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Presentation Plus! Glencoe Writer’s Choice: Grammar and Composition, Grade 7 Copyright © by The McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio Welcome to Presentation Plus!

Clauses and Complex Sentences
UNIT 14 Clauses and Complex Sentences Splash Screen

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Unit 14 Overview Lesson 14.1: Sentences and Clauses Lesson 14.2: Complex Sentences Lesson 14.3: Adjective Clauses Lesson 14.4: Adverb Clauses Lesson 14.5: Noun Clauses Grammar Review Click a hyperlink to view the corresponding slides. Contents

Unit Objectives To develop an understanding of simple, compound, and complex sentences  To develop the ability to distinguish between adjective, adverb, and noun clauses  To be able to write and punctuate simple, compound, and complex sentences properly Click the mouse button or press the Space Bar to display the information. Unit Overview 1

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Objectives To identify and distinguish between simple and compound sentences  To recognize main clauses  To punctuate simple and compound sentences correctly  To use main clauses appropriately in simple and compound sentences Click the mouse button or press the Space Bar to display the information. Lesson 1-1

Sentences and Clauses A sentence is a group of words that has a subject and predicate and expresses a complete thought.  A simple sentence has one complete subject and one complete predicate.  The complete subject names whom or what the sentence is about.  The complete predicate tells what the subject does or has. Sometimes it tells what the subject is or is like. Click the mouse button or press the Space Bar to display the information. Lesson 1-2

Sentences and Clauses (cont.)
Study the examples in the chart below. Lesson 1-3

A compound sentence is a sentence that contains two or more connected simple sentences.  Each simple sentence in a compound sentence is called a main clause.  A main clause has a subject and a predicate and can stand alone as a sentence. Lesson 1-3

In the compound sentences below, each main clause is in yellow. The connecting elements are highlighted in blue.  Millions of people live in cities, but many others reside in the suburbs.  Most people travel to work, and many of them use public transportation.  Commuters take trains, buses, and cars; some even fly.  Helicopters are often used to monitor traffic conditions, but computers can more accurately predict traveling time. Click the mouse button or press the Space Bar to display the information. Lesson 1-4

If the main clauses are connected by and, but, or or, a comma precedes the conjunction.  If the main clauses are not joined by a conjunction, a semicolon can be used as the connector. Click the mouse button or press the Space Bar to display the information. Lesson 1-5

Click the mouse button or press the Space Bar to display the answers.
Exercise 1 Identifying Simple and Compound Sentences Identify each sentence as simple or compound. 1. Long-distance travel was difficult for early Americans. 2. In those days, people traveled in stagecoaches and covered wagons. 3. Long-distance travel was possible, but it was not very fast or comfortable. 4. Eventually railroads were built; tracks were laid across the country. 5. Distant cities were connected, and people could travel between them. simple simple compound compound compound Click the mouse button or press the Space Bar to display the answers. Lesson 1-6

Exercise 2 Punctuating Simple and Compound Sentences Underline each main clause. Add a comma or a semicolon if needed. 1. Four million miles of roadways exist in the United States and problems with them do arise. 2. Accidents cause delays poor road conditions often result in traffic jams. 3. Traffic can be annoying for drivers but it can often be bypassed. 4. Radio listeners hear traffic reports and can avoid trouble spots. 5. Drivers could allow more driving time but many decide to take alternative routes. , ; , , Click the mouse button or press the Space Bar to display the answers. Lesson 1-7

Close Write a letter to a partner about a trip you would like to take. Use both simple and compound sentences. Trade papers with another student and write a return letter, using simple and compound sentences. Lesson 1 Close

End of Lesson 1

Objectives To identify complex sentences and subordinate clauses 
To write more sophisticated sentences Click the mouse button or press the Space Bar to display the information. Lesson 2-1

Complex Sentences A main clause has a subject and a predicate and can stand alone as a sentence.  Sometimes sentences have more than one clause, with only one of the clauses being a main clause.  The other clause or clauses are called subordinate clauses. Click the mouse button or press the Space Bar to display the information. Lesson 2-2

