Graduate Preparatory English
ENGL500-O WORKSHOP SIX
Topics:

Coordinating and Subordinating Conjunctions

Adverb Clauses

Correlative Conjunctions

Compound and Complex Sentences
Introduction
Congratulations on completing Workshop Five successfully! In this
workshop, you will learn how to write compound and complex sentences using
subordinating (adverb clauses type) and coordinating conjunctions. Also, you will
learn to write sentences using correlative conjunctions. You will continue practicing
pronunciation and writing. To improve your English, you must do much writing. The
more you readand write the better your English will become. Written proficiency is
acquired by writing constantly. Therefore, you must write to improve your spoken
and written English.
Specific Objectives
At the end of this workshop, you will be able to:

Differentiate between coordinating, subordinating, and correlative
conjunctions.

Know the seven coordinating conjunctions.

Write and speak compound and complex sentences correctly.

Use correlative conjunctions and adverb clauses in sentences correctly.

Have a broader vocabulary and better usage of English grammar by
completing the TELL ME MORE® program exercises.

Engage in the process of communicating ideas and points of view orally and
in written form with correct grammar, syntax, punctuation, and correct use
of verbs.
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Content
6.1 Conjunctions
A conjunction is a word that links words, phrases, or clauses. There are three types
of conjunctions: coordinating conjunctions, correlative conjunctions, and
subordinating conjunctions.
6.1.1 Coordinating Conjunctions
Coordinating conjunctions are words that connect phrases, clauses, and other
words. There are seven coordinating conjunctions: for, and, nor, but, or, yet,
so. You can remember then by learning the acronym FANBOYS. We use
coordinating conjunctions to write compound sentences. We will discuss how to
write compound sentences in section 6.2.You can begin a sentence with a
coordinating conjunction. You will be breaking no rule by doing so. There is a
difference between a coordinating conjunction and a subordinating conjunction
(discussed in section 6.1.3).A coordinating conjunction can join two main clauses
that writers want to emphasize equally. The subordinating conjunction, however,
emphasizes the idea in the main clause more than the one in the subordinate
clause. The pattern of coordination is:
main clause + , + coordinating conjunction + main clause
You need to punctuate coordinating conjunctions correctly. There are three
punctuation patterns:

connecting two main clauses:
main clause + , + coordinating conjunction + main clause

connecting two items:
item+ Ø + coordinating conjunction + item

connecting three or more items in a series:
item + , + item + , + coordinating conjunction +, + item
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We will review some examples on using coordinating conjunctions in section 6.2
Writing Compound Sentences.
I invite you to visit the following link to watch a short video on
The Coordinating Conjunctions
http://www.youtube.com/watch?v=qJ11mG5Ln_g
6.1.2 Subordinating Conjunctions
We use the subordinating conjunction to form complex sentences. We will
discuss writing complex sentences on section 6.3. A subordinating conjunction joins
a subordinate clause to a main clause. Subordinate clauses are also called
dependent clauses. There are three basic types of dependent clauses:

