FRAGMENTS
Remember
You have already learned that every sentence (except for imperative sentences)
must have a subject and a verb. The subject of a sentence is the one that does the
action of the verb.
Subjects: Formula to find the subject of a sentence, first find the verb and ask
this question:
Who/What + Verb?
The one-word answer to that question will give you the subject of the sentence.
Remember that the subject will NOT be in a prepositional phrase.
Sentence
Formula
Answer
Subject
I sent the letter.
Who + sent?
answer = "I"
"I" = subject
The soup tastes good.
What + tastes?
answer = "the soup"
"the soup" = subject
Most of it is gone.
What + is gone?
answer = "most"
"most" = subject
Introduction
In this lesson, you will learn that some verbs (transitive verbs) MUST have direct
objects. If a sentence is missing a needed element, such as a subject, verb or
object, that sentence is called a FRAGMENT. Look at these examples of
fragments and independent clauses. Do you hear the difference in meaning?
Which is easier to understand?
Fragments:
At the beginning of the presentation.
When you go to the store.
Independent Clauses (complete sentences):
At the beginning of the presentation, the moderator introduced
the speaker
After you go to the store, I will begin dinner.
These examples of fragments show you what is missing that makes the sentence
incorrect.
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Fragments:
Is not a very good idea. (no subject)
Jenny did not send. (no direct object)
The tall man carrying the leather briefcase. (no verb)
Here are the corrections.
Independent Clause:
It is not a very good idea.
Jenny did not send the package.
The tall man carrying the leather briefcase was hired for the position.
Now let's see if you have the idea.
Exercise 1
Instructions: Underline the fragments in this paragraph. Correct
each fragment. (When you finish, check your answers in Appendix 2
"La Llorona".)
La Llorona (The Crying Woman)
by Maria Suyama
"La Llorona." Is a folk story which has many versions. Is about a
woman who cries all the time. The first version of the story is. There
was a woman who killed her two children and herself. Because she was
jealous of her husband. In addition, people say that her soul. It
attracts men and then kills them. For instance, many widow women
have said that their husbands died because. The other version is that
when she lost her child. She died of sadness. Many women said that
when their children were born. They heard a woman crying. In the
evenings, say that she is looking for her baby. Others say that when a
baby dies after he/she is born. It is because "La Llorona" came for
him/her. Venezuelans believe in this story, and most families have the
tradition of telling their children this kind of folk stories.
Transitive and Intransitive Verbs
Transitive Verbs
A transitive verb is a verb that is followed by an object. The object is a
noun or a pronoun. A direct object is the object of a transitive verb. A
transitive verb is a verb that is followed by an object. In fact, many
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transitive verbs, such as "send", "mail", and "comb", must be followed by an
object. A direct object answers the question “what” or “whom.”
Examples:
I sent the package. She cooks breakfast. The dog ate the turkey. Please give her
this letter.
Intransitive Verbs
An intransitive verb is a verb that is NOT followed by an object.
Examples:
Do you travel? (no objects)
The baby is sleeping.
I slept until 10:00 today.
They arrived late.
The sun rose at 6:00 this morning.
Verbs that can be Transitive OR Intransitive: There are also verbs that can be
transitive or intransitive.
Examples:
Let's finish now. Let's finish this now.
Did he leave? Did he leave his wallet here?
We studied. We studied the lessons.
We ate. We ate dinner.
Dictionaries and Transitive/Intransitive Verbs
Hint: Use your English-English dictionary to see if a verb is transitive
or intransitive. The abbreviation "v.t." or "t" means transitive and
“v.i.” or "i" means intransitive. Some dictionaries spell out the words
"transitive" and "intransitive."
Remember… some verbs are both transitive and intransitive.
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from Merriam-Webster dictionary from Cambridge Online dictionary
http://www.m-w.com/home.htm
http://dictionary.cambridge.org/
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Main Entry: con·ju·gate
Pronunciation: -j&-"gAt
Function: verb
Inflected Form(s): -gat·ed; gat·ing
Date: 1530
transitive senses
1 : to give in prescribed order the
various inflectional forms of -used especially of a verb
2 : to join together
intransitive senses
1 : to become joined together
2 a : to pair and fuse in
conjugation b : to pair in synapsis
sleep
verb [I]
I couldn't sleep because of all the noise next
door.
