1. The Sentence
and its parts

2. What is a sentence?
A group of words that expresses a complete thought (MOST IMPORTANT!!)
Begins with a capital letter, ends with a punctuation mark
Includes a subject (stated or implied) and a verb
There are 4 kinds of sentences-
declarative, interrogative, imperative, exclamatory

3. Kinds of sentences
Declarative sentence: Makes a statement and ends with a period
ex. I like apple pie.
Interrogative sentence: Asks a question and ends with a ?
ex. Do you prefer winter or summer?
Imperative sentence: Gives a command or makes a request and ends with a period; subject is usually an implied or understood you (you)
ex. Please stop talking while I’m talking.
Exclamatory sentence: Expresses a strong feeling and ends with !
ex. What a marvelous day for a football game!

4. Punctuate and identify the type of each sentence.
Ecologists study the world’s population
They also study the world’s food supply
Do ecologists study air pollution too
Examine the source of the water supply
Aren’t ecologists concerned about wildlife
How awful that so many species are endangered
Ecologists can give us clues to saving endangered species

5. Punctuate and identify the type of each sentence.
Ecologists study the world’s population. Declarative
They also study the world’s food supply. Declarative
Do ecologists study air pollution too? Interrogative
Examine the source of the water supply. Imperative
Aren’t ecologists concerned about wildlife? Interrogative
How awful that so many species are endangered! Exclamatory
Ecologists can give us clues to saving endangered species. Declarative

6. “FUN” ACTIVITY:
Sentence Caricatures!!! You have the rest of the day in class to draw a caricature of one of the four types of sentences. Be thinking about what type of character will best represent the sentence type you choose. Use your colored pencils and the paper I provide. You can sketch out your idea ahead of time if you wish. The finished product is due tomorrow.

7. Sentence Caricatures
Objective: To create a caricature designed to represent one of the four sentence types
Directions:
1. Draw one original cartoon-like character that relates to one of the four sentence types by using the punctuation mark that accompanies that kind of sentence. Check out the examples I show you in class.
2. Use the paper lengthwise. Write the name of the character on the top of the page in large, printed letters. The name should relate to the type of sentence represented.
3. At the bottom of the page, write the type of sentence you are representing in large, printed letters.
4. Around the caricature, write six examples of the type of sentence represented. These sentences must relate to your character.
Caricatures will be evaluated based on the following scale:
Caricature clearly represents sentence type -25 pts
Poster includes 6 examples of sentence type-25 pts
Poster has name of sentence type and character-15pts
Poster is colored-15 pts.
All spelling is correct-10 pts
Project is neat and proportionate to page-10pts.

8. Subjects and predicates
Complete subject:
Includes all the words in the subject of the sentence; the main noun or pronoun and everything that goes with it
Complete predicate:
Includes the verb and all the words in predicate of the sentence
EX- The boy in the car waved at me.

9. Subjects and predicates (cont.)
Simple subject:
1.The main word or word group in the complete subject; 2. The person, place, thing that the sentence is about;
Simple predicate:
The main word or word group in the complete predicate; 2. always the verb that expresses the actions of the simple subject
**Sometime the simple subject = the complete subject and the simple predicate= complete predicate
EX- The boy in the car waved at me.

10. For each sentence, draw a line between the complete subject and predicate. Then underline the simple subject ONCE and the simple predicate TWICE.
Scientists control changes in the environment.
Ecologists counteract the effects of forest fires, erosions, and floods.
Everyone near a forest benefits from these efforts.
Careful people preserve natural resources.
A temperate climate always helps.

11. For each sentence, draw a line between the complete subject and predicate. Then underline the simple subject ONCE and the simple predicate TWICE.(Bolded)
Scientists/ control changes in the environment.
Ecologists /counteract the effects of forest fires, erosions, and floods.
Everyone near a forest/ benefits from these efforts.
Careful people/ preserve natural resources.
A temperate climate /always helps.

