1. (who or what is doing the action)
Need a clue?
QUICK REVIEW
In order to have a sentence, a writer must include…
A SUBJECT
(who or what is doing the action)
A PREDICATE
(the verb)
A COMPLETE THOUGHT

2. a group of words with a SUBJECT AND A PREDICATE
A CLAUSE is
a group of words with a SUBJECT AND A PREDICATE
An independent clause ALSO has a complete thought. It can be a sentence all by itself—independently.
A dependent clause does NOT have a complete thought. So it is depending on a complete thought being added to it.

3. Writers should VARY their sentence structure to create FLOW.
SENTENCE STRUCTURE IS DETERMINED WITH CLAUSES.

4. a group of words with a SUBJECT AND A PREDICATE
A CLAUSE is
a group of words with a SUBJECT AND A PREDICATE
An independent clause ALSO has a complete thought. It can be a sentence all by itself—independently.
A dependent clause does NOT have a complete thought. So it is depending on a complete thought being added to it.

5. SIMPLE SENTENCE = ONE INDEPENDENT CLAUSE
We’ve explored the STRUCTURE of three different sentences:
SIMPLE SENTENCE = ONE INDEPENDENT CLAUSE
COMPOUND SENTENCE = TWO INDEPENDENT CLAUSES joined with a COMMA and a COORDINATING CONJUNCTION (FANBOYS)
COMPLEX SENTENCE = ONE DEPENDENT CLAUSES joined with ONE INDEPENDENT CLAUSE

6. S P The doctors performed a surgery on Charlie, and S P
SIMPLE
S P The doctors performed a surgery on Charlie.
EXAMPLES
COMPOUND
S P The doctors performed a surgery on Charlie, and
S P
his intelligence increased.
COMPLEX
S P S P Once he became incredibly smart, his intelligence began to fade.

7. Algernon is showing signs of regression.
SIMPLE SENTENCE
Algernon is showing signs of regression.
Charlie knows what this could mean.
Turn these two simple sentences in to one compound sentence.

8. Time has become very important for Charlie.
SIMPLE SENTENCE
Time has become very important for Charlie.
He must finish his research quickly.
Turn these two simple sentences in to one compound sentence.

9. LET’S BUILD NOW
June 30th
Here’s an example of a compound sentence and a complex sentence being used together.
S P P S P P
Charlie’s intelligence is continuing to fade away, and he is becoming more frustrated.
S P S P P
When the doctors come to visit Charlie, he does not want to see them.

10. What is the sound of my writing?
Charlie’s intelligence is continuing to fade away, and he is becoming more frustrated. When the doctors come to visit Charlie, he does not want to see them. VS
Charlie’s intelligence continues to fade away.
He is becoming more frustrated.
The doctors come to visit Charlie.
He does not want to see them.
Can you hear the difference?

11. Compound-Complex Sentence = 2.5
Writing has a rhythm.
Simple sentence = 1
Complex Sentence = 1.5
Compound Sentence = 2
Compound-Complex Sentence = 2.5

12. July 7 July 25 July 27 NOW YOU TRY
For the following entries, create two-sentence summaries demonstrating your ability to VARY your sentence structure:
July 7
July 25
July 27

13. Before we move on, we will explore on of yesterday’s entries.
S P S P P
Before we move on, we will explore on of yesterday’s entries.
Check it out! I just used a complex sentence!

14. LETTER TO DR. STRAUSS (copy) JUNE 4th
Dear Dr. Strauss:
Under separate cover I am sending you a copy of my report en­titled, “The Algernon-Gordon Effect: A Study of Structure and Function of Increased Intelligence,” which I would like to have you read and have published.
As you see, my experiments are completed. I have included in my report all of my formulae, as well as mathematical analysis in the appendix. Of course, these should be verified.
Because of its importance to both you and Dr. Nemur (and need I say to myself, too?) I have checked and rechecked my results a dozen times in the hope of finding an error. I am sorry to say the results must stand. Yet for the sake of science, I am grateful for the little bit that I here add to the knowledge of the function of the human mind and of the laws governing the artificial increase of human intelligence.
I recall your once saying to me that an experimental failure or the disproving of a theory was as important to the advancement of learn­ing as a success would be. I know now that this is true. I am sorry, however, that my own contribution to the field must rest upon the ashes of the work of two men I regard so highly.
Yours truly,
Charles Gordon
encL: rept.
What can we infer?