I only slept (for) four hours last night.
I slept late on Saturday.
We had dinner with Ann and Charles and slept
the night (with them) (=at their home).
How can Jayne sleep at night with all that on
her mind!
See also oversleep; sleepout.
Exercise 2:
Instructions: Use the Internet online dictionaries listed above (or a regular one)
to learn if the following verbs are transitive, intransitive, or both:
love, study, admire, laugh, begin, know, set
OK...Back to the lesson now
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Hint: Remember this Magic Formula for Direct Objects:
A transitive verb has a direct Object. You learned to find the Direct Object in a
sentence using this formula: First locate the subject and the verb (see the
formula above) and then ask this question:
subject + verb + what/whom?
The answer to "what/whom" is the only one that gives a direct object.
NOT "when, where, how, to whom, for whom, for what." What does
this mean? Let's use our formula to see if "left" has a direct object
in this sentence.
John left early on his bike to go to the movie with his
friends.
John + left + what? (no answer is in the sentence)
You can find answers to all of these questions, right?




John + left + when? (early)
John + left + why? (to go to the movie)
John + left + how? (on his bike)
John + left + with whom? (with his friends)
But time, place, reason, manner, location are NOT objects. They are
adverbs.
Exercise 3:
Under line the verbs. Indicate transitive (t) or intransitive (i). If the verb is
transitive, circle the direct object in the sentence.
1. Joe and his son, Josh, went to Lake Placid last weekend.
2. They were going to camp overnight.
3. They rented a canoe.
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4. They bought bait for fishing.
5. They wanted to catch some trout for dinner.
6. They rowed out onto the lake and fished for an hour.
7. Josh caught three large trout, but his daddy didn't catch anything.
8. They ate a delicious dinner that both helped prepare.
9. They had a nice campfire and roasted marshmallows.
10. When it got dark, Joe told Josh a ghost story.
11. Josh laughed at the stories.
11. Later, they both slept on the ground in sleeping bags.
12. They had a wonderful time together.
13. They plan to go back again next month.
Exercise 4:
Mark C or W (correct or wrong). More than one option could be correct.
1.
___ He gave the book to me.
___ He gave to me.
___ He gave the book.
2.
___ She sent her sister a letter.
___ She sent a letter.
___ She sent to her sister.
3.
___ He fell me.
___ He fell.
___ He has fallen.
4.
___ The baby slept.
___ She slept the baby.
___ She the baby slept.
5.
___ We traveled them.
___ We traveled there.
___ We traveled by plane.
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Coordinating Conjunctions
Coordinating Conjunctions are used to combine ideas. They show the logical
relationship between them. There are six coordinating conjunctions, (AND, BUT ,
SO, FOR, YET, OR, and NOR). To remember these words, think of the word
"Fanboys."
Remember
FANBOYS
F
for
A
and
N
nor
B
but
O
or
Y
yet
S
so
Americans really only use four of these: AND, BUT, OR and SO. The British use
YET (meaning "but"), and NOR from time to time, but not very often.
Unfortunately, you will probably see these conjunctions on standardized exams
such as the CPT (College Placement Test), the CLAST (College Level Academics
Skills Test for the Associates degree), the GRE (Graduate Record Exam for
entrance into graduate school), so you will probably learn them in your grammar
classes. Since this is a Writing lab, you will learn the four common coordinators:
AND, BUT, OR, and SO. If you would like to study the others, you can do so at
this Website:
Meanings
AND is for additional information
OR is for an option
SO is for a result or consequence
BUT show contrast or surprise
Punctuation rules and examples:
1. "So" always connects two complete sentences. Both parts of the joined
sentence must have a subject and verb.
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Example:
It is raining. We are going to get wet.
It is raining , so we are going to get wet.
2. To connect two complete sentences (independent clauses), put a comma before
them.
Example:
Cynthia worked in Germany. Cynthia studied Austria.
Cynthia worked Germany , and she studied in Austria.
Cynthia worked Germany , but she studied in Austria.