Complex Sentences (cont.)
A subordinate clause is a group of words that has a subject and a predicate but does not express a complete thought and cannot stand alone as a sentence.  A subordinate clause is always combined with a main clause in a sentence.  A complex sentence is a sentence that has one main clause and one or more subordinate clauses. Click the mouse button or press the Space Bar to display the information. Lesson 2-3

In each complex sentence below, the main clause is in yellow type, and the subordinate clause is in blue type.  When the sun set, the caravans stopped for the night.  The dromedary has one hump, which stores fat.  Most people know that camels are stubborn. Click the mouse button or press the Space Bar to display the information. Lesson 2-4

Lesson 2-4

Exercise 3 Identifying Complex Sentences Underline each main clause once and each subordinate clause twice. Then identify each sentence as complex or simple. 1. The desert is a place where most animals are not able to live or work. 2. Camels are useful because they cross the desert easily. 3. Camels provide necessary transportation in the desert. 4. Long caravans of camels carry heavy loads across these dry, hot regions. 5. Camels have double eyelashes, which protect their eyes from the blowing sand. complex complex simple simple complex Click the mouse button or press the Space Bar to display the answers. Lesson 2-5

Close Imagine that you are traveling by camel in the desert. Write a brief description of the trip in which you combine each subordinate clause with a main clause. Lesson 2 Close

End of Lesson 2

Objectives To identify adjective clauses and the relative pronouns that usually introduce adjective clauses  To use adjective clauses to make writing more detailed and interesting Click the mouse button or press the Space Bar to display the information. Lesson 3-1

Adjective Clauses Sometimes a subordinate clause acts as an adjective.  An adjective clause adds information about a noun or pronoun.  Each subordinate clause in blue type in the sentences below is an adjective clause.  Ed’s bicycle, which he bought on sale, is a ten-speed.  He paid a price that was incredibly low. Click the mouse button or press the Space Bar to display the information. Lesson 3-2

Adjective Clauses (cont.)
An adjective clause is a subordinate clause that modifies, or describes, a noun or pronoun in a sentence.  An adjective clause is usually introduced by a relative pronoun.  Relative pronouns signal that a clause is a subordinate clause and cannot stand alone. Click the mouse button or press the Space Bar to display the information. Lesson 3-3

A list of the relative pronouns can be found in the chart below. Lesson 3-4

A relative pronoun that begins an adjective clause is usually the subject of the clause.  Allene bought the ten-speed bicycle that is the most popular.  She is a person who truly loves bicycling.  In the first sentence above, that is the subject of the adjective clause.  In the second sentence who is the subject of the adjective clause. Click the mouse button or press the Space Bar to display the information. Lesson 3-5

An adjective clause can also begin with where or when.  Allene likes trails where she can see flowers. Click the mouse button or press the Space Bar to display the information. Lesson 3-5

Exercise 4 Identifying Adjective Clauses Underline each adjective clause. Circle the noun that each adjective clause modifies. 1. Bicycle riding is an activity that many people enjoy. 2. Reckless bicyclists ignore the rules that others obey. 3. Some athletes who ride bicycles enjoy competing in races. 4. Many amateurs who are extremely dedicated decide to race professionally. 5. The first recorded bicycle race, which took place in a park near Paris in 1868, was slightly more than a mile long. Click the mouse button or press the Space Bar to display the answers. Lesson 3-6

Exercise 5 Identifying Adjective Clauses and Relative Pronouns Underline each adjective clause. Circle the subject of the adjective clause. 1. Disregarding safety rules can result in accidents that could harm bike riders or anyone in their path. 2. All bicyclists should have helmets that are worn for protection against serious head injuries in accidents. 3. Those bicyclists who ride in cities should be especially cautious. 4. Bicycle riders should always be aware of pedestrians who may be in their path. 5. Careful riders also use arm signals, which can alert drivers and pedestrians. Click the mouse button or press the Space Bar to display the answers. Lesson 3-7

Close Imagine that you are riding your bike through a city. Summarize the laws you must obey and tell why you must obey them. Use adjective clauses in your writing. Lesson 3 Close

End of Lesson 3

Objectives To identify adverb clauses and subordinating conjunctions 
To use and punctuate adverb clauses appropriately Click the mouse button or press the Space Bar to display the information. Lesson 4-1

