Independent Clause (IC)
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
Example: Jim studied in the Sweet Shop for his chemistry quiz. (IC)
Dependent Clause (DC)
A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.
Example: When Jim studied in the Sweet Shop for his chemistry quiz . . . (DC)
Dependent Marker Word (DM)
A dependent marker word is a word added to the beginning of an independent clause that makes it into a dependent clause.
Example: When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy. (DM)
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.
Connecting dependent and independent clauses
There are two types of words that can be used as connectors at the beginning of an independent clause: coordinating conjunctions and independent marker words.
1. Coordinating Conjunction (CC)
The seven coordinating conjunctions used as connecting words at the beginning of an independent clause are and, but, for, or, nor, so, and yet. When the second independent clause in a sentence begins with a coordinating conjunction, a comma is needed before the coordinating conjunction:
Example: Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to concentrate because of the noise. (CC)
2. Independent Marker Word (IM)
An independent marker word is a connecting word used at the beginning of an independent clause. These words can always begin a sentence that can stand alone. When the second independent clause in a sentence has an independent marker word, a semicolon is needed before the independent marker word.
Example: Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to concentrate because of the noise. (IM)
Some common independent markers are: also, consequently, furthermore, however, moreover, nevertheless, and therefore.
Proper Punctuation Methods
This table gives some examples of ways to combine independent and dependent clauses and shows how to punctuate them properly.
IC. IC. I went to the store. I didn't buy any bread.
IC; IC. I went to the store; I didn't buy any bread.
IC, CC IC. I went to the store, but I didn't buy any bread.
For instance, “Uncle had helped him get through the desert that way, bit by bit, one step at the time. Perhaps… perhaps Salva could get through life at camp.”(72) This shows that Salva is going to walk to the refugee camp with all the strength he has without the help of his uncle who has been supporting him all the way. In addition, another example would be, “Nya’s job at the lake camp was the same as home: to fetch water. With her hands, she would dig, a hole in the damp clay of lakebed. She kept digging, scooping out handfuls of clay until the hole was as deep as her own. The clay got wetter as she dug, until, at last water began to seep into the bottom of the hole.”(26-27) Nya goes on her own to fetch water each day, she keeps on going without help. Even though she struggles Nya manages to past that hurdle all on her own, this represents that Nya is being independent in the story. To conclude with the last piece of evidence, “All those eyes looking at him… but every face interested in what he had to say. It was the same here. The audience had come to school cafeteria because they wanted to hear him. Thinking of that made him feel a little better, and he spoke into the mike again.” The passage represents Salva being able to go up in an audience all by himself and speaking up towards the people who have came to the school cafeteria to hear him. Independence allows the two main protagonists, Salva and Nya, to go off on their own with the experience there have gone through giving them to do whatever all by
This passage is composed of two dependent clauses connected with a semicolon. The first independent clause contains 26 words and the second clause contains 17 words. Both clauses are complex. The first clause contains an appositive and the second is a combination of an independent clause followed by a
The confidence that the Declaration of Independent is written with cannot be argued, and the clarity behind each sentence is obvious. Both aid in making it one of the most memorable, meaningful, and strongest pieces of American
This excerpt is an example of alliteration, since almost every word begins with the same consonant.
Rule number two exemplifies comma placement when dealing with three or more terms. Strunk and White say that in “a series of three or more terms with a single conjunction, use a comma after each term except the last” (Strunk and White, 2). One example they use to demonstrate this is
(The complement is the part of the sentence that follows the verb and it will contain additional information that describes or identifies the subject).
The second discourse example was by Enrique whose short story was about a boy who went swimming and got ate by a great white shark. In his discourse sample, he began the story with “one day a boy swimming” which demonstrates that he knows how to correctly begin the story. He also introduces the audience to the little boy, revealing he is aware that there is a character in every story. Although, he is missing the auxiliary verb “went” to create “one day a boy went swimming” he understands that a story consists of a beginning, a character(s), coordinating conjunctions, and a setting. Throughout the story, he demonstrates his knowledge on pronouns because he introduced the character as a boy and referred back to the boy as “he” throughout the whole story. By him referring back to the character as “he”, he is also showing cohesion ties because he is maintaining the reference “he” to the same character. The student uses the coordinating conjunction “but” to join two different phrases “But he sow a grate wite shark. But he was very tiirt the shark ate him” the student uses the conjunction “but” to demonstrate that the boy saw a great white shark but he was too tired to keep swimming, so the shark ate him. In the example sentence, he is missing the conjunction “so” so it could have read “But
So, what is interdependence? Interdependence means that two or more parties rely on what they can do for each other to succeed. Mutual contribution is necessary for the well-being of the parties involved. As a nation-state, the economy of the United States of America is interdependent on other nation-states for its well-being.
We also try to simplify dependency analysis by introducing dependent section, which is a section
...er helpful technique was frequently taking timed tests to music on YouTube. This helped work our minds into the habit of clearing all distractions and noise. Noise(Insert hyperlink to noise) is anything type of distraction or interruption that will get in the way of getting things done, or even get in your way of understanding something; For example, pets, emotion, attitude, and interest. Those are just a few of the many types of noise.
In addition, the series of adjectives can be placed before the noun, after the noun, or split into different parts.
The smell of ammonia drifts to the nostrils accompanied by the waves of laughter and over-loud conversation that constantly assault one’s ears in a cafeteria setting. Socially and behaviorally (mentally?) impaired, though amusedly tolerated; Al, a theatre boy, begins to lean awkwardly upon a girl at a table. A voice sounds above the din like a clarion bell, “Al’s having a seizure!” Time stops. Al slides to the floor as his companions remove dangerous objects from his path. Tables and chairs are flung aside with abandon to preserve Al’s safety. Directions come from every corner.
Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
This essay will not focus on other lexical items such as phrasal verbs, lexical phrases, and fixed/semi-fixed expressions. I will limit my scope to those which are not also full utterances, fixed chunks and sentence frames.
At the beginning we shall have a figure also given to as by Quirk et al. (1985) that provide us an overview of this syntactic functions following to explain each one.