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3. If the second sentence is NOT a complete sentence, do not use a comma in
front of the coordinator.
AND:
She likes to jog. She likes to swim.
She likes to jog and swim.
OR:
She might go swimming. She might go for a drive.
She might go swimming or for a drive.
She might go swimming , or she might go for a drive.
BUT:
Joan is poor. She is one of the happiest people I know.
Joan is poor , but she is one of the happiest people I know.
Joan is poor but happy.
Exercise 1:
Instructions: Read the sentences. Combine them to make one sentence, using BUT
or SO. Pay attention to punctuation.
1. The 1984 Summer Olympics were in Los Angeles. The 1988 Olympics will be in
Seoul, Korea.
2. Ice-skating and hockey are winter sports. These events are in the Winter
Olympics.
3. A soccer field is eighty yards wide. A football field is fifty-three yards wide.
4. A football is oval. A soccer ball is round.
5. Soccer players cannot touch the ball with their hands. They must kick the ball.
6. Football players can tackle other players. Football is a dangerous game.
7. A soccer match is ninety minutes long. A football is a dangerous game.
8. That man played soccer for money. He cannot compete in the Olympics.
9. Athletes train for many years. They can compete in the Olympics.
10. Everyone wants to win. All players try to do their best.
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Exercise 2:
Instructions. Use the rules above to help you with these answers. Fill in the
blanks with the most logical coordinating conjunction (AND, BUT, OR, or SO). Add
commas where needed.
1. *I have worked at MDCC ________ FIU ________ not at Publix.
2. Bill is a student ________ Tom is a teacher.
3. Bob and Sue live in Miami ________ study Spanish at the local
community college.
4. Bobby runs quickly but awkwardly.
5. Bobby speaks softly but clearly.
6. He celebrated on the Fourth of July ________ had to get back to work
on the fifth.
7. I like History ________ English ________ I find French ________
Psychology difficult.
8. I studied at UM ________ at FIU ________ I have not studied at
Harvard.
9. Joan is strict but fair.
10. Julie went to Spain ________ Bob followed later.
11. MDCC offers two-year degrees ________ UM offers graduate
degrees.
12. Mom made bread but not pie for supper.
13. My aunt is planning to visit us ________ Uncle Clark can't come.
14. Sue is studying ________ she does her own housework.
15. Sue is studying ________ does her own housework.
Exercise 3:
Instructions: Error Analysis: Write "C" if the sentence is correct or ""I" if it is
incorrect. If it is wrong, correct it. The error could be in punctuation or LOGIC.
1) ___c
2) ___c
3) ___c
4) ___c
5) ___c
6) ___c
7) ___c
8) ___c
9) ___c
10) ___c
11) ___c
12) ___c
___i Francis is strict , but she is fair with her employees.
___i I studied , so passed the exam.
___i I studied , so failed the exam.
___i I studied , so I passed the exam.
___i She likes to jog but not to swim.
___i She likes to jog , but not to swim.
___i She likes to jog, but she doesn't like to swim.
___i She likes to jog , so not to swim.
___i I failed the exam so I must repeat the course.
___i I failed the exam , so I must repeat the course.
___i I failed the exam so must repeat the course.
___i I failed the exam , so I must repeat the course.
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13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
___c
___c
___c
___c
___c
___c
___c
___c
___c
___c
___c
___c
___c
___i
___i
___i
___i
___i
___i
___i
___i
___i
___i
___i
___i
___i
He is strong , but he can lift that truck
He is strong , so he can lift that truck
He is strong , but he cannot lift that truck
He is strong, so can lift the cart.
She is sitting in the shade , so it is hot.
It is hot , so she is sitting in the shade.
She studies in the morning, and she works at night.
She studies in the morning and works at night.
She studies in the morning but works at night.
She likes to jog , swim and ride horses.
She likes to jog swim and ride horses.
She likes to jog , she likes to swim , and ride horses.
She likes to jog , she likes to swim , and likes to ride horses.
Exercise 4:
Instructions: Use the conjunction in parentheses to make each pair of sentences
below into one sentence. Write the new sentence correctly.
1. (and) Joan vacuumed the carpets. Stan washed the windows.
2. (but) Her dress was quite plain. Her hat was very beautiful.