adjective clauses

adverb clauses

noun clauses
In this section, we will discuss adverb clauses. We will discuss adjective clauses
and noun clauses in workshop seven. Adverb clauses show relationships such as
time, cause and effect, contrast, and condition. Therefore, there are four types of
subordinators in adverbial clauses: time, cause and effect, opposition, and
condition. The following table provides a list of subordinators.
List of Subordinators
Time
Cause + Effect
Opposition
Condition
after
because
although
if
before
since
though
unless
when
now that
even though
only if
while
as
whereas
whether or not
since
in order that
while
even if
until
so
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in case (that)
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Examples:
The main clause is underlined in the following examples. The subordinate clause
(e.g. the dependent clause) begins with the subordinating conjunction shown in
orange color.
1. Because I am tired, I am going to take a nap.
2. I am going to take a nap because I am tired.
3. Although I study every day, I do not get good grades.
4. I do not get good grades although I study every day.
5. Unless it rains, I will go shopping today.
6. I will go shopping todayunless it rains.
Note: The punctuation used for subordinating conjunction is standard. The format
is used for all subordinators. This means that when the sentence begins with the
subordinating conjunction, a coma is placed before the main clause. When the
sentence begins with the main clause, no coma is placed before the subordinating
conjunction.
Please visit the following link to watch four videos on
Subordinating Conjunctions
http://www.youtube.com/watch?v=LkD-Sjr6ztw
http://www.youtube.com/watch?v=AEF5wreLh9U&feature=related
http://www.youtube.com/watch?v=E1D7STokN3c&feature=related
http://www.youtube.com/watch?v=2RvMJ9LcnsU&feature=related
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6.1.3 Correlative Conjunctions
A correlative conjunction consists of words that appear in pairs and it connects
equivalent parts of a sentence. It is actually a coordinate conjunction connected to
an adjective or an adverb. When joining singular and plural subjects, the subject
closest to the verb determines whether the verb is singular or plural.
The main primary correlative conjunctions are:

both...and

either...or

neither...or

not...but

not only...but also
Other pairs that sometimes have a coordinating function include the following:

as...as

just as...so

the more...the less

the more...the more

no sooner...than

so...as

whether...or
Examples:
Correct
1. Neither Mary nor Elsie has passed the driver's license test.
Notice that the verb is in singular, has passed rather than have passed,
because the subject closest to the verb is singular.
2. Either Sam or David must have done the shores.
3. I do not know whether my brother's birthday is on the 30th oron the 31st of
March.
4. She not only wrote the song for the band but also sang it.
5. If you are as fast as that guy, it will not be difficult for you to make it to the
Olympics.
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Examples:
Incorrect
1. My sister is not only nice but also a teacher.
This sentence is incorrect because "nice" is an adjective and "teacher" is a
noun.
2. I do not know whether to swim or running in order to warm up.
This sentence is not correct because "to swim" is the infinitive form of the
verb and "running" is the present participle.
A correlative conjunction must link similar types of works.So, the corrected
sentences are:
1. My sister is not only nice but also sweet.
Two adjectives: nice and sweet.
2. I do not know whether to swim or to run in order to warm up.
Two infinitives: to swim and to run.
To do some online practice exercises, search the Internet for
Correlative Conjunctions Quiz
In YouTube, look for the following:
Correlative Conjunctions -Tutortunes SAMPLE.mp4
Watch the video.
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6.2Writing Compound and Complex Sentences
A sentence which contains just one clause is called a simple sentence. A compound
sentence is a sentence that contains at least two independent clauses. We form
compound sentences using coordinating conjunctions. A sentence which contains
one independent clause and one or more dependent clauses is a complex sentence.
We form complex sentences using adverb clauses, adjective clauses and noun
clauses.
6.2.1 Writing Compound Sentences
You must memorize the rules that follow if you want to improve your English. It is
a simple rule and it works. We use coordinating conjunctions to write compound
sentences. As mentioned before, the coordinating conjunctions are: for, and, or,
but, or, yet, and so. Remember them by saying FANBOYS.
When you combine two simple sentences to make a single sentence, you are
writing (making) a compound sentence. Notice that we use a comma before the
FANBOYS.
Examples:
1. Mary orders a cup of coffee. Her sister wants tea.
Mary orders a cup of coffee, and her sister wants tea.
2. Samuel is tired. Samuel has to work tonight.
Samuel is tired, but he has to work tonight.
3. I am saving money. I want to go to Europe.
I am saving money, for I want to go to Europe.
4. The child cannot swim. The child cannot walk.
The child cannot swim, nor can he walk.
5. You can go to California. You may take a summer cruise.
You can go to California, or you may take a summer cruise.
6. I study every day. I do not get good grades.
I study every day, yet I do not get good grades.
7. Mary wants to go to graduate school. She is studying very hard to pass the
entrance exam.
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Mary wants to go to graduate school, so she is studying very hard to pass the
entrance exam.
For more information and online quizzes,
I invite you to look in the Internet for the following terms:
Writing Compound Sentences
Basic Coordinating Conjunctions
Coordinating Conjunctions Quiz
6.2.2 Writing Complex Sentences
Learning, using, and writing complex sentences will give your writing assignment a
better presentation and make your writing better. A complex sentence is a sentence
that contains an independent clause and at least one dependent clause. Remember
that there are three basic types of dependent clauses: adverb clauses, adjective
clauses, and noun clauses. You must use a subordinating conjunctionto form a
complex sentence. A subordinating conjunction joins a subordinating clause to a
main clause. The most common subordinating conjunctions are:

after, although, as, as if, as long as,

as much as, as soon as, as though,

because before, even if, even though,

how, if, in as much, in order that, lest,

now that, provided that, since, so that,

than, that, though, till (or ‘til), unless,

until, when, whenever, where, wherever, while
Example of a complex sentence:
Subordinating conjunction BECAUSE (adverb clause).
Because I am tired, I am going to take a nap. (adverb clause)
The subordinating clause is “because I am tired” while the main clause is “I am
going to take a nap”. Notice that the subordinate clause (adverb clause type) is at
the beginning of the sentence, followed by a coma and the main clause.
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I invite you to click the following link, to watch an audio presentation
ENGL500 W6.6.2 Writing Compound and Complex Sentences
ENGL500 W6.6.2 NARRATIVE (MS Word Document)
The presentation above includes various interactive exercises on both coordinating
and subordinating conjunctions (adverb clauses). Be sure to practice them all!
Discussion Forum: Doubts and Questions
If you have any questions, I invite you to access the Communication
link and click on Workshop Six: Doubts and Questions, where we
can discuss any doubts.
To participate, click on the forum title and then click on Thread.
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Tasks/Activities
Task 6.1Tell Me More® Practice (written/oral)
Instructions
1. Access the e-Lab link where you will see the Tell Me More English title.
a. Below the Tell Me More English title you will find a Guide and a Tutorial
about this application. I invite you to access these links.
2. Let’s start your training.
3. Access Click to launch to enter to Tell Me More program.
a. In each workshop/week you have to do exercises.
b. Click on Your Training button.
c. For each week, you will see links corresponding to the exercises.
Example: ENG500 – Week 6
d. Click the link and enjoy your training.
4. Get advice and support from your Teacher.
5. Contact Technical Support if you encounter the slightest difficulty.
6. Assess your progress at the end of your training.
7. Using MS Word or a compatible program and paste your results as shown in the
instructions – Steps on How to Paste your results.
8. Your instructor will use Appendix B: Tell Me More Rubric (5 points). Once
you have completed this week’s exercise(s), you will be awarded five (5) points.
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Steps on How to Paste Your Results:
1. Once you have completed the TELL ME MORE®
exercises, press the control (CTRL) + Print Screen keys
simultaneously (these keys are located on the upper part
of your keyboard). This will copy what is being shown on
your computer monitor/screen into your computer’s
clipboard (memory) - snapshot. Note: If you have a Laptop instead of pressing
the CTRL key press the Function key (a blue key located in the bottom left side
of the keyboard next to the CTRL + Print Screen keys).
2. Now you have to paste the results to an MS Word (or a compatible program)
document by pressing CTRL + v (letter) or clicking on the Paste menu option of
the program you are using.
3. The snapshot of your monitor/screen data (the Tell Me More results) should
now appear in the MS Word (or compatible program) document.
4. Now, save the document as: T6.1.TMM.yourname.lastname.
5. To send the file, access the Tasks button, click on the Workshop Six link, and
access the T6.1 TMM Exercises link.
