LESSON
WRITING & LANGUAGE
SENTENCE STRUCTURE
CLAUSES
There are a series of words which kind of gives away that a clause is dependent. These words are
called dependent markers. These words will start the clause itself. If you see a sentence begin with
words such as (after, because, even though, if, once, rather than, that, until, or while) this indicates
the sentence requires an independent clause be attached to it. There are also independent marker
words that indicate an independent clause. Just like dependent markers their words will be at the
beginning of the sentence. Some common independent marker words include also, furthermore,
however, nevertheless, therefore. Some sentences will have two independent clauses, when this
happens a semicolon is needed before the independent marker word.
SUBORDINATE CONJUNCTION
Unite Independent and dependent clauses
Clause= subject+ verb
All sentences = clause
Clause
all sentences
DC provides context
IC stands on its own
Herbert performed his irresponsible experiments, because he was curious
Asks more that it answer
WHAT IS A SEMICOLON?
• What is the symbol (;) called in English? It is called a semicolon which consists
of a dot above a comma ( ; ).
• A semicolon is mainly used to separate two independent clauses while still
demonstrating that a close relationship exists between them. The semicolon
does a better job of showing the connection between two statements than
a full stop would.
• A full stop, also known as a period in American English, is one of the most commonly
used punctuation marks in the English language. Analysis of texts indicate that
approximately half of all punctuation marks used are full stops.
• A full stop is mostly used at the end of a declarative sentence, or a statement that is
considered to be complete. This punctuation mark is also used following an
abbreviation. A full stop can also be show the end of a group of words that don’t
form a typical sentence.
• When to Use a Full Stop
• We use a full stop at the end of a declarative sentence.
• This period punctuation is mostly used at the end of a declarative sentence, or a
statement that is considered to be complete.
• Examples:
• There is no place like home.
• Love makes the world go round.
• He wanted them to jump to it.
• Your writing is hard to read.
• Take the world as it is.
• We use the period punctuation after titles in American English.
• Examples:
• Mr., Mrs., Dr., Sr., Jr., …
• Example sentences:
• He owes a lot of money to Mr. Smith.
• Dr. Smith instructs us in botany.
• We use the full stop in numbers.
• A full stop used in a number is also called a decimal point.
• Retail sales fell by 1.3% in January.
• The average price of goods rose by just 2.2%.
•
•
•
•
•
•
•
•
•
•
The full stop is used following an abbreviation.
Examples: approx.: Approximately
etc.: And so on
i.e.: That is, that means, in other words
govt.: Government
adm.: Administration
Example sentences:
They were arrested on Jun. 20, 1980.
We are mutual friends, enemies, etc.
The price must be more realistic, i.e. lower.
• Showing the end of an unconventional sentence.
• A full stop can also show the end of a group of words that don’t form a typical
sentence.
• Example:
• He was not allowed to do that. Not while he was the leader of the group.
; SEMICOLON
• When to Use a Semicolon with Examples?
• 1. We use a semicolon between items in a list or series when the items
themselves contain commas.
• Examples:
• There are eight members on the team: two from China and Japan; three
from France and Spain; two from Brazil and Chile; and one from India.
• We visited Thailand, Vietnam, and Singapore in the spring; Germany, France,
and Italy in the summer; and South Africa in the fall.
• 2. We use a semicolon to join two independent clauses that are not connected
with a coordinate conjunction.
• A semicolon is used to separate two independent clauses while still demonstrating
that a close relationship exists between them. The semicolon does a better job of
showing the connection between two statements than a full stop would.
• Examples:
• They came all the way home; even so, they all knew they had to go back once
more.
• My daughter is a teacher; my son is a doctor.
• John always slept with the light on; he was afraid of the dark.
• John likes to play cricket; David likes to play soccer.
• I drank lemonade; Tom drank tea.
• My husband would like coffee; I would prefer tea.
• I went to the basketball court; I was told it was closed for cleaning.
• I told Anna she’s running for the hills; I wonder if she knew I was joking.
• Colon (:)
• What is a Colon?
• What is the symbol (:) called in English? It is called a colon which is
a punctuation mark consisting of two dots one over the other ( : ).
• A colon is a fairly common punctuation mark with a varied number of uses. It
can be used to introduce a quotation, an example, a series, or even an
explanation. Secondly, it can be used to separate two independent clauses.
Finally, a colon can be used to show emphasis.
• When to Use a Colon with Examples
• 1. We use colons to introduce lists, series, quotations and explanations.
• A colon is used to announce, introduce a list, a quotation and before a final
clause that explains something in the sentence.
• Examples of colons with lists, series:
• He was going to buy three things: chairs, tables, and utensils.
• John has all the ingredients: minced clams, milk, potatoes, and onions.
• I have packed my cricket kit with the equipment I need: bats, gloves and
pads.
• A man needs three things to survive: air, water and food.
• Examples of colons with quotations:
• John wrote: “I wish you a merry Christmas. All affection and best wishes to
you and yours.”
• 2. We use colons to separate independent clauses.
• Examples:
• They will not make it: the storm is too strong.
• 3. We use colons to show emphasis.
• Examples:
• He was there for one person: his mother.