Adverb Clauses Sometimes a subordinate clause is an adverb clause. 
It may add information about the verb in the sentence.  An adverb clause tells how, when, where, why, or under what conditions the action occurs. Click the mouse button or press the Space Bar to display the information. Lesson 4-2

Adverb Clauses (cont.) Before Julia bought a bicycle, she compared models.  She likes ten-speed bikes because they are versatile.  In the first sentence, the adverb clause Before Julia bought a bicycle modifies the verb compared.  The adverb clause tells when Julia compared bicycles. Click the mouse button or press the Space Bar to display the information. Lesson 4-3

Adverb Clauses (cont.) Before Julia bought a bicycle, she compared models. She likes ten-speed bikes because they are versatile. In the second sentence, the adverb clause because they are versatile modifies the verb likes.  The adverb clause tells why she likes ten-speed bikes. Click the mouse button or press the Space Bar to display the information. Lesson 4-4

Adverb Clauses (cont.) An adverb clause is a subordinate clause that modifies, or describes, the verb in the main clause of a complex sentence.  An adverb clause is introduced by a subordinating conjunction.  Subordinating conjunctions signal that a clause is a subordinate clause and cannot stand alone. Click the mouse button or press the Space Bar to display the information. Lesson 4-5

Adverb Clauses (cont.) Some common subordinating conjunctions are listed below. Lesson 4-6

Adverb Clauses (cont.) You often do not use a comma before an adverb clause that comes at the end of a sentence.  When an adverb clause introduces a sentence, however, you always use a comma after the adverb clause. Click the mouse button or press the Space Bar to display the information. Lesson 4-7

Exercise 6 Identifying Adverb Clauses Underline each adverb clause. Circle the verb that each adverb clause modifies. 1. Before automobiles were available, some people rode bicycles. 2. Travelers covered miles easily when they used this simple vehicle. 3. When people wanted company and exercise, they rode tandem bicycles. 4. Two people could enjoy this type of bicycle, since they could ride it together. 5. No self-propelled bicycles existed until the first one was built in 1839 by the Scottish inventor Kirkpatrick Macmillan. Click the mouse button or press the Space Bar to display the answers. Lesson 4-8

Exercise 7 Identifying Adverb Clauses and Subordinating Conjunctions Underline each adverb clause. Circle the subordinating conjunction. 1. Although it may have been less convenient than driving, bicycle riding was more economical. 2. Some bicyclists are inconsiderate and dangerous because they disregard rules. 3. Unless cyclists are careful, they can cause injury to themselves and to others. 4. If a cyclist rides in the street, the bicycle is considered a motor vehicle. 5. Whenever they ride their bicycles on the road, cyclists must follow most motor vehicle rules. Click the mouse button or press the Space Bar to display the answers. Lesson 4-9

Close Write a paragraph of promotional text for a favorite type of bicycle, using adjective and adverb clauses in your writing. Exchange papers with a partner and identify the adjective and adverb clauses in each other’s paragraphs. Lesson 4 Close

End of Lesson 4

Objectives To identify noun clauses and the words that introduce them  To understand how noun clauses are used and to use them appropriately Click the mouse button or press the Space Bar to display the information. Lesson 5-1

Noun Clauses A subordinate clause can be an adjective clause or an adverb clause.  Other subordinate clauses act as nouns. Click the mouse button or press the Space Bar to display the information. Lesson 5-2

Noun Clauses (cont.) Notice how the noun in blue type in the sentence below can be replaced by a noun clause.  Bicyclists should wear a helmet.  Should whoever rides a bike wear a helmet?  In the second example above, the clause in blue type, like the noun it replaces, is the subject of the sentence.  Since this kind of clause acts as a noun, it is called a noun clause. Click the mouse button or press the Space Bar to display the information. Lesson 5-3

Noun Clauses (cont.) A noun clause is a subordinate clause used as a noun.  You can use a noun clause in the same ways that you can use a noun–as a subject, a direct object, an object of a preposition, or a predicate noun.  Study the examples on the following slide. Click the mouse button or press the Space Bar to display the information. Lesson 5-4