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Task 6.2 Video: Compound Sentences (oral)
Instructions:
1. Locate Appendix AD: Video Compound Sentences (video-oral) (42points)
at the end of the Syllabus. Your instructor will use this rubric to assess this task.
2. Write twenty one (21) compound sentences of your own, using the pattern and
five different FANBOYS; that is, you must write three sentences for each of the
FANBOYS.
3. Check each independent clause (main clause) to make sure you have included a
subject and a verb.
4. To practice pronunciation, readyour sentences aloud.
5. Once you are finished practicing your pronunciation, record a video clip.
6. You can use a digital camera, a Web Cam, MS Movie Maker or a compatible
software program.
a. Length 2-3 minutes.
b. Include your name inside the video.
7. On the e-lab link, you will find a tutorial that will help you in the making of the
video clip.
8. Save your video clip as: T6.2.yourname.lastname.
9. To send your video file, access the Tasks button, click on Workshop Six link,
and open the T6.2Video: Compound Sentences link.
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Task 6.3 Complex Sentences - Dependent Clause (written)
Instructions:
1. Locate Appendix AE: Complex Sentences – Dependent Clause Rubric
(written) (10points) at the end of the syllabus. Your instructor will use this
rubric to assess this task.
2. Use MS Word or a compatible program to create a new document.
3. Copy the ten (10) sentences below and paste them into your new document.
4. Format your document to double spaced, font Times New Roman, and font size
12-point.
1. Snowboarding can be equally risky if...
2. Still teens especially love the feeling when…
3. Even high school sports can be dangerous whenever …
4. For young children, learning to ride a bike is scary because…
5. Helmets are mandatory in most activities today because…
6. Each individual state determines if…
7. Some people in some states think that the sport is no longer fun now that…
8. In the end, it is the parents who decide whether …
9. Kids who are underage will have to abide by rules that…
10. You should enjoy your sport, but you should remember that…
5. Finish each of sentences by forming a dependent clause using the subordinating
word provided.
6. Example: Skateboarding is a risky sport although…….
a. Answer a: Many kids love feeling the rush of skateboarding although it
is a risky sport.
b. Answer b: Although skateboarding is a risky sport, many kids love
feeling the rush of it.
7. For each of the ten (10) sentences below, write the sentence in the two forms
shown in the example above; that is, one sentence where the sentence begins
with the main/independent clause (answer a) and the same sentence but this
time beginning with the subordinating conjunction (answer b).
8. Save your document as: T6.3.yourname.lastname.
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9. To submit your file, access the Tasks button, click on the Workshop Six link
and, open the T6.3 Complex Sentences – Dependent Clause link.
Task 6.4 Complex Sentences – Joining Sentences (oral)
Instructions:
1. Locate Appendix AF: Complex Sentences– Joining Sentences Rubric
(oral) (20 points) at the end of the Syllabus. Your instructor will use this
appendix to assess this task.
2. Join each pair of sentences to form ten (10) complex sentences.
3. Using the suggested relationship for each pair, write a complex sentence making
the second sentence an adverb clause of the first.
4. Example:[contrast]