3. (or) You may play some records. You may read a magazine.
4. (but) Alan complains. Theo doesn’t.
Exercise 5
Instructions: Look at the picture below. Use the words in each item to write a
complete sentence. Use an appropriate coordinating conjunction and punctuation
where needed. You may need to add OR eliminate words to make the sentences
logical.
1. polar bears hungry / visit neighbor / look for food
2. mama polar bear sees igloo in distance / mama polar bear takes baby bears /
mama and babies go to igloo
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3. mama polar bear arrive at igloo / two baby polar bears arrive at igloo
4. polar bears outside the igloo / one Eskimo inside
5. polar bear / very big / igloo door very small / polar bear cannot enter/
Eskimo happy / Eskimo nervous
6. mama polar bear smells fish / mama polar bear wants fish / mama polar bear
won't leave.
7. mama polar bear tries to enter / mama polar bear hurts nose / mama polar
bear growls
8. Eskimo / afraid / Eskimo throws fish at Mama polar bear
9. mama bear takes fish / mama polar bear leaves igloo / baby polar bears leave
igloo / bears eat fish
10. Eskimo happy / Eskimo hungry now
More Practice
Here is another handout on these coordinating conjunctions.
http://www.mdcc.edu/users/jgarcia/1341LdocDone/fragments/coordinators2.htm
If you would like more practice with coordinators, visit these two websites:
http://www.ucfv.bc.ca/esl/conjunctionmatch2.htm to practice all coordinating
conjunctions
http://www.ucfv.bc.ca/esl/fanboys.htm to quiz your self on all coordinating
conjunctions
Adverb Clauses (Subordinate Clauses) and Subordinators
Subordinating conjunctions (subordinators) are words that connect an independent
clause to a dependent clause.
Subordinators do not connect individual words OR individual phrases.
Subordinators do not connect any word groups that are the same.
Subordinators only connect independent clauses and dependent clauses.
What does this mean? If you begin a sentence with one of these words,
(subordinators ), you need to write one more complete sentence in order to finish
the sentence. All of these subordinators are followed by a subject and a verb, but
they only tell additional information about the main sentence.
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#1 subordinating conjunctions of
time:
after, before, until, as soon as, while,
when
#2 subordinating conjunctions of
cause and effect:
because (before the cause), since (before
the effect), so that (before the effect)
#3 subordinating conjunctions of
condition:
if, unless
#4 subordinating conjunctions of show
though, even though, although
an unexpected opposite result
In this lesson, you will learn to use:
before, after, when, as soon as
because
if
even though, although
Read this story aloud, paying close attention to the subordinators:
Jane arrived after the reading class started. When she walked in, the
professor asked her why she was late. As soon as Jane heard that
question, she knew she was in trouble. Before she answered the
teacher, she thought carefully about her words. If he said the wrong
thing, the professor would make her leave the room. Even though
there was no exam today, Jane wanted to stay and hear review for the
midterm. Finally, she thought of an excuse. "I was late today because
my husband forgot where he parked the car after he came home from
a party last night. It won't happen again because I am going to divorce
him this afternoon." When the professor heard this, he laughed and
let Jane come into the class.
Look at the first sentence in this story. The main clause (independent clause or
main idea) is "Jane arrived."
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Note the punctuation. There are two ways to write this sentence correctly, but
the punctuation changes depending on your choice. Note that in #1, you MUST use
a comma. In #2, you may NOT use a comma:
Rule: Put a comma at the end of a subordinate clause when it comes first in a
sentence.
Do not put a comma after the independent clause if it is first.
Do not use the future tense after "when," "if," "after," etc.
Exercise 1:
Rewrite each of these sentences using the alternative pattern.
Example:
Before the movie ended, I left.
I left before the movie ended.
1. Jane arrived after the reading class started.
2. When she walked in, the professor asked her why she was late.
3. As soon as Jane heard that question, she knew she was in trouble.
4. Before she answered the teacher, she thought carefully about her words.
5. If he said the wrong thing, the professor would make her leave the room.
6. Even though there was no exam today, Jane wanted to stay and hear the review
for the midterm.
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Disasters---a class activity.
