devised the most logical sequence in which to present the lessons, prepared my own exercises for my
students to use and left the textbooks on the shelf. Simple Steps to Sentence Sense contains those lessons and exercises.
Learning sentence structure and English grammar does not have to be confusing or complicated if students learn to analyze
sentences in the proper sequence. If you follow the steps in Simple Steps to Sentence Sense in the sequence they are
presented in this book, the whole process will be easy and fun.
SIMPLE STEPS TO SENTENCE SENSE
CONTENTS
TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................. 4
S.A.M.(Sentence Analysis Map) ...................................................................................................... 6
Step One: Prepositional Phrases
Lesson Notes ....................................................................................................................................... 8
Lesson Practice (Student Page) ............................................................................................................. 9
Lesson Practice (Overhead Transparency Master) ............................................................................... 10
Group Practice ................................................................................................................................... 11
Individual Practice .............................................................................................................................. 12
The Writing Connection ...................................................................................................................... 13
Test: Step I ......................................................................................................................................... 15
Step Two: Verbs and Verb Phrases
Lesson Notes ..................................................................................................................................... 16
Lesson Practice (Student Page) ........................................................................................................... 17
Lesson Practice (Overhead Transparency Master) ............................................................................... 18
Group Practice ................................................................................................................................... 19
Individual Practice .............................................................................................................................. 20
The Writing Connection ...................................................................................................................... 21
Test: Steps 1-2 ................................................................................................................................... 22
Step Three: The Subject
Lesson Notes ..................................................................................................................................... 23
Lesson Practice (Student Page) ........................................................................................................... 24
Lesson Practice (Overhead Transparency Master) ............................................................................... 25
Group Practice ................................................................................................................................... 26
Individual Practice .............................................................................................................................. 27
The Writing Connection ...................................................................................................................... 28
Test: Steps 1-3 ................................................................................................................................... 30
Step Four: Complements
Lesson Notes: Complements ............................................................................................................... 31
Part A: The Direct Object
Lesson Practice A - Direct Objects (Student Page) .............................................................................. 33
Lesson Practice A - Direct Objects (Overhead Transparency Master) .................................................. 34
Group Practice A - Direct Objects ...................................................................................................... 35
Individual Practice A - Direct Objects ................................................................................................. 36
Test A - Direct Objects ....................................................................................................................... 37
Part B: The Indirect Obejct
Lesson Practice B - Indirect Objects (Student Page) ........................................................................... 38
Lesson Practice B - Indirect Objects (Overhead Transparency Master) ............................................... 39
Group Practice B - Indirect Objects .................................................................................................... 40
Individual Practice B - Indirect Objects ............................................................................................... 41
Test B - Indirect Objects .................................................................................................................... 42
1
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
CONTENTS
Part C: The Objective Complement
Lesson Practice C (Student Page) ...................................................................................................... 43
Lesson Practice C (Overhead Transparency Master) ............................................................................ 44
Group Practice C - Objective Complements ........................................................................................ 45
Individual Practice C - Objective Complements .................................................................................... 46
Test C: Objective Complements ........................................................................................................... 47
Part D: The Subject Complement (Predicate Adjective and Predicate Nominative)
Lesson Practice D - Subject Complements (Student Page) ................................................................... 48
Lesson Practice D - Subject Complements (‘Overhead Transparency Master) ...................................... 49
Group Practice D - Subject Complements ............................................................................................ 50
Individual Practice D - Subject Complements ....................................................................................... 51
Test D: Subject Complements .............................................................................................................. 52
Review Step 4:
Group Practice - Review of Complements ............................................................................................ 53
Individual Practice - Review of Complements ....................................................................................... 54
Complements Review Test ................................................................................................................... 55
The Writing Connection - Transitive & Intransitive Verbs ....................................................................... 56
The Writing Connection - Indirect Objects ........................................................................................... 57
The Writing Connection - Objective Complements ............................................................................... 58
The Writing Connection - Subject Complements ................................................................................... 59
The Writing Connection - Pronouns & Predicate Nominatives ............................................................... 60
Test: Steps 1-4 - Form A ..................................................................................................................... 61
Test: Steps 1-4 - Form B ..................................................................................................................... 62
Step 5: Modifiers
Lesson Notes - Adjectives and Adverbs ............................................................................................... 63
Lesson Practice (Student Page) ............................................................................................................ 64
Lesson Practice (Overhead Transparency Master) ................................................................................ 65
Group Practice .................................................................................................................................... 66
Individual Practice ............................................................................................................................... 67
The Writing Connection - Using Adjectives & Adverbs ......................................................................... 68
Test: Adjectives and Adverbs ............................................................................................................... 70
Extension Lesson & Practice - Prepositional Phrases Used As Adjectives and Adverbs ......................... 71
Test Steps 1-5 ..................................................................................................................................... 72
Step Six: Phrases
Lesson Notes ...................................................................................................................................... 73
Lesson Practice (Student Page) ............................................................................................................ 75
Lesson Practice (Overhead Transparency Master) ................................................................................ 76
Group Practice Participial Phrases ........................................................................................................ 77
Group Practice Gerund Phrases ........................................................................................................... 78
Group Practice Infinitive Phrases .......................................................................................................... 79
Group Practice Appositive Phrases ...................................................................................................... 80
Group Practice Review of Verbal & Appositive Phrases ....................................................................... 81
Individual Practice Review of Verbal & Appositive Phrases ................................................................... 82
The Writing Connection - Using Verbal & Appositive Phrases ............................................................... 83
Test: Steps 1-6 .................................................................................................................................... 84
2
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
CONTENTS
Step Seven: Clauses
Lesson Notes ..................................................................................................................................... 85
Lesson Practice (Student Page) ........................................................................................................... 87
Lesson Practice (Overhead Transparency Master) ............................................................................... 88
Group Practice Adjective Clauses ....................................................................................................... 89
Group Practice Adverb Clauses .......................................................................................................... 90
Group Practice Noun Clauses ............................................................................................................. 91
Individual Practice .............................................................................................................................. 92
The Writing Connection - Using Subordinate Clauses .......................................................................... 93
Test: Steps 1-7 ................................................................................................................................... 94
Step Eight: Classifying Sentences
Lesson Notes ..................................................................................................................................... 95
Lesson Practice (Student Page) ........................................................................................................... 96
Lesson Practice (Overhead Transparency Master) ............................................................................... 97
Group Practice ................................................................................................................................... 98
Individual Practice .............................................................................................................................. 99
The Writing Connection - Varying Sentence Structure ........................................................................ 100
Test: Steps 1-8 ................................................................................................................................. 101
Steps Application: Advanced Analysis
Lesson Notes - Advanced Analysis ................................................................................................... 102
Lesson Practice - Advanced Analysis (Student Page) ......................................................................... 103
Lesson Practice (Overhead Transparency Master) ............................................................................. 104
Group Practice ................................................................................................................................. 105
Individual Practice - A ...................................................................................................................... 106
Individual Practice - B ...................................................................................................................... 107
Test: Steps Application. Advanced Analysis ....................................................................................... 108
Writing Sensible Sentences
Lesson Notes - Writing Tips .............................................................................................................. 109
Individual Practice .- Using Verbs in the Active Voice ......................................................................... 111
Individual Practice - Using Phrases .................................................................................................... 112
Individual Practice - Correcting Misplaced Modifiers ......................................................................... 113
Individual Practice - Using Varied Sentence Patterns .......................................................................... 114
Individual Practice - Using Loose & Periodic Sentences .................................................................... 115
Individual Practice - Using Punctuation Correctly ............................................................................... 116
Test: Writing Sensible Sentences ........................................................................................................ 117
Answer Key .................................................................................................................................... 118
3
Copyright © Charlene Tess
INTRODUCTION
WHY YOU NEED THIS BOOK IN YOUR CLASSROOM
The emphasis on teaching the writing “process” has
left many students without a working knowledge of the
parts of an English sentence. Yet, students cannot
adequately prepare for a language competency test that
involves subject-verb agreement if they cannot recognize
a subject or a verb.
Even students receiving instruction in a foreign
language must contend with subject-verb agreement, verb
conjugations, and sentence structure (as it compares to
that in English). Without the knowledge of English
sentence structure, however, students have an extremely
difficult time gaining even minimal skill in the other
languages.
As a teacher of English or any other language, you
need a simple and speedy instructional strategy to help
students master grammar for life. Improved academics, as
well as improved written and verbal skills, are the natural
result.
SIMPLE STEPS TO SENTENCE SENSE quickly
cuts through the confusing grammar rules found in most
textbooks and shows you a logical sequence of ‘simple
steps’ to use for instructing the parts of a sentence.
Carefully designed, reproducible practice exercises and
tests are provided with each step in the process. In
addition, the “Sentence Analysis Map” or “SAM” sheet,
provided at the beginning of the book, encapsulates all the
steps for successful sentence analysis and can be used by
students as a reference and study guide throughout the
program.
If you have tried to use a grammar text lately, you
know that it can be overwhelming. Even if you do figure
out where to begin, the practice exercises often contain
sentences that are difficult and confusing to students. This
book is different. It is comprised of carefully constructed
sentences that incorporate only the elements that have
been introduced to that point in the program. In other
words, there will not be an infinitive phrase in the practice
sentences until after the infinitive phrase has been
introduced. This eliminates the frustration students and
teachers often feel while using a standard textbook.
The “Writing Connection” pages in each step provide
practice in usage skills as well as in writing and
combining sentences. The last section of the book
provides an advanced section to help with advanced
placement tests.
After you have completed the pages in this program
with your students, they will be able to analyze almost
Simple Steps to Sentence Sense HS
any sentence you put in front of them, and they will write
in accurately constructed, complete sentences. You will
easily teach such usage skills as subject-verb agreement
and the punctuation of introductory phrases and clauses.
This is because your students will finally be able to
recognize a subject and a verb, a phrase, and a clause.
Whether experienced or inexperienced, if you are a
teacher dealing in any way with language instruction, this
book can help you. It is full of tricks and hints which
Charlene Tess used for more than 34 years with thousands
of students in grades 6-12 and with adults. As a direct
result of this program, these students of English and other
languages can now analyze the parts of a sentence without
frustration.
HOW TO USE THIS BOOK SUCCESSFULLY
WITH YOUR STUDENTS
The lessons you will present are succinct which makes
them work well for students with short attention spans. It
is important that you do only one lesson at a time unless
doing a crash tutorial for students who are behind.
It is important that you follow the lessons in this book
in sequence. Do not skip any of the lessons, nor teach
them out of order. The success of this program is
dependent upon an exact tracing of the developmental
sequence provided in its pages. With more advanced
classes, you may skip some of the practice assignments or
assign fewer sentences. In basic classes, however, you
will probably want to skip nothing and gear your pace
according to the specific needs of individual students. In
either case, the tests provided with each lesson should tell
you when your students have mastered each concept. Do
not go on to the next lesson until you are sure the students
have mastery of the previous one.
THE LESSON CYCLE
1. Distribute the lesson notes. Have students follow along
as you read aloud and discuss each part of the lesson.
(Displaying them on an overhead projector will help.)
2. Distribute the lesson practice sheets. Have students
attempt the first question. Using the overhead
transparency master provided, go over the correct
response, explain, and answer questions. Proceed in this
manner until all items have been discussed fully.
3. When finished discussing the lesson, distribute the
Group Practice pages. Do one or two sentences along with
the students until all students understand. Assign the
remaining sentences on the page for guided practice.
© Copyright Charlene Tess 2005
Let students work with a partner or in a small group.
Walk around and monitor the students’ progress and
answer questions as needed. When students finish, grade
the papers aloud. Record the grades. Doing so will give
students confidence and make them feel successful.
4. If no reteaching is indicated, assign the “Individual
Practice” sheet for that lesson as homework or for work
during a subsequent class period. Trade and grade these
papers in class for additional guided practice and reteach
as necessary. Record the grades.
5. The “Writing Connection” pages are the next level of
each lesson. Here students will practice in a writing
format, using the information they just learned in that
step. This will allow for transfer of the skills into
students’ compositions and other writing efforts. Do not
skip these pages, even if they seem quite simple.
6. When students are ready, the end of lesson test can be
administered. (NOTE: Each test is cumulative, testing all
the steps completed to that point – not just the step
students completed in that particular lesson. You may
wish to cover several lessons before giving a test if that
would be appropriate for your students.)
As the sentences become more advanced, beginning
with Step 6, students will be asked to identify only the
element presented in each lesson rather than every word
in the sentence. This will save time and frustration. On
occasion, as a review, quiz, or for extra credit, you might
have students analyze at least one entire sentence per
practice set.
HOW TO MODIFY FOR STUDENTS WITH SPECIAL NEEDS
Because students in a content mastery program, title
program, resource program, or other special education
program do not always have good visual discrimination
skills, it is best to modify the work to allow for these
students’ success. Reducing the number of sentences that
are required per assignment may be enough. It is more
likely that you will need to modify further.
As the steps progress, there are several words to
under, label and enclose with one or another mark. To
avoid confusion for these students, always have them
write answers on separate lines of their own paper and not
on the worksheets.
For example: In the practice pages for Step 4, students
are directed to place brackets around all prepositional
phrases, underline the verb phrase twice, label the helping
verbs, and label the verb as action or linking. Then they
Simple Steps to Sentence Sense HS
are to underline the subject once, put a box around and
label the direct object. The correct response on the paper
of a student without special needs would look like this:
HV A
D.O.
Carl has carried his wallet [in his pocket] [for two days].
A special needs student could, instead, complete his or
her paper in this manner, dealing with each step
individually.
Step 1: in his pocket = prepositional phrase
for two days = prepositional phrase
Step 2: has = helping verb
carried = action verb
Step 3: Carl = subject
Step 4: wallet = direct object
If print assignments must be limited, such a student
could simply number 1-4 and put the sentence part that
came from that step, leaving off the labels.
In either case, a student who is easily confused, has
difficulties with visual discrimination, cannot accomplish
detailed print tasks, or simply has trouble following a
series of directions would still be successful at completing
the assignments.
A RESULTS ORIENTED PROGRAM
After students have completed all the steps in the
book, they will be proficient at analyzing even the
lengthiest compound-complex sentences. Students will be
better writers because they will also have had practice in
writing such sentences on their own.
If students tell you “this stuff is easy” when you are
done, take it as a personal compliment. You have made it
easy by skillfully teaching them to follow the Simple
Steps to Sentence Sense.
© Copyright Charlene Tess 2005
SIMPLE STEPS TO SENTENCE SENSE
by Charlene Tess
SAM
Sentence Analysis Map
STEP 1 - PREPOSITIONAL PHRASES
Find and eliminate to shorten the sentence. (Use list of prepositions.)
STEP 2 - VERB
Find the verb - including helping verbs.
(Use lists of linking and helping verbs.)
Decide if verb is ACTION or LINKING.
STEP 3 - SUBJECT
Look in front of the verb and ask “who?” or “what?” (Except: When sentence begins
with a prepositional phrase, the word “here” or “there”; when sentence asks a question,
is a command, or a polite request.)
STEP 4 -COMPLEMENTS FIND
IF THE VERB IS: ACTION
complement is a
DIRECT OBJECT
Answers “whom?”
or “what?”
there may also be an:
INDIRECT OBJECT -OR- OBJECTIVE
COMPLEMENT
Found between the verb
Found after the direct object &
and the direct object &
renames or describes the
answers “to whom?”
direct object:
or “for whom?”
(usually after verbs: appoint, call
choose, consider, elect, find,
make, keep, name & think.)
THE COMPLEMENTS.
IF THE VERB IS: LINKING
Complement is a
Predicate
Nominative
A noun or pronoun
and can be
made plural.
-orIt is a
Predicate
Adjective
and cannot
be made plural
STEP 6 - PHRASES
FIND ALL THE PHRASES
PARTICIPLES - verbs usually ending in “ing,” “ed,” or “en” that modify nouns
and pronouns.
GERUNDS - always end in “ing” and are used as objects of the preposition,
subject, direct object, indirect object, or predicate nominative.
APPOSITIVES - nouns that follow and explain other nouns and pronouns
INFINITIVES - verbs preceded by the word “to” and are used as adjectives, adverbs,
or nouns.
Note: Participles can be removed from sentences; gerunds cannot.
STEP 5 - MODIFIERS
FIND ALL THE MODIFIERS
ADJECTIVES
Including adjective
prepositional phrases
Ask:
Which one? What kind?
How many? How much?
ADVERBS
Including adverb
prepositional phrases
Ask:
When? Where? Why?
How? To What Extent?
Under what condition?
STEP 7 - CLAUSES
FIND ALL THE CLAUSES
ADJECTIVE CLAUSES begin with relative pronouns
& modify nouns or pronouns
ADVERB CLAUSES begin with subordinating
conjunctions & usually modify the verb
NOUN CLAUSES are used as objects of prepositions,
subjects, direct objects, indirect objects, or
predicate nominatives & cannot be removed
from the sentence.
STEP 8 - SENTENCE TYPES
IDENTIFY THE TYPE OF SENTENCE
COMPOUND: if there is a conjunction or semicolon joining two independent clauses
COMPLEX: if there is a subordinate clause (adjective, adverb, or noun clause)
COMPOUND-COMPLEX: if you find both of the conditions above
SIMPLE: if you find none of the conditions above
Copyright © Charlene Tess
SAM
SIMPLE STEPS TO SENTENCE SENSE
Copyright © Charlene Tess
Commonly Used Prepositions
aboard
about
above
across
after
against
along
amid
among
around
as
at
before
behind
below
beneath
beside
besides
between
beyond
but (meaning
except)
by
concerning
despite
down
during
except
Linking Verbs
is
am
are
was
were
be
been
being
past
since
through
throughout
to
toward
under
underneath
until
unto
up
upon
with
within
without
for
from
in
inside
into
like
near
of
off
on
onto
out
outside
over
1234567890123456789012345678901212345678901234567890123
1234567890123456789012345678901212345678901234567890123
1234567890123456789012345678901212345678901234567890123
(*The following could be linking or action depending
upon the sentence. Use the substitution test to be sure.)
Compound Prepositions
according to
ahead of
aside from
because of
by means of
by way of
in addition to
in case of
in front of
in place of
in regard to
in spite of
instead of
on account of
out of
prior to
•
•
•
•
•
•
•
•
•
•
•
•
•
appear
become
became
feel
grow
look
remain
seem
smell
sound
stay
taste
turn
Conjunctions
Words that connect words, phrases, or
clauses.
Common Helping Verbs
(Auxiliary Verbs)
is
am
are
was
were
be
been
being
do
does
did
has
have
had
can
may
will
shall
could
would
should
might
must
Adverbs
(These frequently interrupt verb phrases.)
Relative Pronouns
(Introduce adjective and noun clauses)
who
whose
whom
which
what
that
whoever
whomever
whichever
whatever
(“where” and “when” are adverbs that
sometimes introduce adjective clauses)
certainly
evidently
hardly
scarcely
seldom
frequently
sometimes
never
not
always
usually
often
Subordinating Conjunctions
(Introduce adverb clauses)
after
although
as
as if
as much as
because
before
now
if
in order that
in as much as
provided
since
so that
than
though
that
till
unless
until
when
whenever
whether
where
wherever
while
and, but, or, for, nor, yet
either. . .or
neither. . .nor
both. . .and
not (only). . .but (also)
whether. . .or
Conjunctive Adverbs
;therefore,
;moreover,
;nevertheless,
;however,
;consequently,
;thus,
Note: Use a
“;” before and a
“,” after if joining
two independent
clauses.
Questions
Adjectives answer:
which one?
what kind?
how many?
Questions
Adverbs answer:
when?
where?
why?
how?
to what extent?
under what condition?
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: PREPOSITIONAL PHRASES
LESSON NOTES - STEP 1
A prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun.
(The prepositions in the following examples are written in bold letters.)
Example: The birds sat under the trees and searched for food.
Prepositional Phrases: “under the trees” and “for food”
The noun or pronoun that ends this type of phrase is called the “object of the preposition.”
Example: “under the trees” and “for food.”
Object of the Preposition: “trees” and “food”
The main parts of a sentence (like a subject and verb) are NEVER inside a prepositional phrase, so it helps to find
all the prepositional phrases first and eliminate them from the sentence before analyzing it. To remove the
prepositional phrases from a sentence so you can find the subject and verb easily, simply place [brackets] around
the phrase, beginning with the preposition and ending with the object of the preposition. (Use the list of
Prepositions on the back of your Sentence Analysis Map or “S.A.M.”
To find the beginning of a prepositional phrase, look for a preposition. To find the object of the preposition, look
for a noun or pronoun that answers the question whom? or what? The first word in a prepositional phrase is the
preposition, and the last word is the object of the preposition. The words in between are adjectives and adverbs.
Example: One of the girls in the new blue car is my sister.
One [of the girls] [in the new blue car] is my sister.
“Of ” and “in” are prepositions. “Girls” and “car” are objects of the preposition,
and the words “the”, “new”, and “blue” are adjectives.
Sometimes prepositions are compound, which means more than one of them has been used in a single phrase.
(•Use the list of Compound Prepositions on the back of “S.A.M.”)
Example: [In case of fire], use the nearest exit.
“In case of ” is a compound preposition
“fire” is the object of the preposition
(or object of the compound preposition, here)
Note: A comma usually
follows an
introductory
prepositional phrase
(one that begins the
sentence).
Sometimes even the object of the preposition is compound.
If so, the objects are joined by a conjunction (and, but, or, etc.).
Example: Barbara was walking [with John and me].
The word “and” is a conjunction, so...
“John” & “me” are both objects of the preposition.
8
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: PREPOSITIONAL PHRASES
LESSON PRACTICE
Find the prepositional phrases in each of the following sentences and enclose them in [brackets].
Rewrite the prepositional phrases on the first line provided. Then write the label for each word in the prepositional
phrase directly below it on the second line. Draw arrows from each word to its label.
1. The flowers in the yellow vase are the first ones from our garden.
___________________________________________________________________________________________
_______________________________________________________________________________________
2. After the play, the teacher praised Gary for his performance.
___________________________________________________________________________________________
_______________________________________________________________________________________
3. In spite of his good intentions, nothing happened.
___________________________________________________________________________________________
_______________________________________________________________________________________
Note: • “in”, “from”, “after”, and “for” are on the list of prepositions.
• “in spite of ” is on the list of compound prepositions.
• “the”, “our” “yellow”, “his”, and “good” are adjectives that describe the objects of the preposition.