Noun Clauses (cont.) Lesson 5-5

Noun Clauses (cont.) Some of the words that can introduce noun clauses appear in the chart below. Lesson 5-6

Exercise 8 Identifying Noun Clauses Underline each noun clause. 1. That bicycles outnumber cars in most countries may surprise you. 2. Bicycling is how the majority of people in Danish cities travel. 3. The flat terrain is what makes the Netherlands an ideal place for biking. 4. Where you will find many cyclists is along the many bridges of Amsterdam. 5. The fact is that many people ride bicycles to and from school and work. Click the mouse button or press the Space Bar to display the answers. Lesson 5-7

Exercise 9 Identifying Noun Clauses Underline each noun clause. Then write subject, direct object, object of a preposition, or predicate noun to tell how it is used. 1. Where you ride is your choice. 2. The late 1800s was when bicycle racing became a popular spectator sport. 3. Did you know that bicycle racing has been an Olympic event since 1896? 4. Do you know when the forty-nine-mile women’s bicycle race was added? 5. I know that this race became an Olympic event in 1984. subject predicate noun direct object direct object direct object Click the mouse button or press the Space Bar to display the answers. Lesson 5-8

Close Write a list of steps you would take to prepare for being in a bicycle race. Use sentences with noun clauses as subjects, direct objects, objects of prepositions, and predicate nouns. Trade papers with a partner and identify the function of the noun clause in each sentence, supporting your answers with examples from this lesson. Lesson 5 Close

End of Lesson 5

Clauses and Complex Sentences
John Steinbeck, a celebrated American author, won the Pulitzer Prize in 1940 for The Grapes of Wrath.  In 1962 he won the Nobel Prize for Literature.  His short novel The Pearl, set on the coast of the Gulf of California, is constructed around a young fisherman, Kino, who discovers an extraordinary pearl. Click the mouse button or press the Space Bar to display the information. Grammar Review 1

Clauses and Complex Sentences (cont.)
In the excerpt from The Pearl on page 511 of your textbook, Kino and his wife, Juana, are preparing to paddle Kino’s canoe out to the oyster beds. As you read the passage, notice that it has been annotated to show some of the kinds of clauses and sentences covered in this unit. Grammar Review 2

Review: Exercise 1 Identifying Simple and Compound Sentences Write simple or compound to identify each sentence. 1. The state of Nayarit lies on the western coast of Mexico. 2. The Santiago River flows through Nayarit; it empties into the Pacific Ocean. 3. Kino's grandfather moved north from Nayarit to a village near La Paz. 4. La Paz is in Baja, or Lower California, but this peninsula is part of Mexico. 5. Baja is divided into two states, and La Paz is the capital of the southern state. simple compound simple compound compound Click the mouse button or press the Space Bar to display the answers. Grammar Review 3

Review: Exercise 2 Punctuating Simple and Compound Sentences Underline each main clause. Add a comma or a semicolon as needed. 1. Pearl fisheries are on the gulf’s western shore the beds are on the eastern shore. 2. The formation of a pearl inside an oyster is actually an act of self-protection. 3. Oysters are a type of mollusk and they have a shell like that of other mollusks. 4. A foreign substance may enter the oyster’s shell and irritate the oyster. 5. The foreign substance can be a grain of sand or it can be a harmful parasite. ; , , Click the mouse button or press the Space Bar to display the answers. Grammar Review 4

Review: Exercise 3 Distinguishing Between Simple and Complex Sentences Identify each sentence as simple or complex. If it is complex, underline the subordinate clause. 1. John Steinbeck wrote a book that was titled The Sea of Cortez. 2. In this book, Steinbeck told about a story that he had heard in Mexico. 3. The story, which was about a great pearl, gave Steinbeck the idea for The Pearl. 4. According to Steinbeck, the story may or may not be true. 5. An Indian boy found a pearl in the waters near La Paz. complex complex complex simple simple Click the mouse button or press the Space Bar to display the answers. Grammar Review 5