Exercise 2
Instructions: Divide into 4 groups. Select a disaster and with the members
of your group, read the safety instructions and fill in the blanks with
subordinators: when, while, as soon as, after, before, if, because, although.
There may be more than one possible answer.
Fill in the small blanks with commas IF NEEDED.
Present your work to the class.
Fires
___________ you are trapped in a building
during a fire __there are several steps you
can take to protect your safety.








___________ you close the doors
__to keep out smoke and fire__ put
wet towels, rugs or other fabrics
under the doors.
___________ you close all the doors
__ stay by the window and watch for
the fire department.
___________ you wait for help__ put a damp cloth over your nose
and mouth to make it easier to breathe.
___________ opening a window will __change the air pressure in the
room__ smoke may enter the room from the inside or the outside of
the building. ___________ this is dangerous__ open a window
enough to let in some fresh air and to attract attention to your
location.
___________ smoke starts to enter the room __through the open
window, the door, or the vents__ immediately CLOSE the window.
Do NOT break the window. ___________ the window is broken__
there may be no way to keep smoke, hot gases and fire from entering
the room.
___________ there is a telephone in the room__ call for help.
___________ not, yell out the window and make noise to attract
attention.
___________ it is safe to have the window open__ wave a sheet, a
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
large piece of cloth or another bright object outside the window to
attract attention.
Wait for rescue.
Earthquakes







___________ the earthquake begins,
___________ you are inside a
building__ you should stay inside.
___________ you are outdoors__
stay outdoors. Don't run in or out of
buildings.
___________ you are indoors
___________ the shaking starts__
wait until the shaking stops
___________ moving outside.
___________ you are in bed__ stay there and use a pillow to cover
and protect your head.
___________ you are outdoors__ move away from buildings, trees
and power lines.
___________ you are driving in a car when you feel the road
shaking__ slow down and stop in a clear place - away from trees,
buildings and power lines.
Stay in the car __ ___________ the shaking stops.
After a quake.....






___________ the shaking stops__ check yourself and people around
you for injuries.
Check around you for fires. ___________ you put out small fires__
make sure that gas and electricity is turned off.
Much damage related to earthquakes occurs__ ___________ the
actual quake ends. Often fires start ___________ electricity lines
short circuit __near broken gas pipes. ___________ water pipes
break, it will be difficult to put the fires out.
___________ the quake ends __ do not go back into damaged
buildings - you can never tell when or if they will collapse.
Listen to emergency instructions on local radio stations. Don't try to
use the telephone__ unless someone is seriously injured.
Be careful__ ___________ you open cupboards and doors __ ___________
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objects may be leaning against the door and may fall outwards towards you.
Floods
Floods are the most common and widespread
of all natural hazards. ___________ some
floods develop over a period of days__flash
floods can develop in just a few minutes.
Wherever you live, be aware of potential
flooding hazards. ___________ you live in a
low-lying area, or near water__ you must be
prepared for floods.
During or after heavy rains...



In heavy rains, ___________ you see
any possibility of a flash flood__ move
immediately to a safer location.
___________ you wait for
instructions to move__ it may be too
late.
As you listen to radio and television for information__ put sandbags
around your doors.
___________ you evacuate, secure your home. ___________ you
turn off the electricity__ make sure you have enough fuel in your car,
and leave early to avoid being stopped by flooded roads.
After a flood...





Do not visit disaster areas __ ___________ you are authorized to
do so.
___________ you have flood insurance__ notify your agent that you
have a loss.
___________ floods can cause injury__ tune in to radio to learn
which shelters and medical facilities are open.
Do not enter your home __ ___________ flood waters are over the
first floor; you cannot tell whether the building is safe to enter.
Check with local authorities __ ___________ you drink any water.
Wells should be pumped out and the water tested by authorities __
___________ drinking.
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

Do not consume food __ ___________ it has come into contact
with flood waters.
Do not handle live electrical equipment in wet areas. Have an expert
check all equipment __ ___________ you use it.
Tornadoes
___________ a tornado strikes, learn the
terms used to describe tornado threats;
tornado watch and tornado warning.