• “vase”, “garden”, “play”, “performance”, and “intentions” answer the question “what?”
9
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: PREPOSITIONAL PHRASES
LESSON PRACTICE
-
OVERHEAD TRANSPARENCY MASTER
Find the prepositional phrases in each of the following sentences and enclose them in [brackets]. Rewrite
the prepositional phrases on the first line provided. Then write the label for each word in the prepositional
phrase directly below it on the second line. Draw arrows from each word to its label.
1. The flowers in the yellow vase are the first ones from our garden.
Answer: The flowers [in the yellow vase] are the first ones [from our garden].
in
preposition
the
adjective
yellow
vase
adjective
object of the
preposition
from
our
garden
preposition
adjective
object of the
preposition
2. After the play, the teacher praised Gary for his performance.
Answer: [After the play], the teacher praised Gary [for his performance].
After
preposition
the
adjective
play
for
object of the
preposition
preposition
his
adjective
performance
object of the
preposition
3. In spite of his good intentions, nothing happened.
Answer: [In spite of his good intentions], nothing happened.
In spite of
preposition
his
adjective
good
intentions
adjective
object of the
preposition
Note: • “in” “from” “after” and “for” are on the list of prepositions.
• “in spite of ” is on the list of compound prepositions.
• “the” “our” “yellow” “his” & “good” are adjectives that describe the objects of the
preposition.
• “vase” “garden” “play” “performance” & “intentions” answer the question “what?”
10
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: PREPOSITIONAL PHRASES
GROUP PRACTICE
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow. Enclose each prepositional
phrase in [brackets] and label each word in the prepositional phrase.
(You may wish to copy this to a separate sheet of paper.)
1.
At our house every person in the family spends one night weekly doing the dishes.
2.
Mando was flying his kite above the trees in the bright sunshine.
3.
The class walked along the narrow trail around the dinosaur display.
4.
Traffic fines are used for the support of the city government.
5.
Lynn put words in French and Spanish on the chalkboard.
6.
Some of the guests were not pleased with the party.
7.
In spite of the decision of the jury, I am innocent.
8.
Hurry and get out of the rain and under the awning.
9.
The man underneath the car has been working throughout the night.
10.
Since his phone call, I have been laughing at his message on the answering machine.
11.
Under his expert care, all patients will feel better about themselves.
12.
Did you leave your homework in the locker at school?
13.
By tonight or tomorrow, the committee will have decided on our fate.
14.
The Nile River is among the longest rivers in the world.
15.
We prefer the second week in June for our vacation.
16.
Who played Butch Cassidy in the movie we saw last night?
17.
Please get me a sandwich from the refrigerator.
18.
In case of rain we will take our umbrellas to the game.
19.
Her cat dragged one of her socks into the yard.
20.
The post office is located across the street from the bank on Main Street.
11
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP1: PREPOSITIONAL PHRASES
INDIVIDUAL PRACTICE
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow. Enclose each prepositional phrase
in brackets and label each word in the prepositional phrase. (You may wish to copy this to a separate sheet of
paper.)
1.
Did you take your letter jacket to the banquet at the YMCA?
2.
By July or August, our time in the sun will have tanned our skin.
3.
Darlene was riding her bike along the path in the city park.
4.
We will take our water jugs to the game in case of hot weather.
5.
Please get me a napkin from the table.
6.
Bobbie’s dog buried one of his bones in the flower bed.
7.
The class chose the last week in May as the date for their reunion.
8.
Who ate the popcorn in the bowl on the counter?
9.
The Empire State Building is one of the tallest buildings in the United States.
10.
The custodian in the hallway has been painting the building throughout the year.
11.
I have been listening to his excuses about his tardies for weeks.
12.
Under his watchful guidance, all students will learn more about fractions and percentiles.
13.
Stand near the door and give these programs to the guests.
14.
In spite of the wishes of the family, we got married.
15.
Roberto taught a word in Spanish to the class.
16.
Most of the flowers wilted after the wedding.
17.
Sand paper is used for the smoothing of the table top.
18.
The beauty shop is two blocks down the street from the mall.
19.
The dog loped along the narrow path around the lake.
20.
At our church, every member of the congregation spends one Sunday a month cleaning the sanctuary.
12
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP1: PREPOSITIONAL PHRASES
THE WRITING CONNECTION
Using Prepositional Phrases
A. Finding the elements of a sentence is much easier if the prepositional phrases are removed and the sentence is
shorter. Try it. Remove the prepositional phrases from the following sentences and write the shortened
sentence. A sample has been done for you.
Sample: [After the dance], the children were sitting [on the floor] [in the gymnasium].
Answer: The children were sitting.
1. Clowns in the rodeo have one of the most dangerous jobs in all of sports.
______________________________________________________________________________________
2. Under the tall umbrella near the lifeguard stand, the surfer rested.
______________________________________________________________________________________
B. Using prepositional phrases in different parts of the sentence can provide sentence variety and improve your
writing. Rewrite the following sentences and move the prepositional phrases around. A sample has been done
for you. (Don’t forget the punctuation rule regarding introductory prepositional phrases!)
Sample: The cool breeze blew [through the trees].
Answer: Through the trees, the cool breeze blew.
3. The dancer stood on the stage with a bouquet of flowers in her arms and took a bow.
______________________________________________________________________________________
_____________________________________________________________________________________
4. I have been talking to his parents about his problems for weeks.
______________________________________________________________________________________
______________________________________________________________________________________
5. Both coaches in the Super Bowl prepared their teams for a full year.
______________________________________________________________________________________
______________________________________________________________________________________
(continued next page)
13
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP1: PREPOSITIONAL PHRASES
THE WRITING CONNECTION: USING PREPOSITIONAL PHRASES (CONTINUED)
C. Use a prepositional phrase to combine the following pairs of sentences into one sentence. Be sure you do not
change the meaning. A sample has been done for you.
Sample: The puppy loves Maria.
The puppy is on the sofa.
6.
Answer: The puppy on the sofa loves Maria.
The smell came from his dirty feet.
The smell was in the room.
_____________________________________________________________________________________
7.
Mrs. Thompson bought a house.
The house was in a new neighborhood.
______________________________________________________________________________________
8.
The children are looking for toys.
They are looking around the house.
______________________________________________________________________________________
9.
The orchestra began the overture.
It began at seven o’clock.
______________________________________________________________________________________
10.
The clothes are black and white.
The clothes are in the closet.
________________________________________________________________________________________
11.
The dogs slept peacefully.
The dogs were on the sofa.
_________________________________________________________________________________________
12.
The student spoke to the principal.
He was in trouble.
_________________________________________________________________________________________
14
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: PREPOSITIONAL PHRASES
TEST: STEP 1
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow. Enclose each prepositional
phrase in brackets and label each word in the prepositional phrase. (You may use abbreviations or copy to
another sheet.)
1.
A herd of cattle grazed on the hillside.
2.
Are they going to the movie?
3.
Large clusters of balloons hung from the ceiling.
4.
This story was written by her youngest brother.
5.
We placed some mistletoe above the door.
6.
The rain beat against the roof.
7.
The mountains were ablaze with beautiful wild flowers.
8.
They are going in spite of his objections.
9.
Are you a collector of art?
10.
The china on the antique chest came from Russia.
11.
What is the capital of Tennessee?
12.
Bob, take these pansy plants to your grandmother.
13.
We have a display of pottery in the showcases in the museum.
14.
Place these diagrams on the map.
15.
Have you ever flown through the clouds?
16.
The bottoms of my shoes are scuffed.
17.
We are traveling by way of bus.
18.
No one but me was hurt.
19.
The leaders of our school have a plan for a good assembly.
20.
According to my mother, good manners are very important.
15
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
LESSON NOTES - STEP 2
The verb is the most important part of the sentence. It is a word that expresses mental or physical action (like
“think” or “run”), or it expresses a state-of-being (like “am” or “became”). If a word is a verb, it has an “ing” form.
Example: run = running, took = taking
the “ing” form of all forms of “to be” = being
Verbs can be classified as ACTION or LINKING verbs. Refer to your S.A.M. sheet for a list of linking verbs.
Some verbs can be action in one sentence and linking in another. Such verbs are indicated by a • on the SAM
sheet. If there is a • by the verb, use the Substitution Test below to see if the verb is action or linking.
SUBSTITUTION TEST: If you can replace the verb with a form of
the verb “to be” (is, am, are, was, were, be, been or being), the verb in
the sentence is a linking verb. If you cannot replace it, the verb in the
sentence is an action verb.
A verb phrase consists of the main verb and any helping verbs that go with it. (Refer to your S.A.M. sheet for a list
of helping verbs). The maximum number of words in a verb phrase is four.
#1 #2 #3 #4
Example:
will have been singing = verb phrase
“will” “have” and “been” are helping verbs.
The main verb, “singing” is an action verb.
Be aware that adverbs frequently interrupt verb phrases. (Refer to your S.A.M. sheet for a list of common adverb
interrupters.)
adverb interrupter
Example: have certainly been given
“Certainly” is not a verb; it is an adverb.
It “interrupts”, or comes between, the helping verbs
and main verb in the verb phrase.
Sometimes the verb is compound. Compound verbs are joined by conjunctions.
Example: She ate candy and drank a coke.
conjunction
In an interrogative sentence ( a sentence which asks a question), the normal word order is inverted or changed
around. To make it easier to find the verb phrase, mentally change it into a statement.
Example: Will he be going with us? = He will be going with us.
verb phrase
16
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
LESSON PRACTICE
After you have shortened the sentence by eliminating the prepositional phrases, it will be easier to find the verb.
Remember: you are looking for a word that shows action, or for one of the linking verbs on your S.A.M. sheet.
Write each sentence and enclose the prepositional phrases in [brackets]. Find and underline the verb twice and
any helping verbs that go with it. Label the main verb as “A”ction or “L”inking. Be sure to use the list of linking
verbs on the SAM Sheet as well as the substitution test if necessary.
Note: Watch for adverbs that interrupt verb phrases and label them.
Remember: The same word can be an action verb in one sentence and a linking verb in another sentence.
1. The man in the blue car was slowly driving toward me.
_____________________________________________________________________________________
_____________________________________________________________________________________
Another form of the verb “felt” is “feel.” Because the verb “feel” has a • by it on the S.A.M. sheet, you will need
to test this verb with the substitution test. Would it make sense to say: “The clerk was the material?”
If the verb cannot be replaced by a linking verb (is, am, are, was, were, be, been, or being), it is an
ACTION VERB. It is a LINKING VERB if it can be replaced by one of the words above.
2. The sales clerk felt the soft material of the velvet dress.
_____________________________________________________________________________________
_____________________________________________________________________________________
3. The velvet material on the table felt soft.
_____________________________________________________________________________________
_____________________________________________________________________________________
17
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
After you have shortened the sentence by eliminating the prepositional phrases, it will be easier to find
the verb. Remember: you are looking for a word that shows action, or for one of the linking verbs on
your S.A.M. sheet
Write each sentence and enclose the prepositional phrases in [brackets]. Find and underline the verb
twice and any helping verbs that go with it. Label the main verb as action or linking. Be sure to use the
list of linking verbs on the SAM sheet as well as the substitution test if necessary. Note: Watch for
adverbs that interrupt verb phrases and label them.
Remember: the same word can be an action verb in one sentence and a linking verb in another sentence.
1. The man in the blue car was slowly driving toward me.
Helping Adverb
Verb interrupter
Action
Verb
Answer: The man [in the blue car] was slowly driving [toward me].
Another form of the verb “felt” is “feel”. Because the verb “feel” has a • by it on the SAM sheet, you
will need to test this verb with the substitution test. Would it make sense to say, “The clerk WAS the
material?” If the verb cannot be replaced by a linking verb (is, am, are, was, were, be, been, or being), it
is an ACTION VERB. It is a LINKING VERB if it can be replaced by one of the words above.
2. The sales clerk felt the soft material of the velvet dress.
Action
Verb
Answer: The sales clerk felt the soft material [of the velvet dress].
(was)
3. The velvet material on the table felt soft.
Linking
Verb
Answer: The velvet material [on the table] felt soft.
(was)
18
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
GROUP PRACTICE
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow and enclose them in [brackets].
Then, find the verb phrase and underline it twice. Identify the helping verbs and label the main verb as “A”ction
or “L”inking. Be sure to identify the adverbs that interrupt the verb phrase when you find them.
(You may wish to copy these to your own paper.)
19
1.
The girl in the sports car was not watching the traffic light.
2.
He seems happy after lunch.
3.
The band director sang loudly in the shower.
4.
After recess, we are often feeling sick to our stomach.
5.
In May, he will have been retired for twenty years.
6.
The president of the club believes in fair play.
7.
The dog always takes the biscuit to his dog house.
8.
Why is he here?
9.
The driver should have been more careful.
10.
Stand and stretch your muscles.
11.
I am careful with my money.
12.
In the cool of the night, he sleeps.
13.
The party became dull around midnight.
14.
A dancer must have strong legs.
15.
A tomato should be eaten with salt.
16.
Future plans are being made by the pep club.
17.
Flowers are beautiful in the spring.
18.
Report cards will be distributed on Friday.
19.
Those projects have usually been successful in the past.
20.
My parents were not invited to the party.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP2: VERBS AND VERB PHRASES
INDIVIDUAL PRACTICE
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow and enclose them in [brackets].
Then, find the verb phrase and underline it twice. Identify the helping verbs and label the main verb as “A”ction
or “L”inking. Be sure to identify the adverbs that interrupt the verb phrase.
1.
The man in the elevator was not pushing the buttons.
2.
What was the point of the story?
3.
The danger can be described in one word.
4.
In the fall, the warm ground melts the first layer of snow.
5.
The snow must have been falling all day.
6.
I will not be going home after the race.
7.
These pebbles are like hundreds of small wheels.
8.
He felt sad after the movie.
9.
The teacher should have taken more time.
10.
Her students were not expecting a test.
11.
The blame will not be resting on me.
12.
Snow can sometimes threaten the lives of mountain people.
13.
Cold weather in October can often signal a bad winter.
14.
Some medicine should be taken with food.
15.
Sit quietly and read your book.
16.
On a snowy morning, I usually sleep late.
17.
It has been snowing in Denver for two days.
18.
The dinner tastes good.
19.
We could have done a better job.
20
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
THE WRITING CONNECTION
USING VERB PHRASES
Complete each sentence below by writing a verb phrase in the blank, using main verbs and necessary helping verbs in
each one. If you use any adverb interrupters, mark them. Then, read over your sentences to be sure they make sense.
21
1.
The men _____________________________________________ the trash to the curb.
2.
Ana ______________________________________ for ten years in May.
3.
Jerry ________________________________________ a wonderful night.
4.
_____________ you _____________________________ to school today?
5.
Joshua _________________________________________ his every move.
6.
Amber______________________________________________ here for two hours.
7.
_______ we _______________________________ our parents’ permission?
8.
_______ I ____________________________________ from the table?
9.
Leigh _______________________________________________ for an explanation.
10.
The doctor ________________________________________________ for the patient’s surgery.
11.
Lisa _________ not ________________________________________ out that late.
12.
_______ you please ___________________________________ me one more chance?
13.
Mason _______________________________________ in the woods.
14.
We __________________________________________ rumors about people.
15.
Alec _______________________________________________ him his last chance.
16.
Dawson ____________________________________________ you at the movies tonight.
17.
Where _______ we ______________________________________ the money for this?
18.
______ you ________________________________ me your secret?
19.
Todd ____________________________________________ your brother.
20.
Ricky ________ not ____________________________________ for your opinion.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 2: VERBS AND VERB PHRASES
TEST: STEPS 1-2
INSTRUCTIONS: Find the prepositional phrases in the sentences that follow and enclose them in [brackets].
Then, find the verb phrase and underline it twice. Identify the helping verbs and label the main verb as “A”ction”
or “L”inking.” Be sure to identify the adverbs that interrupt the verb phrase.
22
1.
Wait and give me a second chance.
2.
In the evening, I always watch TV.
3.
The teacher has not been explaining this to me.
4.
Isopropyl alcohol will frequently cool a fever without medication.
5.
Tomato worms in the garden can ruin the crop.
6.
The driver will be given a safety test.
7.
We had been hoping for an invitation to the opera.
8.
This pie tastes sour.
9.
He should have given me a better grade on my paper.
10.
His excuses will be the ruin of him.
11.
Mrs. Aguirre’s children were not given their inheritance after her death.
12.
The woman on the dock was frantically waving to the crowd.
13.
Sharon was late to the party.
14.
My plan can be explained in a few words.
15.
The rain must have been falling for two days.
16.
They did not talk to me after the performance.
17.
Those rocks are like thousands of stars.
18.
In summer, the flowers bloom in the mountains.
19.
Where did I park my car?
20.
The doctor should have taken more time with me.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
LESSON NOTES - STEP 3
The subject of a sentence is what the sentence is about. It will be a noun or pronoun that usually appears
in front of the verb and tells “who” or “what” did the action of the verb or is linked to other information
in the sentence by the verb.
To find the simple subject, LOOK IN FRONT OF THE VERB and ask “WHO?” or “WHAT?”
Example: Sentence: “John is late.” Ask: Who is late?
John answers that question, so John is the subject of the sentence.
Sentence: “He is tall.” Ask: Who is tall?
He answers that question, so He is the subject of the sentence.
Sometimes the subject will be compound. If so, it will be joined by a conjunction.
Example: Maria and Omar will lead the parade.
Maria answers the question “Who?” about the verb, but Omar answers the
question, as well. Therefore, they are BOTH the subject of the sentence. The
conjunction “and” between them tells you the subject is compound (made up of
more than one).
Though the subject is usually found in front of the verb, there are four times that the subject will be
found in a different position in the sentence.
THE SUBJECT WILL NOT BE IN FRONT OF THE VERB WHEN AND IF:
1)
2)
3)
4)
23
The sentence begins with a prepositional phrase.
Example: [Under the bridge] lay the cow.
Remember: The subject will NEVER be found inside a prepositional phrase.
The sentence begins with the words “here” or “there.”
Example: “Here is my friend.” “There is my car.”
Note: The words “here and “there” are adverbs and are NEVER the subject of the sentence.
The sentence asks a question (an interrogative sentence).
Example: “Is he the manager of the motel?”
Hint: Put the words back in order, and it’s easy to find the subject.
He is the manager of the motel.
The sentence is a command or polite request (an imperative sentence).
The subject of an imperative sentence is an understood “you.”
Example: “Pass the salt.” - MEANS - (You) pass the salt.
(The subject of this sentence is implied, not stated. The subject is “understood” to be
in front of the verb, but it is NOT written there.)
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
LESSON PRACTICE
It is very easy to find the simple subject once you have shortened the sentence by eliminating the prepositional
phrases and identifying the verb phrase. All you have to do then is look in front of the verb and ask the
questions who? or what? The answer will be the subject.
Note: Remember to watch for the four times the subject will NOT be in front of the verb.
Find the prepositional phrases in the practice sentences below and enclose them in [ ]. Find the verb phrase and
underline it twice. Label each word in the phrase. Label the verb as action or linking.
Underline the subject once.
1. Maxine and Maria are friends of mine.
2. Wait for me at the corner.
3. There is no need for tears.
24
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
It’s really easy to find the simple subject once you have shortened the sentence by eliminating the
prepositional phrases and then found the verb phrase. All you have to do is look in front of the verb and
ask the questions who? or what? Remember to watch for the four times the subject will not be in front
of the verb.
Instructions:
Find the prepositional phrases in the practice sentences and enclose in [ ]. Find the verb phrase and
underline it twice. Label each word in the phrase. Label the verb as action or linking. Underline the
subject once.
1.
Maxine and Maria are friends of mine.
Linking
Verb
Compound Subject
Answer:
z
z
Prepositional Phrase
z
z
Maxine and Maria are friends [of mine].
™
conjunction
2.
Wait for me at the corner.
Action
Verb
Answer:
Prepositional Phrases
z
z
z
z
Implied
Subject
Wait [for me] [at the corner]. YOU
Note: The subject is an understood “you” because the sentence is a command.
3.
There is no need for tears.
Linking
Verb
z
Answer:
Subject Prepositional Phrase
z
z
There is no need [for tears].
Note: This sentence begins with the word “there.” “There” is never the subject of a
sentence. The subject of this sentence follows the verb.
25
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
GROUP PRACTICE
INSTRUCTIONS: Find the prepositional phrases and enclose them in [ ]. Find the verb phrase, underline it
twice, and label each word in it. Find the subject and underline it once. Label all conjunctions. (You may wish to
copy this to a separate sheet of paper.)
1.
Here is the blue ribbon cake in the contest.
2.
Patience and kindness go a long way with children.
3.
Open the window.
4.
Under her guidance, he became a concert pianist.
5.
Are you joking with me?
6.
Marty Milchin is the pitcher for our team.
7.
There were many reasons for the delay in plans.
8.
Warm gloves would make a nice gift for Gene.
9.
Oscar took me to the movies yesterday.
10.
The native tribes were fighting each other once again.
11.
Shakespeare wrote thirty-seven plays.
12.
Don’t leave your umbrella in the house.
13.
Stop!
14.
A hobby can become expensive.
15.
The holiday season is a happy time of year for most people.
16.
The trees were green with spring leaves.
17.
Above the water was a lovely rainbow.
18.
Benjamin Franklin invented the light bulb.
19.
Watch me!
20.
Mando and I are not going to the dance.
26
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 1: THE SUBJECT
INDIVIDUAL PRACTICE
INSTRUCTIONS: Find the prepositional phrases and enclose them in [ ]. Find the verb phrase, underline it twice,
and label each word in it. Find the subject and underline it once. Label all conjunctions.
The PTA mothers were helping each other.
2.
Rita Dove wrote several hundred poems.
3.
Don’t play your drums in the house.
4.
Run!
5.
A sport can become addictive.
6.
The early years are a happy time of life for most people.
7.
The grass was brown with fallen leaves.
8.
Above the mountain was a fluffy cloud.
9.
Catherine Cookson writes inspirational novels.
10.
Follow her!
11.
There is only one vegetable in the meal.
12.
More information and explanation will help me.
13.
Open the gate.
14.
With her help, he became an accomplished painter.
15.
Are you going with her?
16.
Geraldo is the spokesperson for the product.
17.
There were many people in the picture
18.
Warm gloves would make a nice gift for a skater.
19.
Martha took me to the museum today.
20.
Faith and hope are important to me.