12. Coordinating conjunction:
Define: A single word used to connect parts of a sentence
List: and (join), but, yet (contrast), or, nor, so (choice), for (effect)
Examples: Allison and Rose live in Mexico City.
We shopped everyday, but Bob toured the city.

13. Correlative conjunctions:
Define: Pairs of words used to connect parts of a sentence
List: both, and; either, or; neither, nor;
not only…but also
Examples: Neither Louis nor I have visited the city of Seattle.
Examples of great architecture exist in both Seattle and New York.

14. Circle each conjunction. Identify it as coordinating or correlative.
Mari mixed the paint, for she wanted various colors.
Nora rented a studio and painted there on weekends.
Both painters and sculptors need good lighting.
The painter took many lessons, but students now learn from her.
Either Maria or Cathy will accept the award for the class.
The school offers courses in architecture, computer graphics, and painting.
Not only is she a painter, but she is also a sculptor.

15. Circle each conjunction. Identify it as coordinating or correlative.
Mari mixed the paint, for she wanted various colors. COO
Nora rented a studio and painted there on weekends. COO
Both painters and sculptors need good lighting. COR
The painter took many lessons, but students now learn from her. COO
Either Maria or Cathy will accept the award for the class. COR
The school offers courses in architecture, computer graphics, and painting.
COO
Not only is she a painter, but she is also a sculptor. COR

16. Subjects and Predicates (cont.)
Compound subjects – Consist of two or more simple subjects that have the same predicate; the subjects may be joined by coordinating or correlative conjunctions
EX- The boy and the girl in the car waved at me.
Compound predicates – Consist of two or more simple predicates or verbs that have the same subject; the verbs may be joined by coordinating or correlative conjunctions.
EX- The boy and the girl in the car waved and smiled at me.

17. Underline each subject once and each predicate twice
Underline each subject once and each predicate twice. Then, tell whether there is a compound subject, compound predicate, or both.
Trees and grass hold soil in place.
Scientists observe and study the effects of erosion.
Both plants and minerals enrich the soil.
Erosion destroys and wastes valuable land.
Winds and rain sometimes harm the earth.

18. Underline each subject once and each predicate twice
Underline each subject once and each predicate twice. (Bold) Then, tell whether there is a compound subject, compound predicate, or both.
Trees and grass hold soil in place. Compound subject
Scientists observe and study the effects of erosion. Compound predicate
Both plants and minerals enrich the soil. Compound subject
Erosion destroys and wastes valuable land. Compound predicate
Winds and rain sometimes harm the earth. Compound subject

19. Finding hard to find subjects…
In most sentences, the subject goes where?
-before the predicate
Some sentences are inverted (like questions) …meaning they begin with all or part of the predicate. (Predicate Subject)
Where are the apples?
You may have to rearrange the words of a sentence like this to find the subject
The apples are where…

20. Other hard to find subjects…
If the sentence starts with “here” or “there”, the words here and there are not subjects because they are not nouns. You may want to flip the sentence.
There is the path to the garden.
The path to the garden is there.
In an imperative sentence, the subject is always you – often an implied you.
Look for your books in your locker.
(you) Look for your books in your locker.

21. Circle the hard to find simple subject from each sentence.
Can the rain forest be saved?
Is the clearing of thousands of acres of forest necessary?
There are many reasons to preserve the rain forest.
List as many reasons as you can.
Think about the effect on wildlife.
Here is the world’s greatest living resource.
Work to save it.

22. Underline the complete subject from each sentence, then circle the simple subject.(bold)
Can the rain forest be saved?
Is the clearing of thousands of acres of forest necessary?
There are many reasons to preserve the rain forest.
List as many reasons as you can. (You)
Think about the effect on wildlife. (You)
Here is the world’s greatest living resource.
Work to save it. (You)

23. What did we say was the most important thing for every sentence have
What did we say was the most important thing for every sentence have? -A complete thought What is a sentence fragment? -A group of words that does not express a complete thought -May be missing a subject, a predicate, or both, or even what seems like NEITHER How do you fix it? -Add whatever is missing to complete the thought

24. Run-on sentences What is a run-on sentence?
Two or more sentences incorrectly written as one sentence
How do you fix it?
1. Write two separate sentences
2. Separate with a comma/conjunction
3. Separate with a semi-colon

25. Label each group of words as a sentence, a fragment, or a run-on
Label each group of words as a sentence, a fragment, or a run-on. If it is a fragment, tell what’s missing (subject, predicate, both, complete thought). If it is a fragment or run-on, fix it!
Tall trees provide shade.
Groves of birches.
Under the shelter of trees.
Many plants grow in a forest.
Forests provide benefits.
Oak is a valuable hardwood it should be treated with care.
Threatened by insect pests.