___________ you see any revolving,
funnel shaped clouds__ report them
immediately by telephone to 911.
___________ storm season
arrives__ learn the locations of
shelters.
Have emergency supplies on hand __
___________ tornado season starts

o
o
o
o
o
___________ a tornado strikes__ listen to radio and
television newscasts for the latest information and
instructions.
___________ a tornado is sighted__ stay away from windows,
doors and outside walls.
Take cover immediately __ ___________ you see a funnel
cloud.
___________ the tornado is close to your house__ protect
your head from falling objects or flying debris.
Do not attempt to drive away from a tornado in a car or other
vehicle __ ___________ these storms can be very fast.
After a tornado......
o
___________ the tornado__ be careful ___________ you
enter a building __ ___________ it could be damaged from
the high winds. ___________ you enter a tornado-damaged
building, be sure that walls, ceiling and roof are in place.
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o
o
Look out for broken glass and downed power lines __
___________ you drive or walk on the streets after a
tornado..
Check for injuries. Do not attempt to move seriously injured
persons __ ___________ they are in immediate danger __ of
further injury. Call for help immediately.
Transitional Expressions (transitions):
Transitions (conjunctive adverbs) are words that connect an independent clause to
another independent clause.
Transitions do not connect individual words OR individual phrases.
Transitions do not connect any word groups that are the same.
Transitions only connect independent clauses, and they show a specific meaning
between the ideas.
What does this mean? You will always have a two complete sentences to connect
with these words. All of these transitions are followed by a subject and a verb.
#1 Transitions of time /
sequence:
then, next, afterwards, finally, meanwhile
#2 Transitions of
contradiction:
however
#3 Transitions of
consequence
therefore
#4 Transitions of further
information
in addition, also
("Also" does NOT need commas around it if it is in
the middle of the sentence.)
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There are three punctuation patterns for these transition words:
1. Indep. Clause . TW ,, indep. Clause .
2. Indep. Clause ; TW , indep. Clause .
3. Indep. Clause . Beginning of indep. Clause , TW , end of indep. Clause .
Pay attention to the details of punctuation and capitalization here.
Exercise:
Fix the errors in punctuation and capitalization in each of these sentences.
1.
a. She came 15 minutes late to class, therefore, the teacher made her leave
the room.
b. She came 15 minutes late to class. therefore, the teacher made
her leave the room.
c. She came 15 minutes late to class. The teacher, therefore made
her leave the room.
2.
a. I do not feel well; However, I must go to school and take the exam.
b. I do not feel well; however I must go to school and take the exam.
c. I do not feel well. however, I must go to school and take the exam.
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3.
a. This baseball game is almost over. however, the players for the next game
have not arrived yet.
b. This baseball game is almost over, however, the players for the
next game have not arrived yet.
c. This baseball game is almost over. however the players for the
next game have not arrived yet.
4.
a. They have a swimming pool at their house. In addition they have a tennis
court.
b. They have a swimming pool at their house in addition. They have a
tennis court.
c. They have a swimming pool at their house; In addition they have a
tennis court.
d. They have a swimming pool at their house. in addition they have a
tennis court.
5.
a. They are having turkey for Thanksgiving, they are also having ham.
("Also" does NOT need commas around it if it is in the middle of the
sentence.)
b. They are having turkey for Thanksgiving, in addition they are
having ham.
c. They are having turkey for Thanksgiving. in addition, they are also
having ham.
d. They are having turkey for Thanksgiving; in addition they are also
having ham.
Sentence Combining
Coordinators, Subordinators, Transition
Words
1. Practice "So, Because"
http://iteslj.org/quizzes/lb/sobe.html
2. Practice 'but, except, and, however, even though, unless, plus, therefore,
because, since, so'
http://depts.gallaudet.edu/ESL/comconnectives.htm
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Dependent Clause Noun Phrases Test
3. Practice After, Since, and For. http://www.aitech.ac.jp/~iteslj/quizzes/js/vm/fbafterforsince.html
4. Transition Words: Explanation:
http://www.uvsc.edu/owl/handouts/conjunctions.html#conj
5. Transition Words Quizzes : http://www.aitech.ac.jp/~iteslj/quizzes/9901/gcconnectives.html http://smccd.net/accounts/sevas/esl/gramcheck/9-10.html
Punctuation, Punctuation, and MORE Punctuation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Punctuation between two independent clauses
Rules for comma usage
Punctuation Marks Besides the Comma
Commas with Coordinating Conjunctions
Commas with Introductory Elements
Commas: Fill-in-the-blanks
Comma Usage
Punctuation: Fill-in-the-blanks
Punctuation
Punctuation II
Punctuation III
Punctuation IV
Punctuation V
Apostrophes
Additional handouts
Combine these sentences. Use the words in the last column for each sentence. Pay attention to the
punctuation.