Review: Exercise 4 Distinguishing Between Compound and Complex Sentences Identify each sentence as compound or complex. If it is complex, underline the subordinate clause. 1. The man's name is Kino, and his wife’s name is Juana. 2. Kino, who earns a living as a pearl diver, is barely able to support his wife and their baby son Coyotito. 3. A crisis occurs when a scorpion bites the baby and injects him with its deadly poison. 4. The local doctor refuses to treat the baby because the couple is too poor to pay. 5. Juana prays that she and Kino will go out in the canoe and find a pearl. compound complex complex complex complex Click the mouse button or press the Space Bar to display the answers. Grammar Review 6

Review: Exercise 5 Identifying Adjective Clauses Underline each adjective clause. Circle each relative pronoun. Underline twice the noun or pronoun that each adjective clause modifies. 1. The fishing industry is important to those who live near the sea. 2. Fishing, which people have done for thousands of years, is the livelihood of millions of people. 3. Most commercial fishing occurs in the sea, which is the main source of fish. 4. The weather, which is often unpredictable, can be an enemy of fishers. 5. Rough, stormy seas can end a fishing trip that is vital to a person’s income. Click the mouse button or press the Space Bar to display the answers. Grammar Review 7

Review: Exercise 6 Identifying Adverb Clauses Underline each adverb clause. Circle each subordinating conjunction. Underline twice the verb or verb phrase that each adverb clause modifies. 1. People eat seafood because it is a good source of protein. 2. Since oysters provide nourishment, they have become a popular seafood. 3. Oysters are often found where the water is quiet, calm, and shallow. 4. When they are twenty-four hours old, oysters develop shells. 5. After being allowed to grow for three to five years, oysters are harvested. Click the mouse button or press the Space Bar to display the answers. Grammar Review 8

Review: Exercise 7 Distinguishing Between Adjective and Adverb Clauses Underline each subordinate clause once and the word that the clause modifies twice. Then identify the clause’s function as that of an adjective or an adverb. 1. Early canoes were made from tree trunks, which dwellers in the Caribbean islands hollowed out. 2. The North American peoples also used canoes, which they made from birchbark and wooden frames. 3. Birchbark canoes provided excellent transportation because they were light and relatively fast. adjective adjective adverb Click the mouse button or press the Space Bar to display the answers. Grammar Review 9

Review: Exercise 7 Distinguishing Between Adjective and Adverb Clauses (cont.) Underline each subordinate clause once and the word that the clause modifies twice. Then identify the clause’s function as that of an adjective or an adverb. 4. When they explored parts of North America, Marquette and Joliet traveled in birchbark canoes. 5. Today’s canoes, which are used for recreation, are made from aluminum, canvas, fiberglass, or wood. adverb adjective Click the mouse button or press the Space Bar to display the answers. Grammar Review 10

Review: Exercise 8 Identifying Noun Clauses Underline each noun clause, and label it subject, direct object, object of a preposition, or predicate noun. 1. Can you guess what makes canoeing so popular today? 2. That canoes are easy to use and affordable may help their popularity. 3. Another reason may be that they are easily transported from place to place. 4. Where you go canoeing adds to the pleasure. 5. Whoever has paddled a canoe down a quiet stream understands. direct object subject predicate noun subject subject Click the mouse button or press the Space Bar to display the answers. Grammar Review 11

John Steinbeck, who wrote The Pearl, has written many novels.
Review: Exercise 9 Writing Complex Sentences Combine each pair of sentences below, using the correct relative pronoun or subordinating conjunction in parentheses. You may have to delete some words. 1. John Steinbeck wrote The Pearl. He has written many novels. (who, which) 2. Steinbeck was born and reared in northern California. Many of his stories take place in northern California. (whatever, where) John Steinbeck, who wrote The Pearl, has written many novels. Steinbeck was born and raised in northern California where many of his stories take place. Click the mouse button or press the Space Bar to display sample answers. Grammar Review 12

Review: Exercise 9 Writing Complex Sentences (cont.) Combine each pair of sentences below, using the correct relative pronoun or subordinating conjunction in parentheses. You may have to delete some words. 3. This area had fish canneries and farms. Steinbeck’s stories are often about fish canneries and farming. (because, until) 4. Steinbeck worked at a series of temporary jobs. He attended Stanford University. (while, as if) Because this area had fish canneries and farms, Steibeck’s stories are often about fish canning and farming. Steinbeck worked at a series of temporary jobs while he attended Stanford University. Click the mouse button or press the Space Bar to display sample answers. Grammar Review 13

