SEDRICK: Good Afternoon class! Today I will be teaching you how to avoid and revise sentence fragments. Is that understood?
CLASS: Yes sir.
SEDRICK: Wonderful! The first rule in avoiding sentence fragments is making sure the sentence follows these three components: the sentence has a subject, a verb, and must have at least one clause that does not begin with a coordinating conjunction, unless it is a question. For example, “traveling to Iowa for their pizza” is a sentence fragment. This is because the sentence did not have a subject and lacked a helping verb, which caused traveling to be a verbal. The correct way of rewriting this sentence is by saying something to the effect of, “He is traveling to Iowa for their pizza”. Do you understand?
CLASS: Yes sir.
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To revise a phrase fragment, you will either attach the phrase to an independent clause or make it a separate sentence. A correct way of attaching the phrase to an independent clause would be, “The board meeting is serving breakfast in the hallway, along with desert.” An incorrect way would be placing a period after hallway instead of the comma. A correct way of making the phrase into a separate sentence is by adding a subject, verb, or both. For example, you can turn “Jerry trained relentlessly for weeks at the gym. To compete at the strongest man competition.” to “Jerry trained relentlessly for weeks at the gym. He wanted to compete at the strongest man competition.” Do I need to repeat myself?
CLASS: No sir.
SEDRICK: Excellent, we are almost finished everyone. The next rule is revising compound-predicate fragments. Compound-predicate fragments usually being with or, and, or but. An example of this would be, “I bought pizza. But forgot the drank”. The correct way of saying this would be, “I bought pizza but forgot the drank”. Does anyone need a another example
CLASS: No
the end if each line causes the lines to flow as one sentence, this is
There are several examples of repetition present throughout her argument, but there is one phrase in
Another technique Franklin uses to maintain the audience’s attention is her sentence structure. She uses very long sentences throughout paragraph 4 and has 2 short sentences in the middle of the paragraph.
Is class still relevant in Australia? To facilitate this question, the readings of Karl Marx, Fredrick Engels, Max Weber, Helen Marshall, R.W. Connell and T.H. Irving will be considered.
Most of Beavan’s paragraphs are relatively small. Beavan doesn’t try to over load any of his paragraphs with too much information. This I believe helps the reader continue to read without getting tired. If the paragraphs were extremely long the reader may feel tired. Beavan has seamless transitions from one paragraph to the other. This also helps the reader keep on tract and not causing confusion with a fast switch out of nowhere. I would like to go over the third paragraph in on page 142, starting with “Since 1950” (Beavan, 142). The first thing I would like to point out is in this paragraph I see simple, compound, and complex, and compound complex sentences. I had previously mentioned I think this is an effect way of keeping the reader interested. If there was to many simple sentences the paragraph would be very dull. The paragraph is very precise on what it is trying to tell the reader, U.S. gross domestic product growth doesn’t guarantee happiness. I really like how the paragraph ends with a question that would make the reader think about everything they had just read. I think this paragraph was well done. For my paragraphs I need to work on being more concise. I need to include better transitions from one paragraph to another. I could also work on shorting my paragraphs, I usually tend to write long
Simon emphases the significance of knowing, and using proper English, as well as keeping it alive. He proposes ways to sharpen the brain, which will result in a greater sense of discipline and memory. Simon also notes that everything we do is done with words, therefore, English is viewed as an essential to everyday life. The accurate use of rhetorical devices in this article are just one of many examples on how good English can help a person on a day to day basis. Despite Simon’s knowledge of proper English, the remainder of Americans must train themselves so that they may also achieve correct usage of the English
Another revision technique that was suggested was “sentence outlining” which involves summarizing each paragraph of a writing into one overarching sentence in order to improve the cohesion of the piece (Harris 450). Introducing these techniques can allow readers to utilize revision in their own writing and form their own stance on its effectiveness. With revising the conclusion of a piece, Harris’ advise is to look ahead rather than to rephrase what has already been stated (Harris 454). Revision is expected to extend beyond the piece.
most of your transitions were really good so nice job, but i would say add more than just 2 sentences like add some more background sentences
beging and end as sentences (at the end of the first 3 lines there are
My goal is to work on my sentence structure so that the syntax makes sense, and does not confuse the reader.
do the end and beginning paragraphs once I have finished completing and editing the entire
The first principle Professor Ellis talks about is, “instruction needs to ensure that learners develop a rich repertoire of formulaic expressions and a rule base competence.” Here is where Professor Ellis talked about the Natives who use larger number of formulaic expression more than SLA. He also went on to explain how rote learned materials were internaliz...
Lunsford and Robert (1995: 116) say that a paragraph is defined as “a group of sentences or a single sentence that forms a unit”. It can be understood that a paragraph is the combination of sentences or only one sentence that supports only one main idea. Each paragraph must begin with a topic sentence that expresses the main idea of a paragraph. Next, supporting sentences relating to the topic sentence and its controlling ideas with specific examples and detailed explanations should be presented. Finally, a concluding sentence restating the central idea is given at the end of the paragraph. According to Rosen and Laurence (1997: 119), there are four essential elements that an effective paragraph should consistently contain, namely a topic sentence, unity, coherence, and sufficient development. To be more specific, all sentences in a paragraph need refer to the paper’s main idea that maintains a consistent flow. Besides, the sentences need to be arranged logically and definitely. A topic sentence is considered as the most vital part in a paragraph that states the main idea of a paragraph. Without a topic sentence, it is difficult for readers to control the whole opinion conveyed. In addition, each idea discussed in the paragraph should be adequately explained and supported through evidences and details to explain the paper's controlling
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
In the fourth paragraph the use of additive conjunction appears through the use of “also” and “and”. In the fifth paragraph the additive conjunction is expressed by the use of “and” and the temporal conjunction is expressed by the use of “before”. The additive conjunction “and” is used in the sixth paragraph. In the seventh paragraph the use of causal conjunction involves the use of “by” and the additive conjunction involves the use of “and” and “also”. In the eighth paragraph the additive conjunction is expressed through the use of “and” and the causal conjunction is expressed through the use of “by”. In the ninth paragraph the adversative conjunction is expressed by using