1. Jamie D. Arney FSHS 2014 Sentence Constructions with Transitions

2. A Transition Story: Changing roles My daughters each started a new phase in their lives eight years ago. The oldest started college, the middle daughter started high school, and the youngest started kindergarten. It was not a happy time at the Arneys’. They were all very unhappy! Why? There was not a good relationship between where they were and where they went. The transition was bad.

3. Solve the problem: you write. Based on the previous story look at your graphic organizer which shows transitions. Notice that various transitions are used for various purposes. In the case of my daughters, there was a CAUSE/EFFECT relationship between their transition and their situation. Now you write a sentence that shows this CAUSE/EFFECT relationship to explain what happened with my daughters. (This means you should only consider the transitions that will accomplish that relationship.

4. EXAMPLES Your sentence might have looked like this: Mrs. Arney’s daughters were unhappy as a result of changing schools. OR Because of a change in their schooling, Mrs. Arney’s daughters were unhappy. NOTICE: In the first example there is NO punctuation with the transition, but in the second there is. Why?

5. And the answer is… Transitions that come at the beginning of a sentences require a comma because they introduce a thought. Transitions that come at the end of sentences do not need a comma unless they are joining 2 complete sentences.

6. The story has a happy ending! Mrs. Arney’s daughters were unhappy as a result of changing schools; however, they went on to excel in their work in college, high school, and kindergarten. The moral of the story is: choosing the right relationship when you must use a transition makes all the difference!

7. Let’s try this with sentence constructions. Remember this is a three step process. 1. Eliminate unnecessary or repeated information AND combine wordy information (HINT: Stellar ACT test takers note this—PC[ Precision/Concision]. Use the answer that is precise—accurate and concise—short and to the point! 2. What is the relationship between the sentences? Am I adding new info? Am I contrasting information? Am I creating a cause/ effect relationship? 3. Choose/combine—choose the best transition to combine the relationships.

8. Chicago and Berlin A. Only parts of Chicago are beautiful. B. All of Berlin is stately and substantial. C. It is not merely in parts. D. It is uniformly beautiful.

9. Practice with Group 1 Of the 4 sentences in group notice that A & B have a specific relationship. Are Chicago and Berlin similar or different? Which city are sentences C & D speaking of? Is there are information that can be eliminated in the sentences in C & D? Is there any information that can be made more concise/condensed?

10. If you said… Chicago and Berlin are contrasted. You are correct! C & D pertain to Berlin. You are correct! I can eliminate that Berlin is beautiful “not merely in parts” because if it is “uniformly beautiful” or “all” beautiful I know that the city is as a whole beautiful. Yeah, go you! So, what can we write about Berlin— “ All of Berlin is stately, substantial, and uniformly beautiful; however, only parts of Chicago are beautiful.”

11. Choose a partner You can do it!

12. Construct items 5,6,7,8, & 10 There are many grammatically correct constructions, BUT search for the rhetorically correct one! The one that shows the correct relationship.

13. Pool side Threats A. Some were seated along the edge of the pool. B. They took short, harmless jabs. C. They made threats. D. They had no intention of carrying them out. E. The threats helped to pass the time.

14. Possible Answer to Pool side Threat Some were seated along the edge of the pool making short, harmless jabs and threats which they had no intention of carrying out, but the threats helped to pass the time.

15. Killer Bees? A. A swarm of bees had taken up their abode in the roof of the house under the slate. B. This had happened some years before. C. They had multiplied. D. They frequented the drawing room. E. They did so when the windows were open.

16. Introduction to Society A. Old Mrs. Beecher enjoyed company. B. In the winter of 1801-1802 she went to Bath. C. She was accompanied by Anne. D. She was fifteen. E. She was just entering society.

17. Possible entrance… In the winter of 1801-1802, old Mrs. Beecher, who enjoyed company, went to Bath; as a result, she was accompanied by Anne who was fifteen and just entering society.

18. Romanesque vs. Gothic A. The cathedral of Sens is of primitive style. B. It is more Romanesque than Gothic. C. As anyone can easily see.

19. Ann Fallon A. Ann Fallon proved quite incapable of completing any work she undertook. B. Her love of life was so intense. C. Her curiosity was so insatiable.

20. Awkward Dance A. Jeff got badly out of time. B. He had tried to pull Christine out of the path of a red-faced man. C. He was dancing with a tall woman. D. She had a pale face.

21. Crime and Punishment A. Ancient peoples administered brutal punishments. B. We are somewhat horrified to read of them. C. Cruel and inhuman punishments were handed out until comparatively recent times by our own courts. D. We are liable to forget this.

22. London’s Famous Street A. Wapping High Street lies in the heart of London’s dockland. B. It is about half a mile east of the ancient tower of London. C. Arthur Orton was born there, at number 69, on Thursday, March 20, 1834.

23. Did you do it?