Review: Exercise 9 Writing Complex Sentences (cont.) Combine each pair of sentences below, using the correct relative pronoun or subordinating conjunction in parentheses. You may have to delete some words. 5. The characters in Steinbeck’s novels were based on people. He knew and respected these people. (whom, which) The characters in Steinbeck’s novels were based on people whom he knew and respected. Click the mouse button or press the Space Bar to display a sample answer. Grammar Review 14

Review: Exercise 10 Proofreading The following passage is about the artist Paul Sierra, whose painting A Place in Time appears on page 517 of your textbook. Rewrite the passage, correcting the errors in spelling, capitalization, grammar, and usage. Add any missing punctuation. 1Born in a cuban community in 1944, Paul Sierra was expected to enter a profession. 2Although he receive little encouragement he spent hours drawing in notebooks and reading books on painting. 3When he was sixteen Sierra moved to the United States and he lived first in Miami and then in Chicago. 4The only formal art training Sierra recieved was three years at the Art Institute of Chicago, where he enrolled in Today Sierra work as the creative director of a small advertising agency. 6His job allow him the freedom to paint for himself and he can ignore the expectations of others. 7“I only hope,” he says “to live long enough to make a good painting.” Click the mouse button or press the Space Bar to display the answers. Grammar Review 15

Review: Exercise 10 Proofreading (cont.) The following passage is about the artist Paul Sierra, whose painting A Place in Time appears on page 517 of your textbook. Rewrite the passage, correcting the errors in spelling, capitalization, grammar, and usage. Add any missing punctuation. 1Born in a Cuban community in 1944, Paul Sierra was expected to enter a profession. 2Although he received little encouragement, he spent hours drawing in notebooks and reading books on painting. 3When he was sixteen, Sierra moved to the United States, and he lived first in Miami and then in Chicago. 4The only formal art training Sierra received was three years at the Art Institute of Chicago, where he enrolled in Today Sierra works as the creative director of a small advertising agency. 6His job allows him the freedom to paint for himself, and he can ignore the expectations of others. 7“I only hope,” he says, “to live long enough to make a good painting.” Grammar Review 16

Review: Exercise 11 Mixed Review Identify the sentence as simple, compound, or complex. If a sentence is complex, write the subordinate clause. Then identify the subordinate clause as an adverb clause, an adjective clause, or a noun clause. 1. That someone might find a precious pearl inside an oyster is intriguing and exciting. 2. Although it is possible to find a natural pearl in an edible oyster, it isn’t likely. complex–That someone might find a precious pearl inside an oyster–noun clause complex–Although it is possible to find a natural pearl in an edible oyster–adverb clause Click the mouse button or press the Space Bar to display the answers. Grammar Review 17

Review: Exercise 11 Mixed Review (cont.) Identify the sentence as simple, compound, or complex. If a sentence is complex, write the subordinate clause. Then identify the subordinate clause as an adverb clause, an adjective clause, or a noun clause. 3. Most natural pearls come from the Persian Gulf and Sri Lanka; the Red Sea and the Philippines are also a source of natural pearls. 4. Pearls are valued for their color, shape, clarity, and weight. 5. In areas where natural pearls are scarce, pearls are cultured. compound simple complex–where natural pearls are scarce adjective clause Click the mouse button or press the Space Bar to display the answers. Grammar Review 18

Close Reread the passage in the Mixed Review exercise. In you journal, write a paragraph discussing the effect of using varied sentence structures. Grammar Review Close

End of Grammar Review

I’d like to visit Asia and Africa, and Australia sounds interesting.
I’ve been to Mexico and Canada, but I’ve never traveled outside North America. I’d like to visit Asia and Africa, and Australia sounds interesting. My friend rode the train across Siberia, and it took eight full days. Click the mouse button or press the Space Bar to display possible answers. DLP Transparency 1