27
1.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
THE WRITING CONNECTION
MAKING THE SUBJECT AND VERB AGREE
By now, it should be very easy to find the subject and verb of a sentence. Once you find them, it’s important to
make sure they agree in number. If the subject is singular, the verb must be singular. If the subject is plural, the verb
must be plural. (Singular means one person or thing; plural means more than one person or thing.)
The subject and verb AGREE in this sentence: The mayor is going [to the convention].
The subject and verb DO NOT AGREE here: The mayor are going [to the convention].
Remember: Singular verbs end in “s.” is = singular are = plural
It’s usually easy to tell that a sentence has a subject/verb agreement error because the sentence sounds wrong
when you read it, but sometimes, a prepositional phrase located between the subject and verb can fool you.
Example: One of the girls are going to the dance.
That may sound all right, but it isn’t correct. The sentence has an error in subject/verb agreement. Remember that
the subject of a sentence will NEVER be found within a prepositional phrase. “Girls” cannot be the subject of the
sentence because it is in the prepositional phrase. If we follow the steps and eliminate the prepositional phrase
(of the girls), then find the verb (are going), and then fmd the subject (one), it is easy to see that the subject is
singular, but the verb is plural: “One are”
Remember: Singular verbs end in “s,” so the sentence should read:
One [of the girls] is going to the dance.
A. Rewrite the following sentences on your own paper making sure the subjects and verbs agree in number.
Underline the subject once and the verb twice in each sentence.
1.
The apples in the bowl was rotten.
2.
One of the children were responsible.
3.
The discomforts of a fever is clearly described.
4.
The schedule of the city buses are uncertain.
5.
The hot days of summer seems a lazy time to me.
continued
28
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
THE WRITING CONNECTION: MAKING SUBJECTS AND VERBS AGREE - CONTINUED
Here are some other things to watch for when you are making subjects and verbs agree:
Two or more subjects joined by the conjunction “and” take a plural verb.
Example: Dogs and cats are both good pets.
If two or more subjects are joined by “or” or “nor,” make the verb agree with the nearer subject.
Example: The teacher or the students are going to the assembly.
subject
nearer to the
verb is plural
plural verb
Example: The students or the teacher is going to the assembly.
subject nearer singular verb
to the verb is
singular
B. Rewrite the following sentences correctly on your own paper. Underline the subject once, the verb
twice, and then check to see if they agree.
6. Neither the boy nor the girls knows the real reason.
7. Some inner voice or idea were present in his mind.
8. Either your mom or your grandparents is welcome at the picnic.
If the subject follows the verb in a sentence (such as sentences beginning with “there is” or “there are”), be
especially careful to find the subject and verb and make them agree in number.
Example: There is a fly in my soup!
singular
verb
singular
subject
C.
Rewrite the following sentences on your own paper making them agree in number.
9.
There has been very few changes in my life.
10.
In some families there is several people.
11.
There are only one stamp in each of these boxes.
12.
During every bad storm, there has been injuries.
29
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 3: THE SUBJECT
TEST: STEPS 1-3
INSTRUCTIONS: Find the prepositional phrases and enclose in [ ]. Find the verb or verb phrase, underline it
twice, and label each word in it. Find the subject and underline it once. Label all conjunctions.
30
1.
Will you work with me?
2.
Mac is the chairman of the committee.
3.
There are many reasons for my answer.
4.
Hot soup would make a nice meal for dinner.
5.
Jack and I are happy together.
6.
Education and religion are serious topics.
7.
The latest look is neutral colors.
8.
The pool was sparkling with blue water.
9.
Under the bridge was a rusty car.
10.
Martin Luther King was a champion of peace.
11.
The wrestlers had big bellies.
12.
John Steinbeck was a realist.
13.
Please don’t go to the concert tonight.
14.
March!
15.
Water polo is great exercise.
16.
Speak to your father about it!
17.
There is only one more muffin left.
18.
Kiwis and bananas are good together.
19.
Close your mouth.
20.
After graduation, he went to work in a law firm.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON NOTES - STEP 4
Words that complete the thoughts of a sentence are called COMPLEMENTS. There are two kinds of
complements: those that FOLLOW ACTION VERBS and those that FOLLOW LINKING VERBS.
Complements that follow an ACTION VERB include:
a DIRECT OBJECT, an INDIRECT OBJECT, and an OBJECTIVE COMPLEMENT.
Complements that follow a LINKING VERB include:
PREDICATE NOMINATIVES and PREDICATE ADJECTIVES
Follow these steps to find complements:
1. If a sentence has an action verb, look for a DIRECT OBJECT. A direct object (D.O.) is a noun or
pronoun that completes the meaning of the sentence. To find the direct object: Say the subject, say the verb,
and then ask whom? or what? The answer will be the direct object:
Example: Ted hit Sam. Ted hit whom?
“Sam” is the direct object.
Sometimes the direct object is compound, with a conjunction between two or more items:
Example: I like cake and ice cream. I like what?
BOTH “cake” and “cream” are direct objects here.
2. If a sentence has a direct object, look for an INDIRECT OBJECT or an OBJECTIVE COMPLEMENT.
a) An indirect object (I.0.) is a noun or pronoun that precedes the direct object and answers the questions “to
whom?” or “for whom?” The words of the sentence would come in this order: Subject, Verb, Indirect Object,
Direct Object. (The indirect object would precede the direct object.)
NOTE: A Sentence CANNOT Have An INDIRECT OBJECT Unless There Is A DIRECT OBJECT.
To find the indirect object: Say the subject, say the verb, say the direct object, and then ask “to
whom?” or “for whom?”.
Example: The book club sent its members cards.
Club (the subject) sent (verb) cards (direct object) to whom?
“Members” is the answer, and thus it is the indirect object.
Indirect Objects can be compound, meaning there will be a conjunction between two indirect objects.
Example: I gave Maria and Pablo a ride to church.
Ask yourself: I gave a ride “to whom?”
Both “Maria” and “Pablo” were given a ride to church,
so BOTH are indirect objects in this sentence.
b) An objective complement (O.C.) is a word that follows a direct object and renames or describes it. It
may be a noun or an adjective. The word order would be: subject, verb, direct object, objective complement.
Example of RENAMING the direct object: We consider her a good player.
“Player” follows the direct object “her” and renames it, so “player” is an objective complement.
Example of DESCRIBING the direct object: Many call him unbeatable.
“Unbeatable” follows the direct object “him” and describes it, so “unbeatable” is an objective complement.
(continued)
31
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON NOTES: COMPLEMENTS - CONTINUED
Sometimes the objective complement is compound.
Example: Some think him arrogant and rude.
BOTH “arrogant” and “rude” follow the direct object and describe it,
so BOTH are objective complements.
An objective complement frequently occurs in sentences with these verbs: “appoint,” “call,” “choose,” “consider,”
“elect,” “find,” “make,” “keep,” “name,” and “think.”
3. If the verb is LINKING,look for a predicate nominative or a predicate adjective.
a) A predicate nominative (PN.) is a noun or pronoun that renames the subject.
Example: He is my friend. “Friend” renames the subject “he.”
“Friend” is a predicate nominative.
The pronouns which can be predicate nominatives are: “I,” “we,” “you,” “she,” “he,” “it,” and “they.”)
Example: It was she. “She” renames the subject “it.”
“She” is a predicate nominative.
b) A predicate adjective (P.A.) is an adjective that follows a linking verb and modifies the subject of the
sentence.
Example: That man is really handsome. “Handsome” modifies the subject “man.”
“Handsome” is a predicate adjective.
c) Predicate adjectives AND predicate nominatives may be compound.
Example: I am happy and sad.
BOTH “happy” and “sad” are predicate adjectives in this sentence.
A SIMPLE TEST TO SEE IF A WORD IS A PREDICATE NOMINATIVE (P.N.) OR A PREDICATE
ADJECTIVE (P.A.) IS TO TRY TO MAKE THE WORD PLURAL.
Predicate Adjectives CANNOT be made plural.
Example: She is pretty.
In this sentence, “pretty” is a predicate adjective because you CANNOT make the word “pretty” plural.
(“prettys”?)
Predicate Nominatives CAN be made plural.
Examples: She is a girl. It was he.
In these sentences, “girl” is a predicate nominative because you CAN make the word “girl” plural - (girls) and
“he” is a predicate nominative because the plural of “he” is “they.”
REVIEW:
If there is a word following the verb that completes the meaning of the sentence, it is called a complement.
An action verb can have three types of complements: direct object, indirect object, and objective complement.
A linking verb can have two types of complements: predicate nominative or predicate adjective.
Since the verb determines the type of complement, you will practice each complement type separately.
32
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON PRACTICE A - DIRECT OBJECTS
A sentence with an action verb may have a direct object. To determine which word in a sentence is the direct
object, it will be necessary to first identify the subject and the verb. (Note: Not all sentences contain a direct object.)
To do that, eliminate the prepositional phrases first (as you learned in STEP 1 of the program). This will make
the sentences shorter and the subjects and verbs easier to find. Next, find the verb or verb phrase (as you did in
STEP 2), underlining it twice. Then, find the subject (usually in front of the verb as in STEP 3), underlining it once.
Finally, find the direct object. To accomplish that, do the following: Say the subject, say the verb, and then ask
the question “whom?” or “what?”.
Sample sentence: Maria took pictures at the party.
Step 1 - Eliminate any prepositional phrase: Maria took pictures [at the party]
Step 2 - Underline the verb twice: Maria took pictures
Step 3 - Look for the subject in front of the verb (if a statement not beginning with a
prepositional phrase, “here”, “there”, or implied): Maria took pictures.
Step 4A -Since the verb “took” is an action verb, look for a direct object.
Say: “Maria took what?” The answer is “pictures.”
So, “pictures” is the direct object.
Follow STEPS 1 - 4A, as above, to find the direct object in the following sentences:
1.
I gave the tickets to John.
Step 1:
Step 2:
Step 3:
Step 4A:
2.
Tammy should not have hit me in the arm with the ball.
Step 1:
Step 2:
Step 3:
Step 4A:
3.
Santa brought new toys to the children for Christmas.
Step 1:
Step 2:
Step 3:
Step 4A:
33
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
A sentence with an action verb may have a direct object. To determine which word in a sentence is the direct
object, it will be necessary to first identify the subject and the verb. (Note: A sentence does not always contain a
direct object.)
Sample sentence: Maria took pictures at the party.
Step 1 - Eliminate any prepositional phrase: Maria took pictures [at the party]
Step 2 - Underline the verb twice: Maria took pictures
Step 3 -Look for the subject in front of the verb (unless a question or beginning with a
prepositional phrase, “here,” “there,” or implied): Maria took pictures
Step 4 A - Since the verb “took” is an action verb, look for a direct object.
Say: “Maria took what?” The answer is “pictures. “Pictures” is the DIRECT OBJECT.
Follow the steps in the following sentences and find the direct object.
1. I gave the tickets to John.
Step 1: I gave the tickets [to John]. (Eliminate the prepositional phrase.)
Step 2: I gave the tickets (Underline the verb or verb phrase twice.)
Step 3: I gave the tickets (Find the subject in front of the verb.)
Step 4A: Since the verb “gave” is an ACTION verb, look for a DIRECT OBJECT.
Say: I GAVE WHAT? “Tickets” is the DIRECT OBJECT.
2. Tammy should not have hit me in the arm with the ball.
Step 1: Tammy should not have hit me [in the arm] [with the ball].
Step 2: Tammy should not have hit me (ACTION VERB)
Step 3: Tammy should not have hit me
Step 4A- Since the verb “hit” is action, look for a direct object.
Say: Tammy should have HIT WHOM? “Me” is the DIRECT OBJECT.
3. Santa brought new toys to the children for Christmas.
Step 1: Santa brought new toys [to the children] [for Christmas].
Step 2: Santa brought new toys (ACTION VERB)
Step 3: Santa brought new toys
Step 4A: Say: Santa BROUGHT WHAT? “Toys” is the DIRECT OBJECT.
34
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
GROUP PRACTICE A - DIRECT OBJECTS
INSTRUCTIONS: Put [ ] around each of the prepositional phrases and then draw a single line through each of them.
Find the verb or verb phrase and underline it twice. Label the helping verbs as “HV”, and label the verb as “A”ction or
“L” inking. Underline the subject once. Find the direct object, put a box around it, and label it with “D.O.”. The first
one has been done for you. (You may wish to copy these onto your own paper before working them.)
A
35
D.O.
1.
The teacher took the class [on a picnic].
2.
Carl Sandburg wrote many poems about cities.
3.
We gave our projects to the teacher.
4.
Bobby expected a higher grade in chemistry.
5.
The dancers sent a special invitation to Louise.
6.
Can you mail these letters for me?
7.
The contractor built a new apartment building down the street from the park.
8.
I saw Margie with the keys.
9.
The soccer coach described some new plays to her team.
10.
Pat Conroy wrote The Prince of Tides.
11.
After a long wait, we finally got our notices.
12.
That saleswoman sold a used stereo to my father.
13.
I made several flower baskets for each person in the retirement home.
14.
Aunt Marie took my brother and me to the store.
15.
Barbara ran the boat into the dock.
16.
The teacher must have made a mistake on my grade.
17.
Max knitted a sweater in home economics class.
18.
For lunch, I ordered a sandwich and a Coke.
19.
The lion tamer lost his whip and chair.
20.
Susan and Sam made the fruit salad for the dinner.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
INDIVIDUAL PRACTICE A - DIRECT OBJECTS
INSTRUCTIONS: Put [brackets] around each of the prepositional phrases and then draw a single line through each of them.
Find the verb or verb phrase and underline it twice. Label the helping verbs as “HV”, and label the verb as “A”ction or
“L” inking. Underline the subject once. Find the direct object, put a box around it, and label it with “D.O.” The first one has
been done for you. (You may wish to copy these onto your own paper before working them.)
36
1.
Christine expected a lower score on the exam.
2.
The actors sent a special invitation to their patrons.
3.
Did you send these roses to me?
4.
The engineer built a new bridge over the freeway.
5.
I saw the magician and the clown after the show.
6.
The baseball coach described some new pitches to his team.
7.
After a long winter, we finally got some sunshine.
8.
That child bought a skateboard from my father’s store.
9.
That duet usually sings familiar folk songs.
10.
I have read that book.
11.
The teacher is sewing new costumes for the play.
12.
The children took the bus to the park.
13.
William Shakespeare wrote many plays for the stage.
14.
He gave his money to the teacher.
15.
Washington Irving wrote many good short stories.
16.
They must have made a million dollars on that book.
17.
I had been reviewing my notes.
18.
Jaime was planting fruits and vegetables in her garden.
19.
Nobody in the room said a word about it.
20.
You should have asked Jacob and me for help.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
TEST A - DIRECT OBJECTS
INSTRUCTIONS: Put [ ] around each of the prepositional phrases and then draw a single line through each of them.
Find the verb or verb phrase and underline it twice. Label the helping verbs as “HV”, and label the verb as “A”ction or
“L” inking. Underline the subject once. Find the direct object, put a box around it, and label it with “D.O.”. The first one
has been done for you. (You may wish to copy these onto your own paper before working them.)
1.
Mando has already written the introduction and conclusion to his essay.
2.
Dr. Wilson sent a copy of her manuscript.
3.
He carries his toothbrush in his gym bag.
4.
Farmers raise potatoes in Idaho.
5.
You will receive a check for your services.
6.
Will you wash the dishes after dinner?
7.
The class did not understand the instructions for the test.
8.
I took Maria to the prom.
9.
Tourist attractions in Florida include Disney World and the Everglades.
10.
We are reading Of Mice and Men by John Steinbeck.
11.
In California, we ate grapes and strawberries.
12.
Everyone really enjoyed the graduation party at Western Playland.
13.
I made several trips to the store for chips and dip.
14.
He has a good plan.
15.
I love chocolate and pecans.
16.
Don’t ask Mark for help.
17.
The basketball team won the district title and the state title.
18.
For Christmas, I got a new portable MP-3 player.
19.
The school has installed new computers in the lab.
20.
Most of the guests will eat chicken and rice.
37
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP4: COMPLEMENTS
LESSON PRACTICE B - INDIRECT OBJECTS
Some sentences have indirect objects and some don’t. If there is an indirect object, it will be located between the
verb and the direct object in the sentence. The sentence order would be subject, verb, indirect object, direct object.
To find the indirect object, follow Steps 1-4. If you find a direct object, say the subject, say the verb, say the direct
object, and then ask “to whom?” or “for whom?”.
Sample Sentence: The children gave me their full attention.
Step 1- eliminate the prepositional phrases: (no prepositional phrases in this sentence)
Step 2- underline the verb or verb phrase twice: The children gave me their full attention.
Step 3- underline the subject once: The children gave me their full attention.
Step 4A - Since the verb “gave” is an action verb, look for a direct object. Ask: Children gave what?
“ATTENTION” is the DIRECT OBJECT.
Step 4B - Since the sentence has a direct object, look for an indirect object. Ask: Children gave
attention to whom? “ME” is the INDIRECT OBJECT.
Follow STEPS 1 - 4 as above to find the INDIRECT OBJECT in the following sentences:
1. I gave Kelvin the tickets to the movie.
Step 1:
Step 2:
Step 3:
Step 4A:
Step 4 B:
2. The bully gave me a fright.
Step 1:
Step 2:
Step 3:
Step 4A:
Step 4B:
3. The architect is drawing the company blueprints of their new building.
Step 1:
Step 2:
Step 3:
Step 4A:
Step 4 B:
38
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON PRACTICE B - OVERHEAD TRANSPARENCY MASTER
Some sentences have indirect objects and some don’t. If there is an indirect object, it will be located between the
verb and the direct object in the sentence. The sentence order would be: subject, verb, indirect object, direct
object. To find the indirect object, follow Steps 1-4. If you find a direct object, say the subject, say the verb , say
the direct object, and then ask “to whom?” or “for whom?”.
Sample sentence: The children gave me their full attention.
Step 1 - Eliminate any prepositional phrase: (no prepositional phrases in this sentence)
Step 2 - Underline the verb twice: The children gave me their full attention.
Step 3 - Underline the subject once: The children gave me their full attention.
Step 4 - Is verb Action? Look for a direct object and box it.
The children gave me their full attention.
Step 4A - Is there a Direct Object? Look for an Indirect Object.
Ask: Children gave attention to whom? “ME” is the INDIRECT OBJECT.
Follow STEPS 1 - 4 as above to find the INDIRECT OBJECT in the following sentences:
1.
I gave Kelvin the tickets to the movie.
Step 1: Eliminate any prepositional phrases: I gave Kelvin the tickets [to tho movie]
2.
3.
39
Step 2: Underline the verb twice: I gave Kelvin the tickets.
Step 3: Underline the subject once: I gave Kelvin the tickets.
Step 4A: Action Verb? Look for a direct object & box it: I gave Kelvin the tickets.
Step 4B: Was there a Direct Object? Since there was, look for an Indirect Object:
Ask: I gave tickets to whom? “Kelvin” is the INDIRECT OBJECT.
The bully gave me a fright.
Step 1: Eliminate any prepositional phrases: (no prepositional phrase)
Step 2: Underline the verb twice: gave
Step 3: Underline the subject once: bully
Step 4k: Box the direct object after action verb: fright
Step 4B: Since the sentence has a direct object, look for an indirect object.
Ask: Bully gave fright to whom? “Me” is the INDIRECT OBJECT.
The architect is drawing the company blueprints of their new building.
Step 1: Eliminate any prepositional phrases: [of their new building]
Step 2: Underline the verb or verb phrase twice: is drawing
Step 3: Underline the subject once: architect
Step 4A: Look for a direct object after action verb and box it: blueprints
Step 4B: Since the sentence has a direct object, look for an indirect object:
Ask: Architect drew plans for whom? “Company” is the INDIRECT OBJECT.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
GROUP PRACTICE B: INDIRECT OBJECTS
INSTRUCTIONS: Follow Steps 1 - 4B to analyze the sentences that follow. (You may wish to copy them
onto your own paper before working them.)
Step
Step
Step
Step
Step
1234A 4B -
Find the prepositional phrases and enclose in [brackets].
Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L”.
Find the subject and underline it once.
Find the direct object, enclose it in a box, and label it.
Find the indirect object, enclose it in a box, and label it.
1.
Marie gave Jane a Coke.
2.
Barbara loaned her sister five dollars.
3.
The con artist traded Randy a worthless baseball card for a genuine Babe Ruth autograph.
4.
Take Ana the cookies before the party.
5.
The committee sent Mario an invitation to the dance.
6.
We gave Bob a watch for Christmas.
7.
Naomi sent her father a birthday card.
8.
Polly gave Jake her book of poetry.
9.
Kim gave Louis the money for the tickets to the game.
10.
She prepared us a cake for our party.
11.
The custodian gave the doors a coat of paint.
12.
The cooks at the hotel prepared the guests a gourmet meal.
13.
Nancy purchased her mother some flowers.
14.
Barbie drew him a diagram of the playground.
15.
Their father left them a lot of money.
16.
The teacher told us the whole story.
17.
I sent each member of my class a valentine.
18.
His dentist gave Marty some toothpaste for his plaque.
19.
I sent him eleven dollars for the magazine.
20.
We gave the dog a steak bone.
40
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
INDIVIDUAL PRACTICE B - INDIRECT OBJECTS
INSTRUCTIONS: Follow Steps 1 - 4B to analyze the sentences that follow. (You may wish to copy them onto your own paper
before working them.)
Step 1 Find the prepositional phrases and enclose in [brackets].
Step 2 Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 Find the subject and underline it once.
Step 4A - Find the direct object, enclose it in a box, and label it.
Step 4B - Find the indirect object, enclose it in a box, and label it.
1.
You should have given me your keys.
2.
John left his father a strange message on the machine.
3.
Ignacio bought Juanita a box of candy.
4.
Give Jerry a chance.
5.
The committee sent Alfredo a ticket to the convention.
6.
I bought my brothers and sisters concert tickets for their birthdays.
7.
In my opinion, you should not lend her any more money.
8.
The doctor gave the family a grim diagnosis about the patient.
9.
Don’t give me any trouble.
10.
The will left the children a million dollars.
11.
Life taught him a hard lesson in responsibility.
12.
The teacher read the class a poem by Edgar Allen Poe.
13.
Harvey and Fred sent their families tickets for an island vacation.
14.
The magazine sent the children and their parents an offer of free merchandise.
15.
The dog brought me his leash.
16.
The clown sold me his size fifteen shoes.
17.
I made each of my classmates a cupcake.
