Presentation on theme: "1. Write a complex declarative sentence that begins with a dependent clause and that contains both a direct object and a subject complementeach of which."— Presentation transcript:
1. Write a complex declarative sentence that begins with a dependent clause and that contains both a direct object and a subject complementeach of which are personal pronouns. 2. Write a sentence that contains a compound personal pronoun as a subject and a compound personal pronoun as the object of a preposition.
1. Write a short description, one page or less, of an interesting event in your life. 2. Rewrite the description, converting the entire description into simple declarative sentences. 3. Compare the two descriptions for sound, fluency, interest, naturalness, or anything else that emerges in contrast. 4. What does knowledge of sentence structure have to do with writing?
1. Write a compound sentence that contains a gerund phrase in the first clause and a participial phrase in the second clause. 2. Write a three-clause compound sentence. 3. Write a three-clause complex sentence.
1. Write a paragraph that is filled with gerunds and participles. 2. Rewrite the paragraph so that it contains no gerunds and no participles, but every idea in the first version is still present. 3. Think about which paragraph was easiest to write and which paragraph you prefer. 4. What are gerunds and participles, really? What effects do gerunds and participles allow a writer to achieve?
1. Write a one-clause sentence that contains an infinitive phrase as subject and a gerund phrase as direct object. 2. Write a complex sentence that contains two dependent clauses and only one independent clause.
1. Write a paragraph of words using only simple sentences, and more than ten coordinating conjunctions. 2. Rewrite the paragraph, but this time, you are not allowed to put the same part of speech on both sides of any conjunction. 3. Reflect on what this attempt has shown you. 4. Write a statement about the nature of conjunctions, and what the complete structure of conjunction and two conjuncted terms is like when it is well made.
1. Write a short statement explaining the difference between good writing and bad writing. Defend the qualities you choose. 2. Create a metaphorical definition of a grammatical term; for example: An essay is a path that ends where it begins.
1. Write a simple imperative sentence that begins with a one-letter interjection, followed by a present tense intransitive verb, followed by an adverbial prepositional phrase consisting of preposition, definite article and a singular common noun.
1. Write three sentences that have indirect objects. 2. Rewrite each sentence, using prepositional phrase after the direct object to replace the indirect object. 3. Compare the two versions of the sentences. 4. Write a statement explaining why you might choose either option over the other.
1. Write a sentence that contains four pronouns; every pronoun in the sentence must have more than one syllable. 2. Write a five clause sentence that contains only five words.
1. Write a paragraph of five to ten clauses. The paragraph can only contain one sentence. 2. Revise the paragraph, breaking it into simple sentences. 3. Compare two versions of the paragraph to see which you like best. 4. Write a statement explaining the effect of each version, and suggesting times when each version might be more appropriate.
1. Imagine that someone was extremely upset and was telling his or her side of a story to a best friend. What do you think would be the most common sentence structures in this persons conversation? Why? 2. What are the most important similarities between grammar and music? Explain.
1. Write a sentence in which the subject of the main clause contains a clause, and the direct object of the main clause also contains a clause. 2. Write a compound-complex sentence in which the most common word in every clause is the adverb.
1. Write a paragraph describing nonstop frenzied action. Use no verbals. 2. Rewrite the sentences, replacing much of the language with verbals. 3. Consider carefully what the verbals let you do, as a writer. Explain.
1. Are some interjections happy or sad? Write a paragraph explaining the emotional nature of interjections. 2. Create one more verb tense. Fill out our tense structure. What would the new tense be? 3. Categorize adverbs into two, three or four groups.
1. Write a sentence that contains more conjunctions than any other part of speech. 2. Write a correct sentence that uses three different verb tenses.
1. Write a paragraph of at least five short sentences in which every sentence is simple and declarative, and in which there are no compounds or tense changes. 2. Write a comment about what this paragraph teaches you about writing style.
1. When you do a four-level analysis of a sentence, in what ways is that like doing mathematics, and in what ways is it different from doing mathematics? 2. Imagine that a grammar plague struck the English speaking world, and everyone was unable to use a certain part of speech. Which part of speechs disappearance would be funniest? Why?
1. Write a sentence that contains a correlative conjunction and three indefinite pronouns. 2. Write a simple sentence that uses three demonstrative pronouns.
1. Write three sentences use gerunds. 2. Change the gerunds to infinitives. 3. Write a statement explaining the difference in tone or style that result from the change.
1. We use different tones in writing. Some writing is formal, informal, serious, humorous or sad. What criteria could be used to determine if a piece of writing was successful in using a formal tone? 2. In what life situations are we most likely to use the four different sentence structures (declarative, imperative, interrogative, exclamatory)?
1. Write a six-word sentence that has no noun or pronouns. 2. Write a sentence that contains no noun or adjective, and that has a compound subject complement.
1. Write a paragraph describing an exciting action. Modify every verb with at least one adverb, preferably more. 2. Rewrite the paragraph without using any adverbs. 3. Consider Steven Kings dictum: The adverb is not your friend. What do you think of adverbs now? Why?
1. Which two parts of speech do you think have the most in common and why?
1. Write a sentence in which a clause with a subject complement predicate adjective is the direct object of the main clause. 2. Write a sentence that has two intentional misplaced modifiers.
1. Write a dialogue of ten or more lines between two characters; neither character ever uses a complete sentence, and there are no verbs at all. 2. Think about how this passage sounds, and how difficult it was to do. 3. Explain what truths about grammar this process either reinforced or revealed.