Possible answer: When the new camels arrive at the zoo, I really want to spend the whole day there because camels have always interested me. Click the mouse button or press the Space Bar to display a possible answer. DLP Transparency 2

Jo, who grew up in China, learned to ride a bike at the age of four. She won the first race that she entered. She is now a young woman who hopes to race in the Olympics. Click the mouse button or press the Space Bar to display the answers. DLP Transparency 3

Marco chose that bike because it was on sale. Although he wanted a more expensive model, he didn’t get it. I would have lent him money if he had asked me. Click the mouse button or press the Space Bar to display the answers. DLP Transparency 4

Bob asked what a noun clause is. “It has a subject and a verb,” I said, “but it is used as a noun.” I recommended that he study the book Writer’s Choice: Grammar and Composition. Click the mouse button or press the Space Bar to display the answers. DLP Transparency 5

BR Transparency 1

Sample answers: The toddler knows that candy is sweet.
After playing soccer, Tom felt tired, which makes sense. When the car stopped, Rick unfastened his seat belt. Click the mouse button or press the Space Bar to display sample answers. BR Transparency 2

Sample answers: Jane’s story was the funniest one that was told.
Sam, who lives next door, is a biologist. The prize is behind the door where you can see the sign. Click the mouse button or press the Space Bar to display sample answers. BR Transparency 3

Click the mouse button or press the Space Bar to display the answer.
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Click the mouse button or press the Space Bar to display the answer.
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Sentence Variety in Writing
In this passage from The Diary of Latoya Hunter, the writer varies her sentence structure to capture the natural flow of her thoughts. Notice the underlined words.  It’s hard to believe but people change as rapidly as the world does. If I had kept you as a diary two years ago, you would have heard about Jimmy. He was the first guy who I was close to and who was a real friend to me. I liked him because other boys always seemed to be in a popularity contest, and he didn’t care about that stuff. Click the mouse button or press the Space Bar to display the information. Writing Application 1

Techniques in Sentence Variety
Try to apply some of Latoya Hunter’s writing techniques when you write and revise your own work.  When appropriate in dialogue or personal writing, mix simple, compound, and complex sentences to help your writing sound lively and realistic.  FLAT SENTENCE PATTERN It’s hard to believe. People change as rapidly as the world does. HUNTER’S VERSION It’s hard to believe but people change as rapidly as the world does. Click the mouse button or press the Space Bar to display the information. Writing Application 2

Techniques in Sentence Variety
Make your writing more specific by using subordinate clauses to tell readers which ideas and information are the most important:  LESS SPECIFIC VERSION I liked him. Other boys always seemed to be in a popularity contest. He didn’t care about that stuff. HUNTER’S VERSION I liked him because other boys always seemed to be in a popularity contest, and he didn’t care about that stuff. Click the mouse button or press the Space Bar to display the information. Writing Application 3

Practice Practice these techniques as you revise the following passage. Identify the ideas that might be subordinated and experiment with different sentence structures to create variety. A strong wind tore across the fields. It rippled the wheat. Pieces scattered to the skies. Splinters of wheat struck the boy’s face. Ernest struggled on toward the house. He could see Pa on the tractor in the far field. He hollered. His voice was lost on the wind. Slowly but steadily, Ernest inched his way against the gusts. He reached the house. His mother quickly opened the door. He plunged into the stillness. Click the mouse button or press the Space Bar to display a sample answer. Writing Application 4

Practice Sample answer:
Practice these techniques as you revise the following passage. Identify the ideas that might be subordinated and experiment with different sentence structures to create variety. Sample answer: A strong wind tore across the fields, rippling the wheat and scattering pieces to the skies. Splinters of wheat struck the boy’s face, but Ernest struggled on toward the house. He could se Pa on the tractor in the far field. Though he hollered, his voice was lost on the wind. Slowly but steadily, Ernest inched his way against the gusts. When he reached the house, his mother quickly opened the door, and he plunged into the stillness. Writing Application 5

Explore online information about the topics introduced in this unit.
Click on the Connect button to launch your browser and go to the Writer’s Choice Web site. At this site, you will find unit overviews, interactive activities, and Web sites correlated with the units and lessons in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to Writing Online

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