18.
The doctor gave me some green capsules in a small bottle.
19.
Give me a break!
20.
We took the night watchman a new flashlight battery.
41
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
TEST B - INDIRECT OBJECTS
INSTRUCTIONS: Follow Steps 1 - 4B to analyze the sentences that follow.
(You may wish to copy them onto your own paper before working them.)
Step 1 Step 2 Step 3 Step 4A Step 4B -
Find the prepositional phrases and enclose in [ ].
Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Find the subject and underline it once.
Find the direct object, enclose it in a box, and label it.
Find the indirect object, enclose it in a box, and label it.
1.
Mary gave the team her trophy.
2.
Milton offered the homeless man his winter coat.
3.
Patricia loaned us her camera for those pictures.
4.
Uncle Ron bought me a billfold.
5.
Arnold taught Jack and me etiquette.
6.
Ana gave Grace her kitten.
7.
Leon showed me the awards after the assembly.
8.
Max told the scout troop a story about ghosts.
9.
Will you lend me your ruler?
10.
Thomas Jefferson gave his daughters a long list of books for study.
11.
After the storm, the wind brought us the smell of rain.
12.
The judge allowed the archer three more shots.
13.
A person’s apology will never do him any harm.
14.
Would you give me your telephone number?
15.
His friends left him a mess in the kitchen.
16.
Dad usually gives me good reasons for his actions.
17.
I found you a substitute for tonight’s match.
18.
His doctor gave Ryan some salve for his rash.
19.
I sent them two hundred dollars as a deposit on the furniture.
20.
We gave our grandparents an anniversary party.
42
Copyright © Charlene Tess
STEP 4: COMPLEMENTS
SIMPLE STEPS TO SENTENCE SENSE
LESSON PRACTICE C - OBJECTIVE COMPLEMENTS
If there is a direct object in a sentence, there may be an objective complement that follows it. An objective
complement will either be a noun that renames the direct object, or an adjective that describes the direct object.
Some sentences have objective complements and some don’t. If there is an objective complement, it will be
located after the direct object. The word order would be: subject, verb, direct object, objective complement.
Sample sentence: Many people call Henry Ford a giant of industry.
Step 1 -Eliminate any prepositional phrases: Many people call Henry Ford a giant [of industry.]
A
Step 2 - Underline the verb phrase twice and label verb: Many people call Henry Ford a giant
A
Step 3 - Underline the subject once: Many people call Henry Ford a giant
A
DO
Step 4A -Box and label any direct object: Many people call Henry Ford a giant
A
DO
OC
Step 4C - Box and label any objective complement: Many people call Henry Ford a giant
Follow STEPS 1 - 4 as above to find the OBJECTIVE COMPLEMENT in the following sentences:
1. Golf experts consider Tiger Woods a special talent.
Step 1:
Step 2:
Step 3:
Step 4A:
Step 4 C:
2. His personality makes him valuable to the organization.
Step 1:
Step 2:
Step 3:
Step 4A:
Step 4C:
3. The voters elected Jason secretary of the student council.
Step 1:
Step 2:
Step 3:
Step 4C:
43
Copyright © Charlene Tess
STEP 4: COMPLEMENTS
SIMPLE STEPS TO SENTENCE SENSE
LESSON PRACTICE C -
OVERHEAD TRANSPARENCY MASTER
Sample sentence: Many people call Henry Ford a giant of industry.
Step 1 - Eliminate any prepositional phrases: Many people call Henry Ford a giant [of industry].
Step 2 -Underline the verb phrase twice: Many people call Henry Ford a giant
Step 3 - Underline the subject once: Many people call Henry Ford a giant
DO
Step 4A - Box and label any direct object: Many people call Henry Ford a giant
DO
OC
Step 4C - Box and label any objective complement: Many people call Henry Ford a giant.
Follow Steps 1-4 as above to find the OBJECTIVE COMPLEMENT in the following sentences:
1.
Golf experts consider Tiger Woods a special talent.
Step 1: (no prepositional phrase in this sentence)
A
Step 2: Golf experts consider Tiger Woods a special talent.
Step 3: Golf experts consider Tiger Woods a special talent.
DO
Step 4A: Golf experts consider Tiger Woods a special talent.
OC
DO
Step 4C: Golf experts consider Tiger Woods a special talent (renames D.O.)
2.
His personality makes him valuable to the organization.
Step 1: His personality makes him valuable [to the organization].
A
Step 2: His personality makes him valuable
Step 3: His personality makes him valuable
DO
Step 4A: His personality makes him valuable
DO
OC
Step 4C: His personality makes him valuable (describes D.O.)
3.
The voters elected Jason secretary of the student council.
Step 1: The voters elected Jason secretary [of the student council.]
A
Step 2: The voters elected Jason secretary
Step 3: The voters elected Jason secretary
DO
Step 4A: The voters elected Jason secretary
DO
OC
Step 4C: The voters elected Jason secretary (renames D.O.)
44
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
GROUP PRACTICE - OBJECTIVE COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy these
sentences to your own paper before working them.)
Step 1 Step 2 -
Find the prepositional phrases and enclose in [brackets].
Find the verb phrase, underline it twice, label helping verbs, and label the main verb
as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4A - Find the direct object, enclose it in a box, and label it “D.O.”
Step 4C - Find the objective complement, enclose it in a box, and label it “O.C.”
45
1.
Most historians call Benjamin Franklin the world’s best inventor.
2.
His knowledge of medicine made him valuable to the tribe.
3.
The voters elected Bill Clinton President.
4.
Mr. Burton appointed John secretary of the club.
5.
Experts consider him an authority on African artifacts.
6.
Scientists call the ability neurogenesis.
7.
Dentists find this precaution very important.
8.
Golfing experts call Lee Trevino a professional.
9.
Many consider him unbeatable.
10.
The teacher thinks the class clever.
11.
The governor will appoint one lawyer circuit judge.
12.
We think profanity impolite.
13.
Maxwell calls his sister Biggie.
14.
Veterinarians call dental care for dogs important.
15.
Biologists call an egg an engineering feat.
16.
Some call him master of his trade.
17.
The dancer believes the music wrong for her.
18.
The principal rates the teacher poor at discipline.
19.
Books have called the queen wise and kind.
20.
Doctors believe a cure improbable.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
INDIVIDUAL PRACTICE C: OBJECTIVE COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy
these sentences to your own paper before working them.)
Step 1 - Find the prepositional phrases and enclose in [brackets].
Step 2 - Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4A - Find the direct object, enclose it in a box, and label it “D.O.”
Step 4C - Find the objective complement, enclose it in a box, and label it “O.C.”
1.
Orators have made the message clear.
2.
Many people will proclaim a fair trial impossible for that man.
3.
Her family considers her an expert on coins.
4.
Musicians call the band unique.
5.
Technicians consider this precaution very necessary.
6.
Fishing experts consider the marlin a game fish.
7.
The jury will elect one juror foreperson at the start of the trial.
8.
A father thinks his child precious.
9.
Most historians call Thomas Jefferson the first true lawyer.
10.
The speaker will appoint one legislator chairperson of the committee.
11.
We consider nudity obscene in America.
12.
His knowledge of the law made him valuable to the nation.
13.
Omar calls his dog Thor.
14.
The large supply of fresh flowers in this country has made the floral industry huge.
15.
Lawyers call an opening statement a dress rehearsal.
16.
Some call them organizers of the riot.
17.
The poet believes the words wrong for her.
18.
The students find the teacher poor at explaining.
19.
The people elected George Bush president after Ronald Reagan.
20.
Margie will probably appoint her friends officers of the club.
46
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP4: COMPLEMENTS
TEST C - OBJECTIVE COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy these
sentences to your own paper before working them.)
Step 1 - Find the prepositional phrases and enclose in [ ].
Step 2 - Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4A - Find the direct object, enclose it in a box, and label it “D.O.”
Step 4C - Find the objective complement, enclose it in a box, and label it “O.C.”
1.
Most doctors call penicillin the world’s miracle drug.
2.
His interest in justice made him important to the trial.
3.
The members elected Monroe chairman.
4.
My father made Mrs. Barton his secretary for the day.
5.
Children consider him an authority on Christmas gifts.
6.
Skeptics called the results improbable in the end.
7.
Doctors believe this procedure very necessary.
8.
Tennis experts rate her a world class player.
9.
Many classify dogs almost human.
10.
The principal thinks the teacher effective.
11.
The president will appoint one member of the staff chief.
12.
Americans find exercise important.
13.
Bobby calls his girlfriend Peaches.
14.
Chiropractors consider spinal manipulation important.
15.
Teenagers believe the telephone a vital link to their social lives.
16.
Many call her leader of the organization.
17.
The singer believes the song unsuited to her.
18.
The cowboy rates the horse poor for roping.
19.
Photographs have shown the princess tired of her life with the prince.
20.
Nurses consider a patient important.
47
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
LESSON PRACTICE D - SUBJECT COMPLEMENTS
If the verb is a LINKING VERB, there will not be a direct object, indirect object, or an objective complement.
A subject complement follows a linking verb. It will be either a predicate nominative or a predicate adjective.
It will still be boxed as a “complement” of the sentence.
A predicate nominative is a noun or pronoun that renames the subject. (The pronouns which can be predicate
nominatives are “I, we, you, she, he, it, and they.”) A predicate adjective is an adjective that describes
the subject.
Hint: Remember that a predicate nominative can be made plural, but a predicate adjective cannot.
Follow the Steps in the following sentences to find the subject complement. Be sure to identify it as either a
predicate nominative (P.N.) or a predicate adjective (P.A.).
1. The children seemed sad after the movie.
Step 1:
Step 2:
Step 3:
Step 4D:
2. It was he in the room.
Step 1:
Step 2:
Step 3:
Step 4D:
3. I am the leader of the girl scout troop.
Step 1:
Step 2:
Step 3:
Step 4D
48
Copyright © Charlene Tess
STEP 4: COMPLEMENTS
SIMPLE STEPS TO SENTENCE SENSE
LESSON PRACTICE D - OVERHEAD TRANSPARENCY MASTER
If the verb is a LINKING VERB, there will not be a direct object, indirect object, or an
objective complement. If a subject complement follows a linking verb, it will be either a
predicate nominative or a predicate adjective.
A predicate nominative is a noun or pronoun that renames the subject. (The pronouns
which can be predicate noininatives are “I, we, you, she, he, it, and they.”) A predicate
adjective is an adjective that describes the subject.
Hint: Remember that a predicate nominative can be made plural, but a predicate adjective
cannot.
Follow the Steps in the following sentences to find the subject complement. Be sure to
identify, it as either a predicate nominative (P.N.) or a predicate adjective (P.A.).
1.
The children seemed sad after the movie.
Step 1:
The children seemed sad [after the movie].
Step 2:
The children seemed sad
Step 3:
The children seemed sad
PA
Step 4D:
2..
The children seemed sad (Predicate Adjective DESCRIBES “children”)
It was he in the room.
Step 1:
It was he [in the room].
Step 2:
It was he
Step3:
It was he
PN
Step 4D:
3.
It was he (Predicate Nominative - RENAMES “It”)
I am the leader of the Girl Scout troop.
Step 1:
I am the leader (of the Girl Scout troop).
Step 2:
I am the leader
Step 3:
I am the leader
PN
Step 4D:
49
I am the leader (Predicate Nominative - RENAMES “I”)
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
GROUP PRACTICE D - SUBJECT COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy these sentences to your own
paper before working them.)
Step 1 - Find the prepositional phrases and enclose in [brackets].
Step 2 - Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4C - Find the subject complement, enclose it in a box, and label it “P.N.” or “P.A.”
1.
Karen is now a member of the club.
2.
This apple tastes bitter today.
3.
The moon is very bright after dark.
4.
The liquid in the bowl turned a bright blue.
5.
Pablo is a very smooth dancer.
6.
His favorite Mexican food is tacos.
7.
Your answer was the right one for me.
8.
Her eyes look dull lately.
9.
Pop is a drummer in the band.
10.
Her voice sounds too harsh for the part.
11.
Her excuse about the lost necklace seemed really weak to me.
12.
Are you feeling jealous of your sister?
13.
My best friend is a tennis player on the school team.
14.
Tim’s interest is the jazz band.
15.
They are a clever and cute couple.
16.
This perfume smells sweet.
17.
Kara’s voice sounded shrill to my ears.
18.
The class seems eager by the looks on their faces.
19.
The mouse felt soft to Lennie.
20.
Mama seems angry at me.
50
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
INDIVIDUAL PRACTICE D - SUBJECT COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy these
sentences to your own paper before working them.)
Step 1 - Find the prepositional phrases and enclose in [ ].
Step 2 - Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4C - Find the subject complement, enclose it in a box, and label it “P.N.” or “P.A.”
1.
Mark was never a team player.
2.
This weather feels miserable today.
3.
The ocean is very blue on a clear day.
4.
The ice in the driveway turned brown.
5.
Mr. Wilson is an accomplished pianist.
6.
His best excuse was a lie.
7.
Your key was the wrong one.
8.
Her face looked red yesterday.
9.
Leslie is a writer for Time Magazine.
10.
His hair seems too long.
11.
Her answer was really offensive to me.
12.
Are you feeling sad about the funeral?
13.
My oldest friend is a great-grandfather.
14.
Beverly’s passion is modern dance.
15.
They are tall and healthy plants.
16.
This dessert smells wonderful.
17.
The announcer’s voice sounded brash.
18.
The dog seemed energetic.
19.
The lettuce felt wilted to the chef.
20.
His girlfriend has remained enthralled by him.
51
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
TEST D - SUBJECT COMPLEMENTS
INSTRUCTIONS: Follow the Steps to analyze the sentences on this page. (You may wish to copy these sentences to your own
paper before working them.)
Step 1 - Find the prepositional phrases and enclose in [brackets].
Step 2 - Find the verb phrase, underline it twice, label helping verbs, and label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4C - Find the subject complement, enclose it in a box, and label it “P.N.” or “P.A.”
1.
Everyone on the team felt confident.
2.
Old houses smell musty and damp.
3.
That painting is really good.
4.
Your attitude is quite silly.
5.
The leader should have been she.
6.
My favorite colors are purple and red.
7.
Would that meat loaf taste strange with salsa?
8.
You appear upset about the verdict in the trial.
9.
Her sense of humor is zany.
10.
I will stay happy for a long time.
11.
Your excuses are growing old.
12.
Your parents appear happy about your decision.
13.
My worst enemy is a liar and a thief.
14.
I became impatient in the afternoon.
15.
These oranges taste sweet.
16.
We were friends for a long time.
17.
Karen has always seemed reliable to me.
18.
Mr. Carpenter will be our new history teacher.
19.
Mel Gibson was the voice of the captain.
20.
Anne Rivers Siddons is my favorite author.
52
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
GROUP PRACTICE - REVIEW OF COMPLEMENTS
INSTRUCTIONS - Follow these steps to analyze the sentences that follow: (You may wish to work on your own paper.)
Step 1 - Find any prepositional phrases and enclose them in [brackets].
Step 2 - Find the verb phrase and underline it twice. Label the helping verbs. Label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4 - Find the complements: If the verb is action look for a direct object. Enclose it in a box and label it. If there is a direct
object, look for an indirect object or an objective complement. Enclose it in a box and label it. If the verb is linking, look for a
predicate nominative or predicate adjective. Enclose it in a box and label it.
1.
Monica loaned me the money for the tickets.
2.
His casserole tastes very spicy.
3.
Barbara was a volleyball player in high school.
4.
That was a rewarding and pleasing book.
5.
The librarian took the books to the meeting.
6.
Brett and I left our coats on the bus.
7.
Illness made Karen a prisoner in her own home.
8.
My uncle was a major in the army.
9.
We gave him directions to the beach.
10.
I did not return his paper to him.
11.
That rose smelled sweet.
12.
Did you take that paper to your teacher?
13.
He was the one.
14.
I gave her a birthday card.
15.
That movie was suspenseful.
16.
Give me a break.
17.
The principal appointed Jan chairperson of the membership committee.
18.
Jarrod’s favorite food is spaghetti.
19.
My teacher seemed very sad today.
20.
Willa gave me her full attention.
53
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4 : COMPLEMENTS
INDIVIDUAL PRACTICE - REVIEW OF COMPLEMENTS
INSTRUCTIONS - Follow these steps to analyze the sentences that follow: (You may wish to work on your own paper.)
Step 1 - Find any prepositional phrases and enclose them in [brackets].
Step 2 - Find the verb phrase and underline it twice. Label the helping verbs. Label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4 - Find the complements: If the verb is action look for a direct object. Enclose it in a box and label it. If there is a direct
object, look for an indirect object or an objective complement. Enclose it in a box and label it. If the verb is linking, look for a
predicate nominative or predicate adjective. Enclose it in a box and label it.
1.
Kim sent her father the pictures of her graduation.
2.
Your lipstick is too bright.
3.
John was a wrestler in college.
4.
That was a rewarding and worthwhile lecture on sentence analysis.
5.
The lawyer took his briefcase to the court house.
6.
Monica and Mort left their lunches on the bus.
7.
Exercise made Maria proud of her body.
8.
My poem was a finalist in the contest.
9.
We gave him dozens of chances.
10.
I did not take his word for it.
11.
That egg in the refrigerator smells rotten.
12.
Did you send that letter to your boyfriend?
13.
They were the lucky ones.
14.
I gave the dog a bath in the tub with warm water.
15.
That song was sad.
16.
Take me to your leader.
17.
The teacher appointed me leader of the study group.
18.
My favorite vacation spot was Hawaii.
19.
My cousin seemed really goofy today.
20.
That music gave me a headache.
54
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
COMPLEMENTS REVIEW TEST
INSTRUCTIONS - Follow these steps to analyze the sentences that follow: (You may wish to work on your own paper.)
Step 1 - Find any prepositional phrases and enclose them in [brackets].
Step 2 - Find the verb phrase and underline it twice. Label the helping verbs. Label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4 - Find the complements: If the verb is action look for a direct object. Enclose it in a box and label it. If there is a direct
object, look for an indirect object or an objective complement. Enclose it in a box and label it. If the verb is linking, look for a
predicate nominative or predicate adjective. Enclose it in a box and label it.
1.
Give me a chance.
2.
The general appointed the captain leader of the personnel committee.
3.
Her favorite movie is Forrest Gump.
4.
My piano teacher seemed very grumpy today.
5.
The class gave the teacher their full attention.
6.
Sondra and Bastian left their passports in their hotel room.
7.
Her honesty makes Minna a leader in the community.
8.
They are teachers in Arkansas.
9.
We sent her dozens of roses.
10.
I have never given an answer to him.
11.
That car is fast.
12.
Did you keep that stamp for your collection?
13.
He wasn’t the right one.
14.
The advisor of the yearbook staff named Mark the editor.
15.
Madonna’s outfit shocked the crowd.
16.
The policeman gave me a chance.
17.
Her hair looks very healthy.
18.
Mr. Jackson was a lead dancer in the musical.
19.
That is a lovely idea.
20.
The speaker took his notes to the podium.
55
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
THE WRITING CONNECTION
TRANSITIVE AND INTRANSITIVE VERBS
Direct objects help verbs make a complete statement in a sentence. Verbs which have an object are called
TRANSITIVE VERBS. The verbs in the following examples are considered transitive verbs:
The children loved their mother. (“Mother” is the direct object of “loved,” a transitive verb.)
The singer thrilled the crowd. (“Crowd” is the direct object of “thrilled,” a transitive verb.)
Verbs that can express action without objects are called INTRANSITIVE. The verbs in the following sentences
are considered intransitive verbs:
Birds fly. (The verb “fly” does not have an object so it is intransitive.)
The batter bunted. (The verb “bunted” does not have an object so it is intransitive.)
Although a few verbs can be transitive only and some can be intransitive only, the verbs in most English sentences
can be either one.
Use the verbs below as transitive in one sentence and intransitive in the next. (Remember: a transitive
verb will have a direct object.)
Sample Sentences:
1.
“helped” as transitive - The teacher helped me. (“Me” is the direct object.)
“helped” as intransitive - The teacher helped at lunch. (This verb has no object.)
verb: “explained”
transitive: _______________________________________________________________________
intransitive: ______________________________________________________________________
2.
verb: “checked”
transitive: _______________________________________________________________________
intransitive: ______________________________________________________________________
3.
verb: “sang”
transitive: _______________________________________________________________________
intransitive: ______________________________________________________________________
4.
verb: “stopped”
transitive:_______________________________________________________________________
intransitive: ______________________________________________________________________
5.
verb: “believed”
transitive: _______________________________________________________________________
intransitive:______________________________________________________________________
56
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
THE WRITING CONNECTION
INDIRECT OBJECTS
Indirect objects complete the meaning of the sentence by telling “to whom” or “for whom” the action of the verb
was done. Combine the following sentences into one sentence by placing an indirect object between the verb
and the direct object. A sample has been done for you.
Sample sentence combination:
Leave your new address.
Leave it with the post office.
1.
Combined using an indirect object:
Leave the post office your new address.
Someone must have told a joke.
The joke was told to her.
Combined:____________________________________________________________________________
2.
The mayor promised an increase in city services.
He promised it to all the voters.
Combined:____________________________________________________________________________
3.
Joe bought a dozen roses.
He bought them for his girlfriend.
Combined:____________________________________________________________________________
4.
The teacher gave a surprise test.
The test was given to her last class.
Combined:____________________________________________________________________________
5.
The girls knitted sweaters.
The sweaters were for their grandmothers.
Combined:____________________________________________________________________________
6.
I gave presents at Christmas.
I gave presents to my brothers.
I also gave presents to my sisters.
Combined:___________________________________________________________________________
57
Copyright © Charlene Tess
STEP 4: COMPLEMENTS
SIMPLE STEPS TO SENTENCE SENSE
THE WRITING CONNECTION
OBJECTIVE COMPLEMENTS
To complete their meaning, some action verbs need an additional complement to follow the direct
object. This complement refers to the direct object and is called the objective complement. The
complement will be either a noun or an adjective.
Write a sentence which contains an objective complement for each verb given below. You may change
the form of the verb, if needed, but your sentences should follow this pattern:
subject
Example:
action verb
direct object
objective complement
Verb: “appoint”
A
DO
OC
The President appointed him Secretary of Defense
(You do not need to underline, box, or label the words in your sentences.
This was done in the example to better illustrate the order of sentence elements.)