Examples:
a.
john is a student
here
rutherford is not a
composer:
but (no comma)
John is a student here but not Rutherford.
b.
john is a student
here
rutherford is not a
composer:
but (with comma)
John is a student here , but Rutherford is not.
c. john is a student here rutherford is not a composer: although (with comma)
Although John is a student here , Rutherford is not.
d. john is a student here rutherford is not a composer: however
John is a student here ; however , Rutherford is not.
e. john is a student here rutherford is not a composer: However (capital letter
John is a student here . However , Rutherford is not.
22
23
Exercise
1.
beethoven is a
composer
mozart is a composer:
and (no comma)
2.
beethoven is a
composer
mozart is a composer:
also
3.
beethoven is a
composer
rutherford is not a
composer:
but (no comma)
4.
beethoven is a
composer
rutherford is not a
composer:
but (with comma)
5.
potatoes are
vegetables
apples aren't vegetables:
but (no comma)
6.
potatoes are
vegetables
apples aren't vegetables:
However (capital letter)
7.
potatoes are
vegetables
apples aren't vegetables:
although
8
the lights are on
the radio isn't on:
but (no comma)
9
the lights are on
the radio isn't on:
but (with comma)
10 the lights are on
the radio isn't on:
even though (with comma
11 spinach is a vegetable corn is a vegetable:
and (no comma)
24
12 spinach is a vegetable pears are fruit:
although (no comma)
13 spinach is a vegetable pears are fruit:
however
14 spinach is a vegetable pears are fruit:
but (with comma)
15 spinach is a vegetable corn is a vegetable:
also
Exercise 2
1
air travel is fast
air travel is pleasant:
and (no comma)
2
air travel is fast
air travel is pleasant:
also
3
air travel is fast
car travel is tiring:
but (no comma)
4
john is a good
student
mary is a only an average
student:
although (no comma)
5
john is a good
student
mary is a good student:
also
6
john is a good
student
mary is a bad student:
while (with comma)
the students are thinking:
and (no comma)
7
the students are
writing
25
he got a ride home with
john
so
the students are not
thinking:
although (no comma)
the students are listening:
while (no comma)
11 jaime loves horses
her sister prefers emus.
but (with comma)
12 jaime loves horses
her sister doesn't
but (no comma)
13 jaime loves horses
her sister prefers emus.
however
14 jaime loves horses
her sister prefers emus.
although (with comma)
15 jaime loves horses
her sister prefers emus.
although (no comma)
8
9
10
john's car broke
down
the students are
writing
the teacher is
speaking
26
Exercise 3
1
the students are writing the students are thinking:
as (with comma)
2
the teacher is speaking
the students are listening:
as (no comma)
3
the teacher is speaking
the students are listening:
and (no comma)
4
the teacher is speaking
the students are not listening:
although (no comma)
5
the teacher is speaking
the students aren't listening:
however
6
the women are studying
the women are working:
and (no comma)
7
the women are studying
the women are working:
and (with comma)
8
the women are studying
the women aren't working:
even though (with comma)
9
atlanta is a beautiful city
miami is a beautiful city:
and (no comma)
10 atlanta is a beautiful city
miami is more beautiful than atlanta: but (with comma)
11 john's car broke down
he got a ride home with ana
so
12 john's car broke down
he got a ride home with ana
because (no comma)
13 john's car broke down
he got a ride home with ana
because (comma)
14 the dog wants to go out
i opened the door for him.
so
27
15 the dog wants to go out
i opened the door for him.
because (with comma)
28