26. Label each group of words as a sentence, a fragment, or a run-on
Label each group of words as a sentence, a fragment, or a run-on. If it is a fragment, tell what’s missing (subject, predicate, both, complete thought). If it is a fragment or run-on, fix it!
Tall trees provide shade. Sentence
Groves of birches grow in the park. Fragment/Predicate
Animals nap under the shelter of trees. Fragment/Both
Many plants grow in a forest. Sentence
Forests provide benefits. Sentence
Oak is a valuable hardwood. It should be treated with care Run-on
Many trees are threatened by insect pests. Fragment/Subject

27. Forms of sentences
Simple – Has one subject (simple or compound) that goes with one predicate (simple or compound); one s/v combination; one complete thought
I am the teacher.
Bob and Jane are friends.
The person in the car waved and smiled at me.

28. Compound – Contains two or more simple sentences joined by a comma + coordinating conjunction OR a semi-colon; 2 or more sub/verb combinations; 2 complete thoughts
I am the teacher, but I am also a mom.
Bob and Jane are friends, and they like to go to the park together.
The person in the car waved and smiled at me, and I waved back.

29. Complex sentence
One main clause** (independent; complete thought) and one or more subordinate (dependent; not a complete thought) clauses
I am a teacher even though it’s a lot of work.
Bob and Jane are friends because they like the same things.
The person in the car waved and smiled at me although I made an ugly face when I saw them.
**EVERY clause has a subject and verb!

30. Subordinate conjunctions
Define: joins two clauses, or ideas, in such a way as to make one grammatically dependent on the other
List: Although, when, while, whenever, though, instead of, even though, before, because, until, so, since
Examples: When I was young, dolls were my favorite toy. They were the best because I could play school with them.

31. Label each sentence as simple, compound, complex. or run-on
Label each sentence as simple, compound, complex. or run-on. If it is a run-on sentence, re-write it correctly.
1. Ecologists study and work in modern, well-equipped labs.
2. Some problems arise in forest environments; ecologists develop solutions to these problems.
3. Small plants grow and provide food for the smaller animals of the forest.
4. Though soil and leaves may be losing elements, scientists are working to find a solution.
5. Scientists develop antipollution devices farmers use natural fertilizers.
6.Paper bags are made out of trees, plastic bags are made out of oil.
7. Ordinary people can help end pollution and save the earth.
8. Many people are eager to do their part, but they need information and encouragement.

32. Label each sentence as simple, compound, or run-on
Label each sentence as simple, compound, or run-on. If it is a run-on sentence, re-write it correctly.
1. Ecologists study and work in modern, well-equipped labs. Simple
2. Some problems arise in forest environments; ecologists develop solutions to these problems. Compound
3. Small plants grow and provide food for the smaller animals of the forest. Simple
4. Though soil and leaves may be losing elements, scientists are working to find a solution. Complex
5. Scientists develop antipollution devices; farmers use natural fertilizers. RO
6.Paper bags are made out of trees; plastic bags are made out of oil. RO
7. Ordinary people can help end pollution and save the earth. Simple
8. Many people are eager to do their part, but they need information and encouragement. Compound

33. QUESTIONS? Excerpts from:
Grammar and Composition Handbook. New York: Glencoe McGraw-Hill, 2002.
Rueda, Robert, et.al. English. Boston: Houghton Mifflin Company, 2004.
Writer’s Choice Grammar and Composition. New York: Glencoe McGraw-Hill, 2005.