1.
verb: “call”
_______________________________________________________________________________________
2.
verb: “choose”
_______________________________________________________________________________________
3.
verb: “consider”
_______________________________________________________________________________________
4.
verb: “keep”
_______________________________________________________________________________________
5.
verb: “think”
_______________________________________________________________________________________
6.
verb: “elect”
_______________________________________________________________________________________
7.
verb: “find”
_______________________________________________________________________________________
8.
verb: “name”
_______________________________________________________________________________________
58
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
THE WRITING CONNECTION
SUBJECT COMPLEMENTS
Complements that describe, explain, or identify the subject are called subject complements. The
two kinds of subject complements are the predicate nominative (a noun or pronoun) or the
predicate adjective. Only sentences with linking verbs can contain a subject complement.
Complete the sentences that follow by supplying a subject complement as indicated.
Sample:
My favorite season is ________________. (predicate nominative)
Answer:
summer
My favorite season is ___________.
1.
The lovely pine trees are ____________________. (predicate adjective)
_______________________________________________________________________________________
2.
The teacher seems exceptionally ______________________. (predicate adjective)
_______________________________________________________________________________________
3.
During the political campaign he remained ____________________. (predicate adjective)
_______________________________________________________________________________________
4.
He became a __________________ after graduation. (predicate nominative)
_______________________________________________________________________________________
5.
The results of the election were __________________for several months. (predicate adjective)
_______________________________________________________________________________________
6.
Our life together will be __________and _____________. (predicate adjective)
_______________________________________________________________________________________
7.
Mr. Jones is our ________and our____________. (predicate nominative)
_______________________________________________________________________________________
8.
Marco always was a dependable ____________. (predicate nominative)
_______________________________________________________________________________________
59
Copyright © Charlene Tess
STEP 4: COMPLEMENTS
SIMPLE STEPS TO SENTENCE SENSE
THE WRITING CONNECTION
PRONOUNS AND PREDICATE NOMINATIVES
Now that you know how to find complements, it will be easier for you to use pronouns correctly. A sentence that has a linking
verb (is, am, are, was, were, be, been, being) may contain a predicate nominative. If the predicate nominative is a pronoun, it
must be in the nominative case - “I, we, you, he, she, it, they.”
These sentences are correctly written:
“It was she.”
“It is I.”
“That was he.”
The predicate nominative and the subject can always be reversed, so it would be correct to say:
“She was it.”
“I am it.”
“He was that.”
Write five sentences that have a linking verb (refer to your SAM sheet) followed by a predicate nominative pronoun (I, we, you,
he, she, it, or they). Note: These sentences may sound wrong. Use your notes, not your ears.
1.____________________________________________________________________________________
2..____________________________________________________________________________________
3..____________________________________________________________________________________
4..____________________________________________________________________________________
5..____________________________________________________________________________________
Here’s another hint to help you use pronouns correctly. If a sentence contains a compound object, try reading each word
separately. This time you will be able to hear which word is correct.
Consider this sentence: She told Tom and (I, me) about the party. Which is correct? “She told I about the party,” or “She told
me about the party?”
Choose the correct pronoun in the sentences that follow, and then write the corrected sentence on the line below it.
6.
They are going to the concert with Karen and (I, me).
_____________________________________________________________________________________
7.
Franchesca taught Marie and (I, me) a French song.
_________________________________________________________________________________________
8.
They sat in front of Pete and (he, him).
_______________________________________________________________________________________
60
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
TEST: STEPS 1-4 Form A
INSTRUCTIONS - Follow these steps to analyze the sentences that follow:
Step 1 - Find any prepositional phrases and enclose them in [brackets].
Step 2 - Find the verb phrase and underline it twice. Label the helping verbs.
Label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4Find the complements: If the verb is action look for a direct object. Enclose it in a box and
label it. If there is a direct object, look for an indirect object or an objective complement.
Enclose it in a box and label it. If the verb is linking, look for a predicate nominative or
predicate adjective. Enclose it in a box and label it.
1.
Jack will never be trusted again by his friends.
2.
This is the heart and soul of the matter.
3.
Margaret Thatcher was the Prime Minister and a statesperson in England for many years.
4.
The spaghetti was not eaten at lunch.
5.
Some people do not believe in omens.
6.
Popcorn in movie theaters tastes salty, greasy, and good.
7.
Would such orders be cruel?
8.
The seniors elected Julio class representative for the contest.
9.
Victories will make the team proud.
10.
Fix me an ice cream sundae.
11.
Mrs. Abernathy considered the test too difficult for her students.
12.
That was I at the window.
13.
Did Nia leave on time?
14.
Jacques worked at a grocery store during college.
15.
Here are the notes from yesterday’s science lecture.
61
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 4: COMPLEMENTS
TEST: STEPS 1-4 Form B
INSTRUCTIONS - Follow these steps to analyze the sentences that follow:
Step 1 - Find any prepositional phrases and enclose them in [brackets].
Step 2 - Find the verb phrase and underline it twice. Label the helping verbs.
Label the main verb as “A” or “L.”
Step 3 - Find the subject and underline it once.
Step 4- Find the complements: If the verb is action look for a direct object. Enclose it in a box
and label it. If there is a direct object, look for an indirect object or an objective complement.
Enclose it in a box and label it. If the verb is linking, look for a predicate nominative or
predicate adjective. Enclose it in a box and label it.
62
1.
Marshall will soon be arrested again.
2.
Here are the plans and directions for the project.
3.
Benjamin Franklin was an inventor and a writer in the United States.
4.
That advice was not taken by the couple.
5.
He does not work on Sunday.
6.
Water tastes wet, refreshing, and welcome after a long run.
7.
Could such behavior be dangerous?
8.
Parents considered the workload excessive.
9.
Defeats will make the team strong.
10.
Buy me a brand new car.
11.
The founding fathers appointed George Washington the first president.
12.
It was she on that bus.
13.
Are you going to the dance after the game?
14.
Gill builds houses for a living.
15.
There is the answer to your question.
Copyright © Charlene Tess
STEP 5: MODIFIERS
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES - STEP 5
ADJECTIVES
AN ADJECTIVE MODIFIES A NOUN OR A PRONOUN. (Modifies means that it describes the word to
make its meaning more definite.) They answer the questions, “Which one?” “What kind?” or “How many?”
Examples:
What kind of car?
race car
Which one?
this car
How many cars?
several cars
You have already studied the predicate adjective and the objective complement adjective, but there are other kinds
of adjectives, as well.
A)
The articles are the most frequently used adjectives: “a”, “an”, and “the.”
B)
Whenever you use a possessive pronoun in a sentence, consider it an adjective: “my” pencil, “your”
problem, “his” father, “her” keys, “its” collar, “our” house, “their” mail, “someone’s” job,
“everyone’s” responsibility, etc.
C)
Other pronouns can also be used as adjectives: “this” book, “that” hat, “these” shoes,
“those” coats, etc.
D)
Sometimes you will find nouns used as adjectives: “potato” salad, or “dog” food, etc.
E)
Possessive nouns are also used as adjectives: “Karen’s” coat, or “king’s” crown, etc.
F)
Sometimes verbs are used as adjectives. If so, they are PARTICIPLES or INFINITIVES.
Examples:
dancing bear
(dancing is a participle)
The one to buy is the green one.
(to buy is an infinitive)
ADVERBS
AN ADVERB IS A WORD THAT MODIFIES A VERB, AN ADJECTIVE, OR ANOTHER
ADVERB IN A SENTENCE.
Adverbs answer the questions, “Where?”, “When?”, “How?”, “To what extent?”, or “Under what condition?”
A) Adverbs can modify the verb: “I moved forward.” (where?); “I gladly moved.” (how?); “I moved
immediately.” (when?); “She scarcely moved.” (to what extent?)
B) Adverbs can modify an adjective: “Mike is an especially good swimmer.” (tells “to what extent
the swimming is good”)
C) An adverb can also modify another adverb: “Max is almost always late.” (tells “to what extent”)
D) Adverbs can be found next to the words they modify or they can introduce questions and clauses: “When
will you finish the dishes?” (introduces a question); “When you finish the dishes, we can go shopping.”
(introduces a clause)
E) Sometimes nouns are used as adverbs: “I am going home.” (tells “where” I am going)
NOTE: Many adverbs end in “ly.” However, there are many words that end in “ly” that are not adverbs. In fact,
several adjectives also end in “ly” such as “early, only, friendly, daily, etc.” When you are identifying a word, do
not depend upon its ending to help you determine its part of speech. Instead, use the questions that adjectives and
adverbs answer to tell you what role the word plays in that sentence.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 5: MODIFIERS
LESSON PRACTICE
After you have completed Step 4, the words remaining in the sentence which have not been identified
will be modifiers. A modifier is an adjective or adverb which will make the meaning of other words more
definite. To determine whether a word is an adjective or an adverb, use the questions that adjectives and adverbs
answer (refer to “SAM” sheet).
Follow STEPS 1-5 to analyze the following sentences. Rewrite the sentences and be sure to label the
modifiers as adjectives (adj.) or adverbs (adv.). NOTE: Since you will be eliminating the prepositional
phrases from the sentence (Step 1), it is not necessary to identify the adjectives or adverbs found
within them.
1. The wet, soft snow flakes drifted from the thick white clouds.
64
2.
We drove home slowly and carefully.
3.
The weather, icy and cold, kept us indoors.
Copyright © Charlene Tess
STEP 5: MODIFIERS
SIMPLE STEPS TO SENTENCE SENSE
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
After you have completed Step 4, the words remaining in the sentence that have not been identified will
be modifiers. A modifier is an adjective or adverb that will make the meaning of other words more
definite. To determine whether a word is an adjective or an adverb, use the questions that adjectives
and adverbs answer (refer to “SAM” sheet).
Follow STEPS 1-5 to analyze the following sentences. Rewrite the sentences and be sure to label the
modifiers as adjectives (adj.) or adverbs (adv.). NOTE: Since you will be eliminating the prepositional
phrases from the sentnece (Step 1), it is not necesssary to identify the adjectives or adverbs found
within them.
1. The wet, soft snow flakes drifted softly [from the thick white clouds].
Only “The”, “wet ”, “soft”, “snow” and “softly” have not been identified after
completing Steps 1-4. These words will either be ADJECTIVES or ADVERBS.
“The” answers the question “which one?”
Since all these words answer
“wet” answers the question “what kind?”
adjective questions,
“soft” answers the question “what kind?”
they are all ADJECTIVES.
“snow” answers the question “what kind?”
Since it answers an adverb
question, it is an ADVERB.
“softly” answers the question “how?”
Adj
Adj
Adj
A
Adj
Adv
The wet, soft snow flakes drifted softly [from the thick white clouds].
Adv
Adv
Adv
2. We drove home slowly and carefully.
“home” answers “where?”
“slowly” answers “how?”
“carefully” answers “how?”
conjunction
joining
compound
adverbs
Adj
Adj
A
DO
ADVERB
questions
answered
by
ADVERBS
Adv
3. The weather, icy and cold, kept us indoors.
conjunction
joining
compound
adverbs
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“icy” answers “what kind?”
“cold” answers “what kind?”
“indoors” answers “where?”
ADJECTIVE
Question
ADVERB
Question
Copyright © Charlene Tess
STEP 5: MODIFIERS
SIMPLE STEPS TO SENTENCE SENSE
GROUP PRACTICE
INSTRUCTIONS: (You may wish to work on your own paper.)
1. Find the prepositional phrases and enclose in [ ]. 2. Find the verb phrase. Label verb as “A” or “L”.
3. Find the subject and underline it once.
4. Find all the complements. Put them in boxes and label.
5. Find all the adjectives and adverbs and label them. Be sure to label the articles as adjectives. (Do not include predicate
adjectives or objective complements that are adjectives.)
1.
The graves of the kings of Egypt often contained golden objects.
2.
The TV producer immediately replayed the call of the referee.
3.
Twelve small fish circled in the shallow aquarium.
4.
Marsha felt absolutely secure about her grade on the test.
5.
Mort reported the leads to the reporters in the busy newsroom.
6.
Wait for us inside on the small benches.
7.
Many psychologists today use the personality index with their patients.
8.
The concerned ecologist wanted our help with the preservation of rare cobras.
9.
The rainfall remained steady throughout the month.
10.
~
The unique paintings were carefully designed by Fernando Pena.
11.
The team won throughout the difficult basketball season.
12.
The museum is currently exhibiting Indian pottery.
13.
It was a rather difficult time for the whole team.
14.
Renee’s proficiency in Italian has increased steadily with practice.
15.
Tony Hillerman is a very popular author of mystery stories.
16.
Ernesto worked extremely hard on his coin collection
17.
Paul quickly locked his gym locker at the end of class.
18.
Chili powder is useful for the flavor of many foods.
19.
The chicken pot pie was delicious for a change.
20.
Brown bears sometimes steal garbage from careless campers.
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Copyright © Charlene Tess
STEP 5: MODIFIERS
SIMPLE STEPS TO SENTENCE SENSE
INDIVIDUAL PRACTICE
INSTRUCTIONS: (You may wish to work on your own paper.)
1. Find the prepositional phrases and enclose in [ ]. 2. Find the verb phrase. Label verb as “A” or “L.”
3. Find the subject and underline it once.
4. Find all the complements. Put them in boxes and label.
5. Find all the adjectives and adverbs and label them. Be sure to label the articles as adjectives. (Do not include predicate
adjectives or objective complements that are adjectives.)
1.
The tall cowboys wore black boots and white hats.
2.
Donald built an early model train.
3.
The old woman dropped her bags of groceries in the street.
4.
The cold potato salad was creamy and delicious.
5.
Most dangerous animals have a keen sense of smell.
6.
When does the school bus arrive?
7.
Many grateful baby sitters rely on TV shows.
8.
The interested teacher wanted my help on the science project.
9.
The chilling rain poured steadily during the entire football game.
10.
Just recently, our house plans were drawn by a brilliant architect.
11.
The jewelry of the queen of England is heavily insured.
12.
The lead guitarist frantically strummed the chorus of the song.
13.
Twelve vicious sharks were circling divers in the feeding pool.
14.
Marsha felt completely confident about her grade on the project.
15.
The manager leaked the interesting story to the curious reporters.
16.
The team happily celebrated throughout the winning season.
17.
The restaurant is currently featuring Italian food.
18.
It was a very happy time for the whole family.
19.
Barbara’s skill in knitting has increased steadily with practice.
20.
Haiku is a somewhat popular form of poetry.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 5: MODIFIERS
THE WRITING CONNECTION
USING ADJECTIVES AND ADVERBS
Fill in the blanks below with single-word adjectives and adverbs. (Do not write prepositional phrases in the
blanks.) Label the words you add. Your sentences must make sense.
1.
As I walked, it was ______________________, and the night was__________________
and ___________________________.
2.
She was very ______________, but she was _____________and_____________________.
3.
He wrote a(n) ________________ ________________ story for the newspaper.
4.
__________________________ I loaded the __________________________ glassware
into the boxes.
5.
Uncle Jack spoke _________________________ to his nephew, and told the children
that they must go _______________________ _________________________.
6.
________________________ the clock struck midnight, she entered the
_____________________ building on the corner.
7.
A ____________________ _____________________ Heather searched her
____________________ room _____________________ for her lost wallet.
8.
______________________ and _____________________, Jorge went back over the
errors he had made on the test.
9.
The ____________________ idea of punishment will ____________________ be
different from your own.
10.
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__________________ __________________ score was not acceptable to the players.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 5: MODIFIERS
THE WRITING CONNECTION
USING ADJECTIVES AND ADVERBS
Use a comma to separate two or more adjectives preceding a noun if the word “and” can be inserted sensibly in
place of the comma. This would be correct: “An old, dilapidated house still stands on the corner.” The word
“and” would make sense between the words “old” and “dilapidated” The following sentence would be incorrect:
“I bought three, postage, stamps.” The word “and” would not make sense between the words “three” and
“postage” nor between “postage” and “stamps.” The commas do not belong in this sentence.
Rewrite the following sentences and punctuate them correctly:
1.
Maria is a lovely graceful charming woman.
______________________________________________________________________________________
_____________________________________________________________________________________
2.
We bought an attractive desk lamp for the office.
_______________________________________________________________________________________
______________________________________________________________________________________
3.
The bird had a bright blue tail.
_____________________________________________________________________________________
______________________________________________________________________________________
4.
We waited for the long boring concert to end.
_____________________________________________________________________________________
_______________________________________________________________________________________
5.
A loud boisterous person annoys me.
_____________________________________________________________________________________
_____________________________________________________________________________________
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 5: MODIFIERS
TEST: ADJECTIVES & ADVERBS
Instructions:
Step 1 - Find the prepositional phrases and enclose in [brackets]
Step 2 - Find the verb phrase. Label the verb as “Action or “L”inking.
Step 3 - Find the subject and underline it once.
Step 4 - Find the complements. Put them in boxes and label them.
Step 5 - Find all the adjectives and adverbs and label them. (Do not include predicate adjectives or objective complements that
are adjectives. Those will be completed in Step 4.) Be sure to label “a”, “an,” and “the” as adjectives.
1.
Jeff explained the serious problem to the anxious children.
2.
I sat patiently at the patio table under the wide umbrella.
3.
Eleven tall candles burned at the top of the altar.
4.
The flowers bloomed steadily throughout the spring.
5.
Her dress was designed by an accomplished seamstress.
6.
Hyun Chee purchased a late model sports car.
7.
Water is necessary for moist skin.
8.
Mother’s green olive potato salad is excellent.
9.
Miss Smith gave every girl here a slice of cheese pizza.
10.
The desperate woman wanted the remainder of her lost possessions.
11.
Newspapers, old and yellowed, were stacked in the corner.
12.
After a busy day, we gladly went home.
13.
Small girls like their mothers’ clothes and jewelry.
14.
The extremely unwise sometimes take advice from the wrong sources.
15.
The bowlers increased their pin averages.
16.
The store manager is presently on vacation in Europe.
17.
The robbery was a rather frightening time for the whole family.
18.
The minister’s interesting anecdotes have improved greatly with each sermon.
19.
Polite manners and kind words are always appreciated.
20.
Ernesto worked tremendously hard on his model airplane.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 5: MODIFIERS
EXTENSION LESSON & PRACTICE
PREPOSITIONAL PHRASES USED AS ADJECTIVES & ADVERBS
Since you already know how to find a prepositional phrase, and you know how to find adjectives and adverbs, it will
be easy for you to determine the function of the prepositional phrase in a sentence. A prepositional phrase is used as
an adjective or an adverb. After you locate the phrase, use the questions that adjectives and adverbs answer to
determine the phrase’s function. (Refer to the SAM sheet.)
Example: The flower [in the clay pot] wilted [in the sun].
[In the clay pot] answers the question “which one?” so it’s used as an ADJECTIVE PHRASE. [In the sun]
answers the question “where?” so it’s used as an ADVERB PHRASE.
Instructions: Complete Steps 1 - 4 as before, then do Step 5, finding all the adjectives and adverbs and labeling them.
(Do not include predicate adjectives or objective complements that are adjectives - those are to be boxed as in
Step 4.) Be sure to label “a”, “an,” and “the” as adjectives. Finally, label the prepositional phrases as adjective
phrases or adverb phrases like the sample below.
adj
adv A
adverb phrase
Modern telephones usually ring [with an electronic tone].
1.
Drag racers often turn city streets into death traps.
2.
The potato salad in the green bowl was tasty.
3.
Lemon oil polish is helpful on old furniture.
4.
Marcia made an interesting presentation to the class.
5.
Rumors about the divorce have made me extremely angry.
6.
Take him a full plate of food.
7.
Regular exercise of major muscles soon makes a body healthy.
8.
Jerry bought Janis the tickets to the concert.
9.
The exhibit at the museum is currently featuring Navajo pottery.
10.
The marine biologist solicited our assistance on the project.
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Copyright © Charlene Tess
STEP 5: MODIFIERS
SIMPLE STEPS TO SENTENCE SENSE
TEST: STEPS 1-5
Instructions: Place brackets around all the prepositional phrases and label them as adjective phrases or adverb
phrases. Underline the verb phrase twice, labeling the main verb as “A”ction or “L”inking. Underline the subject
once. Box all complements, labeling them appropriately, and label all additional adjectives and adverbs. (Don’t
forget the articles.)
72
1.
He became excited after the announcement.
2.
The new dance made him extremely famous.
3.
Shakespeare was a writer of prose, poetry, and drama.
4.
Wait quietly for me by the fence.
5.
The extremely tall giraffe was on display at the zoo.
6.
Did you ask me for permission?
7.
Seven tiny birds lined the fence in the back yard.
8.
In my opinion, it was not she.
9.
I will not take your heavy luggage to the airport.
10.
It remains a complete mystery to me.
11.
The Hampton twins waited in the ticket line for a very long time.
12.
The store is having its tenth anniversary celebration tomorrow.
13.
In the olden days, families gathered around the radio for the evening’s entertainment.
14.
The computer could easily replace pencils and paper in the next century.
15.
Everet’s grandmother was terribly frightened by air travel.
Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES - STEP 6
Besides the prepositional phrase, a sentence may contain VERBAL PHRASES which are formed from verbs, but are used as
other parts of speech. The three verbals are: participles, gerunds, and infinitives:
PARTICIPLE AND PARTICIPIAL PHRASE
A participle is a verb that is used as an adjective. It usually ends in “ing,” “en,” “ed,” or “d.” A participial phrase may contain a
participle, modifiers, prepositional phrases or an object of the participle. If a participle is preceded by a helping verb, it is
considered a verb.
Examples:
A) The developing storm looks dangerous.
B) The storm, developing rapidly, looks dangerous. (This participial phrase is made up of the participle
developing and the adverb rapidly which modifies storm.)
C) The boy waving the flag is my cousin. (Since a participle is a verb, it can have an object. Waving is a participle
and flag is the object of the participle.)
D) The boy was waving the flag. (was waving is the verb phrase)
NOTE: The participle and participial phrase should be placed as close as possible to the noun or pronoun it modifies. In
examples A and B, the participle developing modifies storm. In example C, the participle waving modifies boy.
GERUND AND GERUND PHRASE
A gerund is a verb that is used as a noun. It always ends in “ing.” It will function in the sentence just as a noun does and may be
used as the subject, direct object, indirect object, predicate nominative, or the object of the preposition. A gerund phrase may
contain a gerund, modifiers, prepositional phrases or an object of the gerund.
Examples:
A)
B)
C)
D)
Skating is my hobby. (Skating is a gerund used as the subject.)