Given sentences: The river is safer. The woods are faster.

Complex sentence: The river is safer although the woods are faster.
1. [comparison]: American cars are well built. They last for years and years.
2. [cause/effect]: The team would argue about the batting order. It was
very important to win.
3. [purpose]: Their parents each worked two jobs. The children had a chance
to be educated.
4. [time]: Their parents were so proud. Their children graduated from college.
5. [condition/result]: You must work hard. You wanted to succeed.
6. [purpose]: We visited the small village. We wanted to see Ortega’s house.
7. [place]: The family had just moved. There was room available.
8. [condition/result]: You will pass. You complete your assignments.
9. [manner]: She jumped up and down. She had won the lottery.
10.[contrast]: Fast food is cheap. It is often tasteless.
5. To practice pronunciation, read your sentences aloud.
6. Once you are finished practicing your pronunciation, record your sentences.
a. Using a voice recording tool, identify your name, course, and task,
then record the sentences.
7. Click on the e-Lab link for a tutorial on how to prepare your audio file using
the voice-recording tool.
8. Save your audio file as: T6.4.yourname.lastname.
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9. To send your audio file, access the Tasks button, click on the Workshop Six
link, and open the T6.4 Complex Sentences – Joining Sentences link.
Task 6.5Correlative Conjunctions (written)
Instructions:
1. Locate Appendix AG: Task 6.5 Correlative Conjunctions Rubric (written
10 points). Your instructor will use this rubric to assess this task.
2. Review the correlative conjunctions section discussed in this workshop.
3. Use MS Word or a compatible program to write full sentences using columns A
and B shown on the table below.
4. Format your document to double spaced, font Times New Roman, and font size
12-point.
Column A
1. Both Annie…
2. Not only do we want to go to
Paris…
Column B
…but we have enough money to
make it happen soon.
…neither true nor realistic.
3. Either David will have to teach
more courses…
...so too did the taste of the hot
chocolate with whip cream.
4. That movie was…
…not only wise to listen to your
parents but also interesting.
5. Students who do well not only
study hard…
6. In the end Sandra had to choose…
7. Sometimes it is…
8. I would love to take…
9. I do not remember whether...
10. Just as the smell of baking
brownies brought back old
childhood memories...
…and her husband is coming next
Sunday.
...my doctor's appointment is on
the 30th or on the 31st of July.
…either her career or her family.
…both my truck and my boat on
holiday.
…but also have discipline and are
motivated.
…or we will have to hire a new
instructor.
5. Save your file as: T6.5.yourname.lastname.
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6. To submit your file, access the Tasks button, click on the Workshop Six link,
and open the T6.5 Correlative Conjunctions link.
Task 6.6 Written Forum: Compound and Complex Sentences and
Correlative Conjunctions (written)
1. Locate Appendix A.1 Written Discussion Forum Rubric (10 points) at the
end of the syllabus. Your instructor will use this rubric to evaluate this task.
2. First, create your own exercise about writing compound and complex sentences
and using correlative conjunctions.
3. Your exercise must contain at least 15 sentences.
4. For example, five sentences for each: compound sentence, complex sentences,
and correlative conjunctions
5. You will find a Written Discussion Forum tutorial accessing e-lab link.
6. To write and send your assignment, access the Tasks button, and then click on
the Workshop Six link, and open theT6.6 Written Forum: Compound,
Complex, and Correlative link.
7. Second, read several of your classmate's exercises posted to the forum and
choose one.
8. Complete your classmate's exercise and submit a message to the forum with
your answers.
9. Third, read several of your classmate's completed exercises and choose one.
10. Correct your classmate's answers.
11. For each of the fifteen exercises, indicate if your classmate’s answer is correct or
incorrect according to the rules of using compound sentences, complex
sentences, and using correlative conjunctions.
12. Also, explain why each of the exercises is correct or incorrect.
13. Fourth, reply to any message posted on the work you have corrected and on
the exercise you wrote and posted to the forum.
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Task 6.7 Voice Forum: Reflective Journal (oral)
The purpose of this Journal is to reflect and write about the concepts, feelings, and
attitudes generated by the forum discussions and assignments. This activity will
help the self-assessment process.
Instructions:
1. Prepare a written reflective journal. In the Appendix E.1 of the Syllabus you
will find Reflective Journal Template. Your instructor will use Appendix
E.2Reflective Journal Rubric (oral and written) (5 points) to grade this
task.
2. Appendix E.1 contains a template you are to useto complete this assignment
3. Appendix E.2 contains the criteria your instructor will use to assess this task.
4. To record and send your assignment, access the Tasks button, and then click on
the Workshop Six link, and open the T6.7 Voice Forum: Reflective Journal
link.
5. Then, react orally to at least two of your classmates’ oral reflections.
6. Your comments should include questions about the reflection content, grammar,
and English usage. They should provide constructive criticism to your
classmates’ work.
Congratulations!
You have completed Week/Workshop Six readings.
Once you have completed this week’s tasks/assignments,
you can move on to next week’s work
Keep up the good work!!
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