• You have two choices: finish the work today or lose the contract.
• That’s because we have one goal: for you to consider your website a success.
• 4. We use colons to separate units of time.
• Examples:
• Sophia set her alarm clock for 6:30 a.m.
• She ran the marathon in 1:27:34.5. (one hour, twenty seven minutes, thirty-four point
five seconds.)
FRAGMENTS AND RUN-ONS
FRAGMENTS AND RUN-ONS
RUN-ON SENTENCES
PRACTICE
MARIA MONTESSORI
• Maria Montessori
• What is education? Is it a program of
institutionally approved performances, or
a collection of self-directed experiences?
Such questions absorbed Maria Montessori
throughout her life. Born in 1870
in 12 Chiaravalle Italy, Montessori
showed a strong independent will even as
a child. As a teenager, she told her
parents that she wanted to study
engineering, 13 a position that was widely
thought unladylike. By the age of 20, she
had changed her mind and decided to
pursue an even less traditional path:
medicine. Despite suffering ridicule and
isolation, 14 Montessori's medical studies
at the University of Rome were completed
and she became one of the first female
physicians in Italy.
12.
A. NO CHANGE
B. Chiaraville, Italy. Montessori showed a strong
independent will, even
C. Chiaraville, Italy, Montessori showed a
strong, independent will, even
D. Chiaraville, Italy; Montessori showed a
strong, independent will even
13.
A. NO CHANGE
B. despite its reputation for being unladylike
C. although widely considered unladylike
D. which was unladylike in reputation
14.
A. NO CHANGE
B. Montessori completed her medical studies at
the University of Rome by becoming
C. Montessori's medical studies were
completed, at the University of Rome, and thus
she became
D. Montessori completed her medical studies
at the University of Rome and became
15.
A. NO CHANGE
B. receiving regimentation in institutions
C. the regimented institutions they were
receiving
D. the regimentation of the institutions
they were receiving
• Although Montessori's
practice focused on
psychiatry, her interests
gravitated toward education.
In 1900, she was appointed
co-director of the Scuola
Magistrale Ortofrenica, a
training institute for special
education teachers.
Montessori believed that, in
order for so-called "deficient"
children to thrive, they
needed respect and
stimulation rather than 15 the
regimentation they were
receiving in institutions.
• In 1907 Maria opened the Casa
dei Bambini, or "Children's House,"
a daycare center for
impoverished children in which
she could test her theory
that 16 children's minds each
learn according to they're own
schedule. She personalized a
curriculum for each child rather
than providing a standardized
course of study. While learning
important academic and life skills,
many formerly aggressive and
unmanageable children became
more emotionally balanced and
self-directed. Word of her success
with the Casa dei Bambini soon
began
to 17 distribute internationally,
and her methods for childcentered education became
widely adopted across Europe.
16.
A. NO CHANGE
B. each child's mind learns according to its
own schedule
C. childrens' minds learn according to its
own schedule
D. children's minds each learn according
to their own schedule
17.
A. NO CHANGE
B. increase
C. spread
D. exhibit
• 18 In the 25 years after their founding, Montessori schools were regarded as
a remedy to the educational problems associated with rapid urban
population growth throughout Europe.
18. Which choice provides the most effective introduction to this paragraph?
A. Montessori dedicated herself to travelling the world and preaching the benefits
of child-centered education.
B. Montessori's first school enrolled 50 students from poor working families.
C. Montessori did not have a particularly nurturing relationship with her own son,
Mario, who was raised by another family.
D. As the Montessori method was gaining a foothold, Europe was undergoing
dramatic social and political change.
• 19 So as fascism began to proliferate in the 1930s throughout Spain, Italy,
and Germany, child-centered education came to be seen as a threat to the
power of the state. In 1933, the totalitarian regimes in Italy and Germany
closed all Montessori schools and declared 20 them subversive and that
they were undermining their power.
19.
A. NO CHANGE
B. When
C. However, as
D. Furthermore, as
20.
A. NO CHANGE
B. that they were subversive in undermining their power
C. them subversive in undermining power
D. them subversive
• Even outside of Europe, 21 the response to Montessori's ideas were divided. Many
eminent scholars, inventors, and politicians-among them Alexander Graham Bell, Helen
Keller, Thomas Edison, Mahatma Gandhi, and Woodrow Wilson-greeted her ideas with
enthusiasm. But her theories were challenged by William H. Kirkpatrick, a leading
educational reformer and professor at Teachers College, Columbia University. His 1914
book, The Montessori System Examined, declared Montessori's psychological theories
wildly out-of-date. 22
• It was not until 1958 that a new generation of Montessorians revived and updated her
methods in the United States. In 1958, the first American Montessori school, the Whitby
School, was founded in Greenwich, Connecticut, where it thrives today.
21.
A. NO CHANGE
B. the response to Montessori's ideas was
C. Montessori's ideas had a response that was
D. Montessori's ideas response was
22. At this point, the paragraph would benefit most from a discussion of
A. how Kirkpatrick's book was received among American educators
B. why totalitarian governments regarded Montessori's methods as a threat
C. those American educators whose influence was comparable to Montessori's
D. how other reform movements of the era contrasted with Montessori's