She enjoys singing in the choir. (Singing is a gerund used as the direct object, in the choir is
a prepositional phrase.)
His favorite exercise is walking briskly in the park at noon. (Walking is a gerund used as a
predicate nominative; briskly is an adverb that modifies the gerund walking; in the
park and at noon are prepositional phrases.)
He won the game by kicking a field goal. (Kicking is a gerund used as the object of the
preposition “by”; a and field are adjectives that modify the object of the gerund goal.
HINT: To determine the function of a gerund phrase, first see if there is a preposition in front of it. If there is none, look at the
position of the phrase in the sentence. If the phrase is at the beginning of the sentence it is the subject, if it’s at the end of the
sentence it will be a direct object or a predicate nominative depending on the verb in the sentence.
preposition <gerund> = object of the preposition
<gerund> verb = subject
action verb <gerund> = direct object
linking verb <gerund> = predicate nominative
NOTE: To distinguish between a participle ending in “ing” and a gerund, try removing it from the sentence and see if a
complete thought remains. A gerund cannot be removed; a participle can.
(continued)
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Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES: STEP 6-CONTINUED
INFINITIVE AND INFINITIVE PHRASE
An infinitive is a verb that is generally used as a noun, but can also be used as an adjective or adverb. It is usually
introduced by the word “to.” It will function in the sentence as an adjective, adverb, or noun.
Examples:
A)
To win is his ambition. (infinitive as subject)
B)
He lacked the will to live. (infinitive as adjective)
C)
We read to learn. (infinitive as adverb)
Sometimes the word “to” is understood (implied).
Example: “Help me mow the lawn.” - means - “Help me to mow the lawn.”
An infinitive phrase may contain an infinitive, modifiers, prepositional phrases, or an object of the infinitive.
Example: I know there is a way to solve this problem. (This is an infinitive phrase used as
an adjective modifying way: to solve is the infinitive; this is an adjective; problem
is the object of the infinitive)
NOTE: DO NOT CONFUSE THE INFINITIVE WITH A PREPOSITIONAL PHRASE
BEGINNING WITH “TO.” AN INFINITIVE IS FOLLOWED BY A VERB; A PREPOSITION 1S
FOLLOWED BY A NOUN OR PRONOUN.
verb
Examples:
A) I wanted <to sing> = infinitive
noun
B) I went [to church] = prepositional phrase
Besides the three kinds of verbal phrases above, sentences may also contain an APPOSITIVE PHRASE:
THE APPOSITIVE AND APPOSITIVE PHRASE
An appositive is a noun that re-names, explains, or identifies another noun.
Example: Mr. Smith, my teacher, is kind. (The appositive, teacher, RE-NAMES the noun Mr. Smith.)
An appositive phrase consists of the appositive and its modifiers. It usually follows the word it explains or identifies,
but it may precede it.
Examples: A beautiful German shepherd, Dante, was my favorite dog
His car, a sporty, yellow roadster with a sun roof, is brand new.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 6: PHRASES
LESSON PRACTICE
Identify all participial, gerund, infinitive, and appositive phrases and tell how they function in the
sentences that follow. Identify the elements within the phrases (like prepositional phrases that are inside
another phrase type). HINT: Look for verbals that end in “ing”, “en”, or “ed.” Look for the word “to”
followed by a verb. Look for nouns that rename or explain other nouns in the sentence.
1. Steam escaping from the pipe was a menace to the firemen.
Phrase:______________________________________________________________________________
type of phrase:___________________________ phrase function: _________________________________
prepositional phrases found INSIDE phrase: __________________________________________________
modifiers found INSIDE phrase: ___________________________________________________________
2. Swimming laps in the pool is his kind of exercise.
Phrase: ______________________________________________________________________________
type of phrase:_____________________________ phrase function________________________________
prepositional phrases found INSIDE phrase: __________________________________________________
modifiers found INSIDE phrase: ___________________________________________________________
object found INSIDE phrase:______________________________________________________________
3. I want to talk to the whole group about the problem.
Phrase: ______________________________________________________________________________
type of phrase:___________________________ phrase function: _________________________________
objects found INSIDE phrase:_____________________________________________________________
prepositional phrases found INSIDE phrase:__________________________________________________
modifiers found INSIDE phrase: ___________________________________________________________
4. Lupus, a disease of the immune system, is a very serious illness.
Phrase: ______________________________________________________________________________
type of phrase:___________________________ phrase function:__________________________________
prepositional phrases found INSIDE phrase: ___________________________________________________
modifiers found INSIDE phrase: ____________________________________________________________
75
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 6: PHRASES
LESSON PRACTICE : OVERHEAD TRANSPARENCY MASTER
Identify all participial, gerund, infinitive, and appositive phrases in the sentences that follow. Identify the
elements within the phrases (like prepositional phrases that are inside another phrase type).
HINT: Look for verbals that end in “ing,” “en,” or “ed.”
Look for the word “to” followed by a verb
Look for nouns that rename or explain other nouns in the sentence.
1. Steam escaping from the pipe was a menace to the firemen.
Phrase: “escaping from the pipe”
type of phrase: participial “escaping” phrase function: adjective modifying “steam”
prepositional phrases found INSIDE phrase: [from the pipe]
modifiers found INSIDE phrase: “the”
2. Swimming laps in the pool is his kind of exercise.
Phrase: “swimming laps in the pool”
type of phrase: gerund - “swimming” phrase function: subject
objects found INSIDE phrase: “laps” is the object of the gerund
prepositional phrases found INSIDE phrase: [in the pool]
modifiers found INSIDE phrase: “the”
3. I want to talk to the whole group about the problem.
Phrase: “to talk to the whole group about the problem”
type of phrase: infinitive - “to talk” phrase function: direct object
prepositional phrases found INSIDE phrase: [to the whole group] [about the problem]
modifiers found INSIDE phrase: “the” “whole” “the”
4. Lupus, a disease of the immune system, is a very serious illness.
Phrase: [a disease of the immune system]
type of phrase: appositive phrase function: explains the noun “lupus”
prepositional phrases found INSIDE phrase: [of the immune system]
modifiers found INSIDE phrase: “a”“immune”
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Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
GROUP PRACTICE - PARTICIPIAL PHRASES
INSTRUCTIONS: Find the participial phrase in each sentence and put < > around it. Identify each word in the participial
phrase. Circle the word the participle modifies. A sample has been done for you.
participle adj.
object of the
participle
SAMPLE: <Hearing the siren>, Teague ran to the window.
77
1.
Martha watched her friends playing games.
2.
Working for several weeks, he felt confident about the outcome of the project.
3.
Hoping for a miracle, the rescue team continued their efforts.
4.
The dog, barking loudly, met us at the door of the playhouse.
5.
Mowing the lawn, my father noticed the damaged plants.
6.
Shaking his fist at the sky, her brother vowed revenge.
7.
The child, crying loudly, could not hide his pain.
8.
My team, excited by the announcement, jumped up and down.
9.
Watching TV, I found many allusions to mythology.
10.
We noticed Brett walking down the road into town.
11.
The woman waited for the train with her luggage sitting on the curb.
12.
Going out of our way, we found the little boy’s mother.
13.
Seeing a funnel cloud, I became terrified.
14.
Maria sat on the curb with her puppy sitting in her lap.
15.
Noticing his distress, we felt ashamed of ourselves.
16.
Made in the USA, the clothes were quite inexpensive.
17.
Engrossed in the movie, she spilled her popcorn.
18.
Taken in fruit juice, the medicine isn’t too bitter.
19.
Marching to the music, the band looked sharp.
20.
Following my advice, the class did their homework early.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 6: PHRASES
GROUP PRACTICE - GERUND PHRASES
INSTRUCTIONS: Find the gerund phrase in each sentence and put < > around it. Identify each word in
the gerund phrase. Write the function of the gerund (object of the preposition, subject, direct object,
indirect object, predicate nominative).
78
1. Pablo learned about good manners by watching his father.
function:_______________
2. Running track was all Sherrie could think about.
function:______________
3. Mrs. Overton became a popular counselor by caring about students.
function:______________
4. A bear survives the winter by hibernating in a cave.
function:______________
5. Rowing a boat upstream is hard work.
function:_____________
6. We enjoyed swimming in the lagoon.
function:_______________
7. Fishing after dark is against the law.
funct ion:_______________
8. I heard crying in the back of the bus.
function:_____________
9. Running a restaurant is sometimes profitable.
function:_______________
10. He was paid for delivering newspapers.
function:_______________
11. Forecasting the weather is not an exact science.
function:________________
12. Studying clouds often provides clues to storm activity,
function:_______________
13. Braiding rugs is mother’s favorite pastime.
function:_______________
14. After living in fresh water, eels migrate to salt water.
function:________________
15. Exercising daily is good for your health.
function:_______________
16. After crying for two hours, the baby finally went to sleep.
function:______________
17. Fixing broken toys is my father’s hobby.
function:______________
18. Raising snakes is slippery business,
function:_____________
19. She became a good singer by practicing regularly.
function:______________
20. Owning a sail boat is his ambition.
function:_______________
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 6: PHRASES
GROUP PRACTICE - INFINITIVE PHRASES
INSTRUCTIONS: Find the infinitive phrase in each sentence and put < > around it. Identify each word in the infinitive phrase.
Write whether the infinitive phrase is an adjective, adverb, or noun on the line provided.
HINT: An infinitive phrase used as a noun cannot be removed from the sentence.
79
1.
To chew with an open mouth is bad manners. ________________________
2.
In World War I, the planes had no radio to receive messages. _________________________
3.
A homing pigeon will fly thousands of miles to reach home. ______________________
4.
The kangaroo doesn’t like to attack other animals. ___________________________
5.
We learned a quick way to peel peaches. ___________________________
6.
To grow up in the country is fun. _______________________
7.
The person to ask is the teacher. _____________________________
8.
I went home to eat dinner. ____________________________
9.
Are they ready to leave the party? __________________________
10.
Water to drink is scarce in the desert. __________________________
11.
Lara plans to work her way through medical school. _________________________
12.
Her ambition is to become a veterinarian. __________________________
13.
To read all of the literature book would take too long. ___________________________
14.
Aunt Karen is coming to visit in August. __________________________
15.
The team had to listen carefully to the trainer’s instructions. ______________________________
16.
The grocer had to sack all of the food. __________________________
17.
Her hope was to find the lost puppy soon. ________________________
18.
The clerk mixed the paint to use on the walls. ___________________________
19.
I want to do my best. _________________________
20.
We waited for the snow to stop. _______________________________
Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
GROUP PRACTICE -
APPOSITIVE PHRASES
INSTRUCTIONS: Find the appositive phrase in each sentence below and put < > around it.
Circle the noun the appositive renames, explains, or identifies.
80
1.
Thomas Jefferson, author of the Declaration of Independence, did a great service to his country.
2.
Freddy, my pet turtle, has a soft shell.
3.
Steven King, the author of horror novels, is a millionaire.
4.
The armadillo, a scaly anteater, is a Texas symbol.
5.
New York, the largest city in the United States, has a traffic problem.
6.
El Paso, a city on the border of Mexico, has a unique history.
7.
Two teachers, Mr. Gonzales and Mrs. Walon, are my favorites.
8.
Mark Risbon, the liveliest member of the group, started dancing around.
9.
Austin, the capital of Texas, is an academic community.
10.
Cortez, a Spaniard, conquered Mexico with a force of six hundred men.
11.
We saw the circus, a show with many animals.
12.
The tornado, a type of severe thunderstorm, destroyed the town.
13.
Audie Murphy, a hero of World War II, was also an actor.
14.
Tinker, my pet poodle, is the family watchdog.
15.
Halloween, the night of goblins and witches, is fun for children.
16.
Dr. Salk, a great scientist, saved children from polio.
17.
Star Trek, once a popular TV program, has thousands of fans.
18.
Mrs. Watson, the principal of the school, is retiring in June.
19.
Rip Van Winkle, my favorite character in fiction, slept for twenty years.
20.
Sassy, a magazine for teens, publishes interesting articles.
Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
GROUP PRACTICE
REVIEW OF VERBAL & APPOSITIVE PHRASES
INSTRUCTIONS: Find the verbal phrases and appositive phrases in the following sentences and enclose
them in <pointed brackets>. Label each participle, gerund, infinitive, and all the words in the phrases. If
the phrase is a participle, identify the word it modifies on the line provided. If the phrase is a gerund,
write the function of the gerund on the line (object of the preposition, subject, direct object, indirect
object, or predicate nominative). If the phrase is an infinitive, identify it as an adjective, adverb, or noun
on the line. If the phrase is an appositive, write the word the appositive renames, explains, or identifies
on the line.
1.
Walking in the park is good exercise.___________________________________________________
2.
The water, running down the street, was wasted. __________________________________________
3.
The child, a friend of the family, was rude to everyone. ______________________________________
4.
Standing in the doorway, the girl looked lovely.____________________________________________
5.
To speak with authority is a skill. ______________________________________________________
6.
The monkey, grinning from ear to ear, looked silly. _________________________________________
7.
By eating in the snack bar, he spent more money. __________________________________________
8.
Reading a novel increases one’s vocabulary. ______________________________________________
9.
Finding her new house was not easy. ___________________________________________________
10.
To keep a promise is a sign of character. ________________________________________________
11.
Her favorite sport is skiing in the snow. _________________________________________________
12.
The ambulance, a hospital on wheels, was orange and white. _________________________________
13.
His vocation is racing cars.___________________________________________________________
14.
By studying hard, you might make the honor roll. __________________________________________
15.
The bushes flowering along the driveway were beautiful. ____________________________________
16.
Anchoring the six o’clock news does not pay well. ________________________________________
17.
I would like to find his mother soon. ___________________________________________________
18.
Walking four miles is her daily activity. _________________________________________________
19.
Rollerblading, a popular sport with teens, can be expensive. _________________________________
20.
The movie, a sad love story, made the audience cry. _______________________________________
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 6: PHRASES
INDIVIDUAL PRACTICE
REVIEW OF VERBAL & APPOSITIVE PHRASES
INSTRUCTIONS: Find the verbal phrases and appositive phrases in the following sentences and
enclose them in <pointed brackets>. Label each participle, gerund, infinitive, and all the words in the
phrases. If the phrase is a participle, identify the word it modifies on the line provided. If the phrase is a
gerund, write the function of the gerund on the line (object of the preposition, subject, direct object,
indirect object, or predicate nominative). If the phrase is an infinitive, identify it as an adjective, adverb,
or noun on the line. If the phrase is an appositive, write the word the appositive renames, explains, or
identifies on the line.
1.
Lying to your parents is not a good idea. ________________________________________________
2.
I would like to take a trip during summer. _______________________________________________
3.
Following the crowd is usually not smart. _______________________________________________
4.
The puppy, barking and whining, sounded lonely. __________________________________________
5.
By washing his clothes at home, he saved money. _________________________________________
6.
Working crossword puzzles helps a person’s memory. ______________________________________
7.
Keeping her promise was not easy. ___________________________________________________
8.
To get a diploma should be everyone’s goal. _____________________________________________
9.
Books, imaginative pathways to adventure, are for everyone._________________________________
10.
Her favorite exercise is dancing to oldies music. __________________________________________
11.
The master bedroom, a vast comfortable haven, was her favorite room. _________________________
12.
Her hobby is painting ceramic figurines. ________________________________________________
13.
The book, an exciting adventure, will soon be a movie. ______________________________________
14.
By crying hard, you might attract attention. ______________________________________________
15.
The flowers, arranged in the vase, are violets. ____________________________________________
16.
The doctor, a surgeon from Dallas, was consulted by the family. _______________________________
17.
Opening the package, the man seemed nervous. __________________________________________
18.
To walk on the moon was his fondest wish. ______________________________________________
19.
The birds singing in the trees were noisy. ________________________________________________
20.
Painting an airplane requires gallons of paint. _____________________________________________
82
Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
THE WRITING CONNECTION
USING VERBAL & APPOSITIVE PHRASES
Short, choppy sentences can often be combined into one more interesting sentence by using verbal and appositive phrases. An
appositive phrase should be set off in commas (a comma before and after the phrase). An introductory participial phrase (one
that comes before the subject) should be followed by a comma.
Combine the following sentences without changing the meaning. Remember to punctuate the sentences correctly. Write the
type of phrase you used on the line to the right. Then write five sentences of your own using verbal and appositive phrases.
(The first one has been done for you.)
1.
He stared at the ambulance in front of his house.
A shiver of fear ran through him.
participial phrase
Combined: Shivering with fear, he stared at the ambulance in front of his house.
2.
The clown juggled four water balloons. ________________
The clown is wearing a blindfold.
_______________________________________________________________________________________
3.
Mr. Smith is a nice man. ________________
Mr. Smith is my math teacher.
______________________________________________________________________________________
4.
He practiced very hard. ________________
He wanted to finish first in the contest.
______________________________________________________________________________________
5.
My little brother unwillingly entered the doctor’s office. ________________
My brother was led by my mother.
______________________________________________________________________________________
6.
He liked to talk to large groups of students about science topics. ________________
It was his greatest joy.
______________________________________________________________________________________
83
Copyright © Charlene Tess
STEP 6: PHRASES
SIMPLE STEPS TO SENTENCE SENSE
TEST: STEPS 1-6
INSTRUCTIONS: Find the verbal phrases and appositive phrases in the following sentences and
enclose them in <pointed brackets>. Label each participle, gerund, infinitive, and all the words in the
phrases. If the phrase is a participle, identify the word it modifies on the line provided. If the phrase is a
gerund, write the function of the gerund on the line (object of the preposition, subject, direct object,
indirect object, or predicate nominative). If the phrase is an infinitive, identify it as an adjective, adverb,
or noun on the line. If the phrase is an appositive, write the word the appositive renames, explains, or
identifies on the line.
1.
Maria promised to teach me the new dance. ___________________________________________
2.
Barry attracted her attention by whistling at her._________________________________________
3.
Manny watched the beautiful clouds floating in the sky. ___________________________________
4.
The box, a wooden casket, was lowered into the ground._________________________________
5.
Do you know how to play chess? __________________________________________________
6.
Getting the ball in the end zone is his specialty. _________________________________________
7.
Washing windows is her main chore at home. __________________________________________
8.
They stopped to eat at McDonald’s._________________________________________________
9.
After cleaning the kitchen, he did the bathroom. ________________________________________
10.
Margie denied taking the necklace. _________________________________________________
11.
Bob Watson, our new mayor, is an honest man. ________________________________________
12.
Breathing heavily, the class ran around the track. ________________________________________
13.
Barbara’s new hobby is collecting stamps. ____________________________________________
14.
His father tried to rush him to school. ________________________________________________
15.
Singing loudly, I walked down the dark street to my car. __________________________________
16.
Preparing for final exams takes most of her time lately. ___________________________________
17.
Exhausted from the dance, the ballerina lay on the floor. __________________________________
18.
The huge tree, a Ponderosa pine, smelled good. ________________________________________
19.
Any graduate planning on college should go to the financial aid meeting. ______________________
20.
The dog lying in the driveway looked mean. ___________________________________________
84
Copyright © Charlene Tess
STEP 7: CLAUSES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES - STEP 7
INDEPENDENT AND SUBORDINATE CLAUSES
A clause is a group of words that contains a subject and a verb. There are two main types of clauses:
The independent clause is one that makes sense standing alone (a simple sentence).
Example: “Today is Wednesday.”
The subordinate clause (also called a dependent clause) is one that does not make complete sense if standing
alone. A subordinate clause may be used in. three ways in a sentence: as an adjective, as an adverb, or as a noun.
(The example below is used as an adverb.)
Example: “because today is Wednesday”
The clause (because today is Wednesday) does not make sense alone. It is “dependent” on other words to make
sense.
The combination of independent and subordinate clauses creates interesting sentences.
Examples:
A. (Because today is Wednesday), I set out the trash.
B. Today is Wednesday (so I set out the trash).
Note: Only the subordinate clause in each sentence above has been identified by parentheses.
ADJECTIVE, ADVERB, AND NOUN CLAUSES
THE ADJECTIVE CLAUSE is a subordinate clause used as an adjective to modify a noun or pronoun. It begins
with a relative pronoun (refer to the SAM Sheet) or with the adverbs, “when” and “where.” In some instances, the
word which connects the clause is omitted:
Examples:
A. He read the book that I gave him. (adjective clause, modifying book, introduced by the relative
pronoun that)
B. He read the book I gave him. (adjective clause, modifying book, omitting the introductory relative
pronoun that)
An adjective clause usually modifies the noun or pronoun that immediately precedes it. Therefore, an adjective clause
will never be found at the beginning of the sentence. An adjective clause will contain a subject and verb and any other
element that can be found in a sentence. Often, the relative pronoun is one of the important elements in the clause.
Example: The man to whom I am referring is the president of the organization.
In this clause, whom is the object of the preposition to. The subject of the clause is I, and the verb is am referring.
continued
85
Copyright © Charlene Tess
STEP 7: CLAUSES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES - STEP 7 CONTINUED
THE ADVERB CLAUSE is used as an adverb and usually modifies the verb in the independent clause. It begins
with a subordinating conjunction or with an adverb (refer to the SAM Sheet). Unless it is very short, an adverb clause that
appears at the beginning of the sentence should be followed by a comma.
Example: Because the water was cold, we did not swim.
The subordinating conjunction because introduces the adverb clause which modifies the verb did swim in the independent
clause.
An adverb clause will contain a subject and verb and any other element that can be found in a sentence.
Example: After we had bathed in the stream, we felt refreshed.
In this clause, we is the subject, had bathed is the verb, and in the stream is a prepositional phrase: The clause is introduced by
the subordinating conjunction after. This clause modifies the verb felt in the independent clause.
THE NOUN CLAUSE is used as a noun and can be the subject, direct object, predicate nominative, or object of the
preposition in the sentence. It usually begins with a relative pronoun (refer to SAM sheet).
Examples:
“What you think is important to me.” = noun clause used as subject
“Do you know what the answer to the question is? = noun clause used as direct object
“The truth is what I want to hear from you. = noun clause used as predicate nominative
“Give the money to whomever you wish.” = noun clause used as the object of the preposition
A noun clause may contain a subject and verb and any other element that can be found in a sentence.
Example: I know that he loves me.
The noun clause is used as the direct object; that is a relative pronoun;
he is the subject of the clause; loves is the verb; and me is the direct object in the adjective clause.
HINT: To determine the function of a noun clause, first see if there is a preposition in front of it. If there isn’t, look at the
position of the clause in the sentence. If the clause is at the beginning of the sentence, it is the subject. If it is at the end of the
sentence, it will be a direct object or a predicate nominative (depending on the verb in the independent clause).
preposition (noun clause)
(noun clause) verb
action verb (noun clause)
linking verb (noun clause)
=
=
=
=
noun clause functions as the object of the preposition
noun clause functions as the subject
noun clause functions as the direct object
noun clause functions as a predicate nominative
NOTE: HERE ARE SOME TRICKS TO DISTINGUISH BETWEEN THE THREE TYPES OF CLAUSES:
•
•
•
•
86
First, always try removing the clause from the sentence ( a noun clause cannot be removed)
If the clause can be removed, use the questions that adjectives and adverbs answer to determine the type of clause.
(Refer to the SAM sheet.) Remember that adjective clauses cannot be at the beginning of the sentence.
Sometimes the introductory word will help since adjective clauses usually begin with relative pronouns and adverb
clauses usually begin with subordinating conjunctions. (This method is the least reliable. For example, the word
“that” can introduce all three types of clauses.)
Remember that an introductory adverb clause is usually followed by a comma.
Copyright © Charlene Tess
STEP 7: CLAUSES
SIMPLE STEPS TO SENTENCE SENSE
LESSON PRACTICE
Locate and identify all the subordinate clauses in the sentences you are analyzing. Look for relative pronouns and
subordinating conjunctions (use SAM), and for subjects and verbs other than the ones you found in the
independent clause.
Analyze the following sentences and write the subordinate clause in (parentheses) on the line provided. Identify it
as an adjective, adverb, or noun clause. HINT: Remember to try removing the clause from the sentence first.
1. The flowers that are growing in the window boxes brighten the house.
_____________________________________________________________________________________
(subordinate clause)
type of clause
2. Before you go, ask for directions.
_____________________________________________________________________________________
(subordinate clause)
type of clause
3. Who took my lunch money is still a mystery.
_____________________________________________________________________________________
(subordinate clause)
type of clause
Remember that a subordinate clause always has a subject and a verb, and it can have all the elements within it
that are contained in a sentence. Label each element of the subordinate clause in the following sentence. Use the
same marks and labels as you did in previous steps, like in the example below:
subord.
conj.
adj DO
(Before I could grab my hat [with my hand] ), it flew off my head. =
4.
87
HV
A
ADVERB CLAUSE
modifies the verb “flew”
Martin fixed the hole that he found in his bicycle tire.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 7: CLAUSES
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
Locate and identify all the subordinate clauses in the sentences you are analyzing. Look for
relative pronouns and subordinating conjunctions, and for subjects and verbs other than
the ones you found in the independent clause.
1. The flowers that are growing in the window boxes brighten the house.
ANSWER: (that are growing in the window boxes) is an ADJECTIVE CLAUSE
modifying “flowers.”
NOTE: The clause can be removed from the sentence; it begins with the relative
pronoun “that;” and it answers the question “which ones?”
2. Before you go, ask for directions.
ANSWER: (Before you go) = ADVERB CLAUSE modifies the verb “ask.”
NOTE: The clause can be removed from the sentence; it begins with the
subordinating conjunction “before,” and it answers the question “when?”
3. Who took my lunch money is still a mystery.
ANSWER: (Who took my lunch money) = a NOUN CLAUSE used as the subject
of the sentence.
NOTE: The clause cannot be removed from the sentence, and it begins with a
relative pronoun.
Remember that a subordinate clause always has a subject and a verb, and it can have all
the elements in it that are contained in a sentence. Label each element of the subordinate
clause in the following sentence.
4. Martin fixed the hole that he found in his bicycle tire.
DO
A
ANSWER: ( that he found [in his bicycle tire] ) = ADJECTIVE CLAUSE modifies
the noun “hole.”
88
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 7: CLAUSES
GROUP PRACTICE - ADJECTIVE CLAUSES
INSTRUCTIONS: Find the adjective clause in each sentence and enclose it in (parentheses). Circle the noun or
pronoun that the clause modifies. BONUS: Identify each word in the adjective clause.
(You may wish to work on your own paper.)
1.
Do you know the child who spoke to me?
2.
The dictionary contains all the words that you need to learn.
3.
Where are the flowers that he gave you?
4.
She lives in the house that had the termites.
5.
Everyone who knows the minister will vouch for his honesty.
6.
The earrings which she wore were very expensive.
7.
Was he the dancer that you met at the party?
8.
His car which is only three years old is in need of new tires.
9.
Employees who are honest and punctual are seldom fired.
10.
Bonnie spent the money that she won in the contest.
11.
This is the part of the movie which I have already seen.
12.
The announcement that he won the election pleased him.
13.
The juniors are looking forward to the day when they get their class rings.
14.
Only the sack that the groceries came in was damaged.
15.
Exciting things usually happen to those who dream.
16.
The tired guards that had watched the border all night waited for replacements.
17.
The shoes which you liked so well have gone out of style.
18.
Let’s find a vacation spot where it will snow.
19.
I bought the ring which had the biggest stone.
20.
This was one of those occasions which will always be remembered.
89
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 7: CLAUSES
GROUP PRACTICE: ADVERB CLAUSES
INSTRUCTIONS: Find the adverb clause in each sentence and enclose it in (parentheses). Circle the word that
the clause modifies. BONUS: Identify each word in the adverb clause.
(You may wish to work on your own paper.)
90
1.
The musicians played where the crowd was gathered.
2.
Since we had the fire, I have not played with matches.
3.
We loved where he took us to lunch.
4.
May I keep that picture if you don’t want it?
5.
When the plans for the wedding were announced, the family got excited.
6.
He can stay with me if he wishes.
7.
Before you go, get your car serviced at the station on the corner.
8.
When Barbara was learning to fly, her stomach was queasy.
9.
If I asked Jack, he would be happy.
10.
We have not seen him since he left town.
11.
You should call me if you feel worse.
12.
The plane arrived before we expected it.
13.
If you wish, you can sit in the front row.
14.
Although I warned the children, they were still frightened by the movie.
15.
We are not happy because he is going to be in our organization.
16.
He left the house after the rain stopped.
17.
The doctor came as soon as he was called.
18.
A plane passed overhead while we were talking.
19.
The man left home because he needed a job.
20.
The child stopped where he was told.
Copyright © Charlene Tess
STEP 7: CLAUSES
SIMPLE STEPS TO SENTENCE SENSE
GROUP PRACTICE: NOUN CLAUSES
INSTRUCTIONS: Find the noun clause in each sentence and enclose it in (parentheses). Identify the function
of the noun clause in the sentence (object of the preposition, subject, direct object, or predicate nominative).
BONUS: Identify each word in the noun clause. (You may wish to work on your own paper.)
91
1.
She said that I was her best friend.
2.
That our country is strong is certain.
3.
I asked what she meant by that statement.
4.
What worried mother was the child’s lack of respect.
5.
Marjorie wondered who told him the news.
6.
Whoever dwells on past mistakes is wasting time.
7.
Whatever you do will be helpfiul.
8.
The problem now is what I will plan as a menu for the party.
9.
I think that she will include everyone.
10.
Max would not say to whom he gave the assignment.
11.
Give her whatever you wish.
12.
Our plan is that the team will encourage others to participate.
13.
Do you disagree with what he said?
14.
I saw in the headlines that he is going to be promoted.
15.
Whatever he says will be welcomed by the crowd.
16.
What concerned the scientists was the lack of control over the experiments.
17.
I cannot remember who my fourth grade teacher was.
18.
This is what I’ve always hoped.
19.
What you need is a new plan of action.
20.
Your future depends on what you do right now.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 7: CLAUSES
INDIVIDUAL PRACTICE : CLAUSES
INSTRUCTIONS: Find the subordinate clause in each sentence and enclose it in (parentheses). Identify the
clause as an adjective, adverb, or noun clause. If it is an adjective or adverb clause, circle the word it modifies.
If it is a noun clause, give its function in the sentence (object of the preposition, subject, direct object, or
predicate nominative). BONUS: Identify each word in the clause. (You may wish to work on your own paper.)
92
1.
When it snows, the construction of houses stops.
2.
I had an uncle who once lived in England.
3.
The bus stopped where major attractions were located.
4.
The travel agent recommended a hotel that was on the beach.
5.
I asked him what he really thought of me.
6.
The novel which I read was well written.
7.
The atlas contains all the maps that you need.
8.
He worries about what people think.
9.
When Sylvia was learning to drive, she would stop without warning.
10.
Marcos Navarette, who was born in Columbia, speaks fluent Spanish and English.
11.
If you plan to lose weight, stop eating potato chips.
12.
The lawyer said that the answers lay in the DNA evidence.
13.
Fishermen who take the sport seriously must get up very early in the morning.
14.
How a person acts is the most important test of character.
15.
After graduation, he felt that he needed additional course work.
16.
Since college is so expensive, we must save our money now.
17.
He said that he would return after lunch.
18.
I offered the money to whoever would make the dangerous journey into the cave.
19.
My teacher says I am right.
20.
I found a friend whom I could trust.
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEP 7: CLAUSES
THE WRITING CONNECTION
USING SUBORDINATE CLAUSES
INSTRUCTIONS: Combine the following sentences using adjective clauses, adverb clauses, or noun clauses.
1.
The purse was heavy. I carried the purse on my arm.
_____________________________________________________________________________________
_____________________________________________________________________________________
2.
He was captured by the enemy. The enemy held him in a prison.
_____________________________________________________________________________________
_____________________________________________________________________________________
3.
The Prince of Tides is a book. I enjoyed reading The Prince of Tides.
_____________________________________________________________________________________
_____________________________________________________________________________________
4.
Maria plays a beautiful game of golf. Maria won the spring tournament.
_____________________________________________________________________________________
_____________________________________________________________________________________
5.
Barry owns several old cars. Barry paid a great deal for the old cars.
_____________________________________________________________________________________
_____________________________________________________________________________________
6.
Carol mixed the cake batter. Carol studied the recipe.
_____________________________________________________________________________________
_____________________________________________________________________________________
7.
My brother Phil loves football. He attends every Dallas Cowboys game.
_____________________________________________________________________________________
_____________________________________________________________________________________
93
Copyright © Charlene Tess
STEP 7: CLAUSES
SIMPLE STEPS TO SENTENCE SENSE
TEST: STEPS 1-7
INSTRUCTIONS: Find the subordinate clause in each sentence and enclose it in (parentheses). Identify the
clause as an adjective, adverb, or noun clause, If it is an adjective or adverb clause, circle the word it modifies.
If it is a noun clause, give its function in the sentence (object of the preposition, subject, direct object, or
predicate nominative).
BONUS: Identify each word in the sentence. (You may wish to work on your own paper.)
94
1.
Finding lost children is what he does for a living.
2.
Choose the subject which interests you.
3.
He plays tennis as if he were in a rush to get home.
4.
She works in the garden if the weather permits.
5.
When you must stand in long lines, it helps to take a book to read.
6.
Whoever the boss chooses to run this division must be very knowledgeable.
7.
They gave me what I asked for in my letter.
8.
He works extra hours so he will get promoted.
9.
I know where the best restaurants are.
10.
We disagreed with what the weather forecaster predicted.
11.
Here is a copy of what I said at the meeting.
12.
He felt better than I did.
13.
Because his car was larger, we rode with him to the airport.
14.
That she is depressed is obvious to everyone in the family.
15.
Find me a copy of the ingredients which I will need.
16.
The clothes that I ordered from the catalog did not fit very well.
17.
Our local zoo, which contains one thousand animals, is expensive to maintain.
18.
A friend who gossips about you is no friend at all.
19.
I own a coin collection for which I paid dearly.
20.
Do a personality sketch of someone whom you admire.
Copyright © Charlene Tess
STEP 8: CLASSIFYING SENTENCES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES: STEP 8
CLASSIFYING SENTENCES
There are four types of sentences: simple, compound, complex, and compound-complex:
1) The SIMPLE sentence contains ONE INDEPENDENT clause.
Example: The man standing in the doorway is my Uncle Fred.
Notice that the sentence does not have to be short to be simple. It can have many phrases and still be a “simple”
sentence. In fact, parts of a simple sentence may be compound, as in the example below:
Example: Mary and Tom are going to the dance together. (This sentence contains a compound subject.)
2) The COMPOUND sentence contains TWO INDEPENDENT clauses joined by a conjunction, such
as “and” “but,” “or,” “nor,” “yet,” or “for”. In such sentences, the conjunction should be preceded by a comma.
If the independent clauses are very short and closely related, they may be joined by a semicolon (;).
Examples: A) Marty is the leader of the group, but he is not the best person for the job.
B) I like dogs; he likes cats.
NOTE: Sometimes the independent clauses are joined by conjunctive adverbs such as: moreover, nevertheless,
therefore, however, or consequently. If so, the conjunctive adverb is preceded by a semicolon and followed by a
comma.
Example: He is an expert in this field; therefore, the company hired him.
3) The COMPLEX sentence contains at least ONE INDEPENDENT clause & ONE DEPENDENT
clause. Example: (Before he went to the job interview), he got a haircut.
4) The COMPOUND-COMPLEX sentence contains TWO INDEPENDENT clauses joined by a
conjunction or semicolon, and ONE OR MORE DEPENDENT clauses.
independent clause
Example:
independent clause
dependent clause
(Bob is a doctor), and (he is a man) (who cares about people).
conjunction
FOLLOW THESE RULES TO CLASSIFY SENTENCES EASILY:
1 - If you find a conjunction or a semicolon and a complete sentence on both sides of it,
the sentence is COMPOUND.
2 - If you find an adjective, adverb, or noun clause, the sentence is COMPLEX.
3 - If you find both 1 and 2 above, the sentence is COMPOUND/COMPLEX.
4 - If you find neither 1 nor 2 above, the sentence is SIMPLE.
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STEP 8: CLASSIFYING SENTENCES
LESSON PRACTICE
TO CLASSIFY A SENTENCE ACCORDING TO ITS STRUCTURE FOLLOW THESE RULES:
1.
2.
3.
4.
If you find a conjunction or a semicolon and a sentence on both sides of it,
the sentence is COMPOUND.
If you find an adjective, adverb, or noun clause, the sentence is COMPLEX.
If you find both 1 and 2 above, the sentence is COMPOUND/COMPLEX.
If you find neither 1 nor 2 above, the sentence is SIMPLE.
Analyze each sentence below and write its classification. Choose from “simple” , “compound”, “complex”, or
“compound/complex” classifications. Then write an explanation to tell why you chose that classification.
Hint: It will probably help to circle any conjunctions you find and identify dependent clauses with ( ) .
Example: Flowers that bloom in spring usually smell fragrant.
Flowers (that bloom in spring) usually smell fragrant. Classification: complex Explanation: Sentence has an adjective clause.
1. Good poetry, which contains imagery, can be very emotional.
Classification:_________________________________
Explanation:____________________________________________________________________________
2. The professor is a good teacher; furthermore, he is a good person.
Classification:______________________________________
Explanation:____________________________________________________________________________
3. The captain of the team and the captain of the cheerleaders are both popular students.
Classification:_________________________________
Explanation:____________________________________________________________________________
4. The person who finishes the assignment first will get a reward, and I will give him or her fifteen extra grade points.
Classification:_________________________________
Explanation:____________________________________________________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEP 8: CLASSIFYING SENTENCES
LESSON PRACTICE: OVERHEAD TRANSPARENCY MASTER
TO CLASSIFY A SENTENCE ACCORDING TO ITS STRUCTURE FOLLOW THESE RULES:
1 - If you find a conjunction or a semicolon and a sentence on both sides of it,
the sentence is COMPOUND.
2 - If you find an adjective, adverb, or noun clause, the sentence is COMPLEX.
3 - If you find both 1 and 2 above, the sentence is COMPOUND/COMPLEX.
4 - If you find neither 1 nor 2 above, the sentence is SIMPLE.
Analyze each sentence below and write its classification. Choose from “simple” “compound”, “complex”, or
“compound/complex” classifications. Then write an explanation to tell why you chose that classification.
Hint: It will probably help to identify dependent clauses with ( ) and circle any conjunctions you find.
1. Good poetry, (which contains imagery), can be very emotional.
Classification: COMPLEX
Explanation: This sentence does not contain a coniunction or a semicolon, so it cannot be a
compound sentence. It does contain a dependent adjective clause - “which contains imagery,” so that
classifies it as a COMPLEX sentence. The independent clause in the sentence is “Good poetry can be
very emotional.”
2. The professor is a good teacher; furthermore, he is a good person. Classification: COMPOUND
Explanation: This sentence does contain a semicolon and a conjunctive adverb “furthermore” which
joins two independent clauses. This is a compound sentence. It does not contain a subordinate
clause; therefore, it cannot be a compound-complex sentence.
3. The captain of the team and the captain of the cheerleaders are both popular students.
Classification: SIMPLE
Explanation: This sentence contains the conjunction “and,” but it joins two subjects - not two
independent clauses. This sentence is not compound. There are no subordinate clauses. This sentence
is not complex, so we know that it is a simple sentence.
4. The person (who finishes the assignment first) will get a reward, and I will give him fifteen
extra grade points.
Classification: COMPOUND/COMPLEX
Explanation: There are two independent clauses joined by the conjunction “and.”
There is also a dependent clause “who finished the assignment first” - an adjective clause inside the
independent clause. This sentence is Compound/Complex.
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STEP 8: CLASSIFYING SENTENCES
GROUP PRACTICE
INSTRUCTIONS: Read the following sentences and follow the RULES to decide if they are simple, compound,
complex, or compound-complex. Write the classification for each on the line provided. It will probably help you to put
( ) around dependent clauses, underline the independent clauses, and circle any conjunctions or semicolons you find.
1.
Many people are reading science fiction. ________________________________
2
Some authors have tried this genre, but many of them have failed. ___________________________
3.
Science fiction books, which predict disasters, are very popular. ______________________________
4.
If it seems real, science fiction has accomplished its purpose. ________________________________
5.
Science fiction is based on fact. ________________________________
6.
Mary Shelley who wrote Frankenstein was an early science fiction pioneer. ____________________
7.
To many readers, science fiction is only about aliens who inhabit the earth. _____________________
8
One author seldom writes about humans, and she believes that monsters which she describes can attract
new readers. ________________________________
9.
The author thought about the unpredictability of nature, and he believed his novels were a warning.
10.
The movie, which depicted an invasion of grasshoppers, reminded readers how limited science really
is. ______________________________________________
11.
This novel, which has had a great influence on modern audiences, is a best seller, and it was the inspiration
for a movie. _________________________________
12.
Few people know him. ____________________________
13.
Roselyn wrote an exciting article that appears in a travel magazine. __________________________
14.
She described the scenic drive, which was her first trip into Monaco. __________________________
15.
Because she had planned beforehand, the drive seemed familiar. ______________________________
16.
At one point, the car in which Tyrone was riding began to rattle. ______________________________
17.
He knew what caused the noise. __________________________________
18.
It occurred under the apex of the bridge. __________________________________
19.
The noise was somewhat louder than Tyrone had expected. __________________________________
20.
Margaret said she felt fine after the trip, and she praised the many hard-working people who had
contributed to its outstanding success.__________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEP 8: CLASSIFYING SENTENCES
INDIVIDUAL PRACTICE
INSTRUCTIONS: Read the following sentences and follow the RULES to decide if they are simple, compound,
complex, or compound-complex.
BONUS: Identify the clauses in each sentence by underlining the independent clauses and enclosing the
subordinate or dependent clauses in ( ). Then identify the subordinate clauses as noun, adjective, or adverb
clauses. (You may wish to work on your own paper.)
1.
A person who watches his weight is wise. _________________________________
2.
Dogs and cats fight like sisters and brothers. _________________________________
3.
Movies which are about ghosts are popular, and I really like them. ____________________________
4.
After he washed the dishes, he went for a walk. ___________________________________
5.
During the lunch shift, the halls are crowded. _______________________________
6.
Conceited people are seldom wrong; just ask them. __________________________________
7.
When he went to work he did the best job he could, and then he went home.
8.
Rats will run and hide from bright lights. _____________________________
9.
People will treat you nicely if you are nice to them. ________________________________
10.
People who dress or behave in an exaggerated manner are usually starving for attention.
_____________________________
11.
Time once spent, unlike money, can never be replenished. _______________________________
12.
If we get a new boss, things should improve. ________________________________
13.
I saw a car that looked like mine at the drug store.__________________________________
14
The TV show that I saw last night was very funny, and I really enjoyed it._____________________
15.
Stop and smell the flowers. _______________________________
16.
The erosion of the ozone layer is one of the greatest problems we face in this generation.
_______________________________
17.
In the mountains of New Mexico, a placid lake, which is fill of trout, is waiting for me.
_______________________________
18.
When he called out to me, I dropped what I was doing and ran to help him.______________________
19.
The raindrops started falling about fifteen minutes after I ate lunch. ____________________________
20.
I want to help you, but you aren’t making it very easy. _____________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEP 8: CLASSIFYING SENTENCES
THE WRITING CONNECTION
VARYING SENTENCE STRUCTURE
Good writing is lively writing that will keep the reader interested. Sentence variety is the way to achieve
lively writing. Always use all four types of sentences in your writing.
Revise the following sentences changing them from compound sentences to complex sentences.
1.
The children in our neighborhood play hide-and-seek at my house, but they are careful not to frighten
my dog and cat.
_____________________________________________________________________________________
2.
I like having a car of my own, and I try hard to keep it clean.
_______________________________________________________________________________________
3.
We saw the policeman approaching, and we tried not to look guilty.
_______________________________________________________________________________________
Revise each of the following run-on and otherwise poorly composed “sentences” into one good sentence
by correctly using independent and subordinate clauses. Be careful not to change the meaning.
4.
A problem occurred in the busy office, and several workers were angry, and then the boss decided to
form a communications committee.
______________________________________________________________________________________
______________________________________________________________________________________
5.
The trees blew in the ferocious winds and they blew so hard and they nearly touched the ground and
that could break them in half.
______________________________________________________________________________________
______________________________________________________________________________________
6.
I saw the movie, and then I began writing notes in my notebook, because I wanted to remember the
key parts in the plot, but the bell sounded, and I wasn’t finished, and so my assignment was late.
______________________________________________________________________________________
______________________________________________________________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEP 8: CLASSIFYING SENTENCES
TEST:
STEPS 1-8
INSTRUCTIONS: Read the following sentences and follow the RULES to decide if they are simple, compound,
complex, or compound-complex. Identify the clauses in each sentence by underlining the independent clauses and
enclosing the subordinate clauses in (parentheses). Then identify the subordinate clauses as noun, adjective, or
adverb clauses.
1.
After she bought the car, she was sorry. ________________________________
2.
Read your notes, follow the steps, and you won’t fail._______________________________
3.
Jane and John gave Maria and Thomas a party. _______________________________
4.
Tickets which cost the most are usually nearer to the stage, but you must stand in line to purchase
them. ______________________________
5.
If he gets a good job, things will get much better. _________________________________
6.
Dogs will snap and bark at strangers. ______________________________
7.
When she made the cake, she decorated it with hundreds of roses, and then she sold it for fifty
dollars. ________________________________
8.
Movies, which are about airplanes are popular, and I’ve rented several of them.
_________________________________
9.
A man who wears Polo cologne smells great. _________________________________
10.
The salad looked crisp and cool. _________________________________
11.
June is a warm month, July is hot, but August is unbearable. ___________________________
12.
The guests swam and danced at the party. _______________________________
13.
I know you are unhappy, but you brought it upon yourself _______________________________
14.
The trophy was not gold, but it was very expensive. ___________________________________
15.
After lunch he wrote a letter, but he forgot to mail it. ___________________________________
16.
The help you need is available from social services. ____________________________________
17.
The teacher gave the assignment and the students worked on it. __________________________
18.
Buckets of tar fell off the roof, but the men say they’re not responsible. _____________________
19.
We know we will have turkey for lunch or turkey for supper._____________________________
20.
When forests are injured by fire, they usually recover well.______________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
LESSON NOTES - ADVANCED ANALYSIS
No matter how long a sentence is or how difficult a sentence appears to be, analyzing the sentence is easy now
that you have learned to follow the SIMPLE STEPS TO SENTENCE SENSE. It will be easier to analyze
more complicated sentences, however, if you combine the eight Steps you have been using into four.
Read the sentence carefully and then scan it to complete the following steps:
Adv. Step 1 - Find all the phrases. [prepositional] <verbal> and <appositive>
Adv. Step 2 - Find all the clauses (both independent and subordinate) and identify the subject, verb, and
complement in each clause.
Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
Adv. Step 4 - Classify the sentence.
Follow the Steps for Advanced Analysis. Try it on the following sentence:
It is incumbent upon a participant of a civilized society to involve himself in whatever is required of
him whenever possible.
Adv. Step 1 - Scan the entire sentence first looking for all phrases. Mark the prepositional phrase with
[brackets] and enclose all other phrases in <pointed brackets>.
infinitive phrase
It is incumbent [upon a participant] [of a civilized society] <to involve himself> [in whatever
is required] [of him] whenever possible.
Adv. Step 2 - Scan the entire sentence to identify the core of all clauses. The easiest way to do this is to find
all the verbs first and then identify the subjects and complements that go with them.
PA
It is incumbent [upon a participant] [of a civilized society] < to involve himself>
noun clause
adverb clause
[in whatever is required[ [of him] (whenever possible).
MEANS: “whenever it is possible”
implied subject and verb
Adv. Step 3 - Find all the modifiers. The only modifiers found in this sentence were inside the prepositional
phrases.
Adv. Step 4 - Classify the sentence. This is a COMPLEX sentence. It contains one independent clause and
two subordinate (dependent) clauses.
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
LESSON PRACTICE - ADVANCED ANALYSIS
Long and seemingly difficult sentences can be analyzed easily. All you need to do is to follow the four Steps for
Advanced Analysis in order (a combination of the original eight Steps).
Complete the analysis of the sentence that follows, making all necessary marks according to the requirements for
each Advanced Step.
SENTENCE: When our group entered the park, the guide supplied information
about the number of animal varieties as he led us toward a guard
rail which looked too frail to be safe.
Follow the Advanced Steps to scan the sentence above.
Copy the sentence in the space at the bottom of this page, and mark the elements indicated. Check off the
Steps as you complete them:
_____Adv. Step 1 - Find all the phrases. Enclose prepositional phrases in [brackets]. Enclose participial,
gerund, infinitive and appositive phrases in <pointed brackets>.
_____Adv. Step 2 - Find all the clauses (both independent and subordinate) and enclose in (parentheses).
Identify the subject, and verb in each clause. Remember to look for IMPLIED subjects
and verbs.
_____Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
_____Adv. Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
THIS SENTENCE IS: ___________________
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
LESSON PRACTICE - OVERHEAD TRANSPARENCY MASTER
Long and seemingly difficult sentences can be analyzed easily. All you need to do is to follow the four Steps for
Advanced Analysis in order (a combination of the original eight Steps).
Complete the analysis of the sentence that follows, making all necessary marks according to the requirements for
each Advanced Step.
SENTENCE:
When our group entered the park, the guide supplied information
about the number of animal varieties as he led us toward a guard
rail which looked too frail to be safe.
Follow the Advanced Steps to scan the sentence above.
Copy the sentence in the space below, and mark the elements indicated. Check off the steps as you complete
them:
√
___Adv.
Step 1 - Find all the phrases. Enclose prepositional phrases in [brackets]. Enclose participial, gerund,
infinitive and appositive phrases in <pointed brackets>.
When our group entered the park, the guide supplied information
[about the number[ [of animal varieties] as he led us
[toward a guard rail] which looked too frail <to be safe>.
___Adv.
Step 2 - Find all the clauses (both independent and subordinate) and enclose the subordinate clause in
√
(parentheses).
Identify the subject and verb in each clause. Remember to look for IMPLIED subjects and verbs.
A
D.O.
A
(When our group entered the park), the guide supplied information
A D.O.
[about the number] [of animal varieties] as he led us
L
P.A.
[toward a guard rail] which looked too frail <to be safe>.
√
___Adv.
Step 3 - Find all the modifiers. (Except those in a prepositional phrase.
adv
adj
A
adj D.O.
adj
A
D.O.
(When our group entered the park), the guide supplied information
D.O.
[about the number] [of animal varieties] (as he led us
L
adv.
P.A.
[toward a guard rail]) (which looked too frail <to be safe>).
√
___Adv.
Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
THIS SENTENCE IS: COMPLEX
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
GROUP PRACTICE
Read the sentences that follow carefully and then scan them to find the following:
Adv. Step 1 - Find all the phrases. [prepositional] <verbal and appositive>
Adv. Step 2 - Find all the clauses (both independent and subordinate) and identify the subject and verb
in each clause.
Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
Adv. Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
1.
As you work your way through these sentences, you will learn to find one element at a time, and
you will see how easy it can be to analyze a longer, more complicated sentence.
THIS SENTENCE IS:______________________________________________
2.
Although his audience for the afternoon seemed disinterested and restless, he continued talking to the
crowd in the same boring tone of voice and eventually put the majority of them to sleep, which caused a
soft din of snores to resonate through the lecture hall.
THIS SENTENCE IS:______________________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
INDIVIDUAL PRACTICE - A
Carefully read the sentences that follow and then scan them to fmd the following:
Adv. Step 1 - Find all the phrases. [prepositional] <verbal and appositive>
Adv. Step 2 - Find all the clauses (both independent and subordinate) and identify the subject and verb in
each clause.
Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
Adv. Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
1.
You will develop your thesis and all the evidence you need to support it if you make notes while you
read the source material you have chosen to use for your composition.
THIS SENTENCE IS: ______________________________
2.
Walking into a room full of strangers can be intimidating, especially to a shy person, unless you focus
your visual attention on only one person at a time and keep constantly mindful of remaining in total
control of your feelings.
THIS SENTENCE IS: ________________________________
3.
The defense plan has great strength, and it has real importance for the modern world; but it will require
a massive amount of money that we simply can not afford to spend.
THIS SENTENCE IS: ________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: ADVANCED ANALYSIS
INDIVIDUAL PRACTICE - B
Carefully read the sentences that follow and then scan them to find the following:
Adv. Step 1 - Find all the phrases. [prepositional] <verbal and appositive>
Adv. Step 2 - Find all the clauses (both independent and subordinate) and identify the subject
and verb in each clause.
Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
Adv. Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
1. Although his methods seem unorthodox, his purpose is to prevent trouble and to make peace among the
tribes living in the northern part of the country.
THIS SENTENCE IS: _________________________________
2. Before tomorrow’s deadline, students are asked to paraphrase the poem and to discuss how the feelings of
the protagonist are reflected in his images, his syntax, and his diction .
THIS SENTENCE IS: _________________________________
3. When the passage is from a work of fiction or nonfiction, you must identify what the speaker’s attitudes
are toward the subject or the characters of the passage.
THIS SENTENCE IS: _________________________________
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SIMPLE STEPS TO SENTENCE SENSE
SSTEPS APPLICATION: ADVANCED ANALYSIS
TEST: STEPS APPLICATION - ADVANCED ANALYSIS
Carefully read the sentences that follow and then scan them to find the following:
Adv. Step 1 - Find all the phrases. [prepositional] <verbal and appositive>
Adv. Step 2 - Find all the clauses (both independent and subordinate) and identify the subject
and verb in each clause.
Adv. Step 3 - Find all the modifiers. (Except those in a prepositional phrase.)
Adv. Step 4 - Classify the sentence as simple, compound, complex, or compound-complex.
1.
Father longs for the good old days, but we sometimes wonder if his memory is failing him, or if he has
taken a vacation from telling the truth.
THIS SENTENCE IS: ________________________________
2.
On the AP Exam, the readers want to see if you understand the question, if you comprehend the
passage, and if you can write an essay which demonstrates your knowledge.
THIS SENTENCE IS: ________________________________
3.
Using this information, your essay would probably discuss the likenesses and important differences in
the writer’s views of the restrictions of the short story.
THIS SENTENCE IS: _________________________________
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
LESSON NOTES - WRITING TIPS
Learning to analyze sentences can make you a better writer. The following are a few tips to make your sentences
more interesting and more clearly understood by the reader:
TIP #1: WHEN WRITING SIMPLE SENTENCES, LEARN TO USE ACTIVE VERBS.
Avoid the passive voice that slows the sentence down. (Verbs in the passive voice use “is, am, are, way, were ,be,
been, or being” as a helping verb in front of the past participle.)
Examples: Kim was hit by Kerry. (This sentence is in the passive voice.)
Kerry hit Kim. (This sentence is in the active voice.)
To eliminate the passive voice:
•
remove the helping verb (is, am, are, was, were, be, been, being)
•
flip/flop the ends of the sentence
Example: Passive voice - “The man was given an award by the service club.”
Active voice - “The service club gave the man an award.”
TIP #2: TO MAKE YOUR SIMPLE SENTENCES MORE INTERESTING, USE CLAUSES AND PHRASES.
Vary the position of clauses and prepositional, participial, infinitive, gerund, and appositive phrases to achieve
variety. Just be careful to place the phrases close to the words they modify so that there will not be any misplaced
modifiers (which will cause confusion to the reader).
Example: Coiled on the chair, Mrs. Franco saw the snake.
MISPLACED MODIFIER - Is Mrs. Franco coiled on the chair?
TIP #3: WHEN WRITING COMPOUND SENTENCES, BE SURE TO PUNCTUATE CORRECTLY.
Place a comma in front of the conjunction when two sentences are joined by conjunctions such as “and, but, or, nor,
for, and yet.”
A comma goes before
the conjunction
Example: He is the doctor, but we don’t trust him.
TIP #4: WHEN TWO SENTENCES ARE JOINED BY CONJUNCTIVE ADVERBS SUCH AS “HOWEVER,” “MOREOVER,”
“NEVERTHELESS,” “FURTHERMORE,” AND “CONSEQUENTLY,” THERE SHOULD BE A SEMICOLON BEFORE THE ADVERB
AND A COMMA AFTER IT.
semicolon
before
adverb
comma
after
Example: He is the doctor ; consequently , we should trust him.
continued
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STEPS APPLICATION: WRITING SENSIBLE SENTENCES
SIMPLE STEPS TO SENTENCE SENSE
LESSON NOTES - WRITING TIPS CONTINUED
TIP #5:
USE COMPOUND SENTENCES WHEN YOU WISH TO CONNECT RELATED THOUGHTS.
Try to avoid just stringing together a series of simple sentences with “....and.. . and... and....”
Example:
“I took my shoes in to be repaired, and I dropped off the dry cleaning, and then
I went to the grocery store to buy something for dinner, and, having finally finished
the errands, I went home to cook.
INSTEAD, WRITE THIS:
“I took my shoes in to be repaired and dropped off the dry cleaning. Then, I went to the grocery store to buy
something for dinner, and, having finally finished the errands, I went home to cook.
TIP #6: WHEN WRITING COMPLEX SENTENCES, YOU MUST USE SOME THOUGHT. CHOOSE THE IDEA YOU WISH TO
EMPHASIZE AND PLACE IT IN THE INDEPENDENT CLAUSE.
Notice the different ideas being conveyed by the independent clause in each of the sentences below
(shown in bold letters):
“This office, which is the largest in the building, will accommodate the entire committee .”
“This office, which will accommodate the entire committee, is the largest in the building.”
TIP #7: USE BOTH “LOOSE” AND “PERIODIC” SENTENCES IN YOUR WRITING TO ADD STRUCTURAL VARIETY.
In a LOOSE SENTENCE, the main idea (found in the independent clause) comes first followed by phrases
and dependent clauses. If a period were placed at the end of the independent clause, the sentence would
still be complete.
independent clause
Example: I saw my father <standing on the porch> <being pelted> [by the pouring rain].
In a PERIODIC SENTENCE, the central meaning is presented in an independent clause at the end. It will be preceded
by phrases and clauses that cannot stand alone.
independent clause
Example: <Excited [by the wonderful news]>, I let out a joyous cheer.
The “loose” sentence seems informal and conversational, while the “periodic” sentence adds emphasis to your
writing. Use both “loose” and “periodic” sentences for structural variety.
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SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
INDIVIDUAL PRACTICE
USING VERBS IN THE ACTIVE VOICE
INSTRUCTIONS: The following sentences are written in the passive voice. Rewrite them in the
active voice.
To eliminate the passive voice:
• remove the helping verb (is, am, are, was, were, be, been, being)
• flip/flop the ends of the sentence
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1.
The flowers were picked by the children.
_____________________________________________________________________________
2.
The magazines and books were given to the hospital by Mrs.Green.
_____________________________________________________________________________
3.
The car was stolen by some boys in the neighborhood.
_____________________________________________________________________________
4.
A victory was expected by the whole school.
_____________________________________________________________________________
5.
We applauded when a speech was given by Lorrie.
_____________________________________________________________________________
6.
The closets were cleaned by the maid.
_____________________________________________________________________________
7.
The sheets were changed by the nurse.
_____________________________________________________________________________
8.
The lesson had been taught by the teacher.
_____________________________________________________________________________
9.
A course in computer science was signed up for by Brian.
_____________________________________________________________________________
10.
The injured horse was treated by the veterinarian.
_____________________________________________________________________________
Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
INDIVIDUAL PRACTICE
USING PHRASES
INSTRUCTIONS: Combine the following sentences using prepositional, participial, gerund,
infinitive, or appositive phrases.
1.
The bathtub is made of iron. It weighs several hundred pounds.
_____________________________________________________________________________
2.
The man is my algebra teacher. The man is Mr. Wilson.
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3.
Mary makes braided rugs. This is her hobby. Mary sells the rugs to friends.
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4.
Small dogs have good hearing. They make good watchdogs.
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5.
The man is my father. The man is in the car.
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6.
The dog was sick. The dog was old. The dog was dying.
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7.
Max cooked his favorite meal. Max’s favorite meal is spaghetti.
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8.
The horse trotted. The horse was on the track.
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9.
The bank is located on First Street. The bank is new to the town.
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10.
The mulberry trees were beginning to blossom. The trees were near the house.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
INDIVIDUAL PRACTICE
CORRECTING MISPLACED MODIFIERS
INSTRUCTIONS: The following sentences contain misplaced modifiers. Correct them by doing one of the folowing:
• Move the modifying phrase close to the word it modifies.
• Put a word in the sentence for the phrase to modify.
Example: Hidden among the leaves we found a lizard. (Are we among the leaves?)
Corrected: We found a lizard hidden among the leaves.
Carrying a large sack of oranges, the cat got in my way. (The cat carries oranges?)
Corrected: The cat got in my way while I was carrying a large sack of oranges.
1.
Driving about thirty miles an hour, Dallas was reached by midnight.
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2.
Left alone, the swing terrified the child.
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3.
The Hopi Indian carved these kachinas working with a small knife.
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4.
Holding on for dear life, the bus went around the corner too fast.
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5.
Eating the salty popcorn, my thirst increased.
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6.
Coming up the sidewalk, the plants in the window looked lovely.
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7.
While adjusting the volume on the radio, the car swerved off the road.
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8.
Busy working on our speech, the time passed quickly.
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9.
Intelligent and beautiful, everyone is impressed by her.
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10.
While talking with George, the topic of marriage came up.
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
INDIVIDUAL PRACTICE -
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
USING VARIED SENTENCE PATTERNS
INSTRUCTIONS: Analyze the following sentences and then write an original one that follows the same pattern.
Example: If someone asks you to join a dangerous crowd, you can always refuse.
PATTERN:
(adverb clause)
independent clause
(If someone asks you to join a dangerous crowd), you can always refuse.
NEW SENTENCE: When people speak to me rudely, I don’t listen to them.
(adverb clause)
independent clause
1. To win this game is important to the team’s ego.______________________________________________
_____________________________________________________________________________________
2. Send me a list of the people whom you are inviting to the party.___________________________________
_____________________________________________________________________________________
3. The house where he was born is now a museum.______________________________________________
_____________________________________________________________________________________
4. Whatever you say will be repeated later.____________________________________________________
_____________________________________________________________________________________
5. He swims if the weather is sunny._________________________________________________________
_____________________________________________________________________________________
6. Mother agreed with what he said._________________________________________________________
_____________________________________________________________________________________
7. Everyone smiled as the camera flashed._____________________________________________________
_____________________________________________________________________________________
8. To see the whole picture should be your goal.________________________________________________
_____________________________________________________________________________________
9. The flowers, wilting in the vase, were once beautiful.__________________________________________
_____________________________________________________________________________________
10. Washing the car is his task for the week.___________________________________________________
_____________________________________________________________________________________
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
INDIVIDUAL PRACTICE
USING LOOSE & PERIODIC SENTENCES
In a loose sentence, the main idea (independent clause) comes first followed by phrases and dependent clauses. If
a period were placed at the end of the independent clause, the sentence would still be complete.
Example: I saw my father standing on the porch pelted by the pouring rain.
In a periodic sentence, the central meaning is presented in an independent clause at the end. It will be preceded by
phrases and clauses that cannot stand alone.
Example: Excited by the wonderful news, I let out a joyous cheer.
Write five “loose sentences” on the lines below:
1. __________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
3. __________________________________________________________________________________
__________________________________________________________________________________
4. __________________________________________________________________________________
__________________________________________________________________________________
5. __________________________________________________________________________________
__________________________________________________________________________________
Write five “periodic sentences” on the lines below:
6. __________________________________________________________________________________
__________________________________________________________________________________
7. __________________________________________________________________________________
__________________________________________________________________________________
8. __________________________________________________________________________________
__________________________________________________________________________________
9. __________________________________________________________________________________
__________________________________________________________________________________
10. __________________________________________________________________________________
__________________________________________________________________________________
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
INDIVIDUAL PRACTICE
USING PUNCTUATION CORRECTLY
Place a comma in front of the conjunction when two sentences are joined by conjunctions “ and, but, or, nor, for, and yet.”
When two sentences are joined by conjunctive adverbs “however, moreover, nevertheless,furthernmore, and
consequently,” place a semicolon ( ;) before the adverb and a comma (,) after it.
Copy the following sentences and add any necessary punctuation marks.
1.
The sun is shining yet the forecast is for rain.
_______________________________________________________________________________
_______________________________________________________________________________
2.
My uncle doesn’t like green vegetables furthermore he won’t eat anything that’s green.
_______________________________________________________________________________
_______________________________________________________________________________
3.
Phyllis tried to dye her hair red however it turned an iridescent shade of purple instead.
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_______________________________________________________________________________
4.
The teacher was planning a free day but she canceled it due to the poor results on last Friday’s test.
_______________________________________________________________________________
_______________________________________________________________________________
5.
We could go to the amusement park on Saturday or we could wait until our next long weekend.
_______________________________________________________________________________
_______________________________________________________________________________
6.
I got all my homework done early nevertheless my parents wouldn’t let me go to the movies last night.
_______________________________________________________________________________
_______________________________________________________________________________
7.
The whole town was saddened by his death and he will be sorely missed by all.
_______________________________________________________________________________
_______________________________________________________________________________
8.
A mugger stole all of Mrs. Roland’s money consequently she can’t even afford to buy food for her kids.
_______________________________________________________________________________
_______________________________________________________________________________
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Copyright © Charlene Tess
SIMPLE STEPS TO SENTENCE SENSE
STEPS APPLICATION: WRITING SENSIBLE SENTENCES
TEST: WRITING SENSIBLE SENTENCES
Change these sentences from passive to active voice:
1.
Celia was given money for graduation by her grandparents and other relatives.
_______________________________________________________________________________
2.
His cocker spaniel, which was always getting out of the yard, was hit by a truck last week and killed.
_______________________________________________________________________________
Correct the misplaced modifiers in the following sentences:
3.
Wandering aimlessly through the crowd with tears flowing, the police officer spotted the lost little girl.
_______________________________________________________________________________
4.
Perched on a high branch of the tree we heard the bird chirping happily.
_______________________________________________________________________________
Copy and correct the punctuation of the sentences that follow:
5.
I didn’t do well on my last math test therefore I will have to find a more successful method of studying.
_______________________________________________________________________________
6.
Mickey has had 175 hours of flight training yet his instructor feels he is still not ready to solo.
_______________________________________________________________________________
Write one “loose” and one “periodic” sentence on the lines that follow:
7.
_______________________________________________________________________________
_______________________________________________________________________________
8.
_______________________________________________________________________________
_______________________________________________________________________________
Combine these sentences by using participial, infinitive, gerund, or appositive phrases:
9.
Mr. Raffin was my favorite teacher. He taught advanced English.
_______________________________________________________________________________
10.
I just got a new locker combination. I seem to constantly forget the order of the numbers.
_______________________________________________________________________________
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SIMPLE STEPS TO SENTENCE SENSE
ANSWER KEY
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