College English: Basic Sentence Patterns PDF

College English Prof. Bella Divina | Medical Laboratory Science → LESSON 1: BASIC SENTENCE PATTERN COMPONENTS OF A SENTENCE SENTENCE STRUCTURE 1. Subject – performs the action of the sentence...

College English Prof. Bella Divina | Medical Laboratory Science → LESSON 1: BASIC SENTENCE PATTERN COMPONENTS OF A SENTENCE SENTENCE STRUCTURE 1. Subject – performs the action of the sentence - Represents what or whom the sentence is - The grammatical arrangement of words in about sentences. [Collins Dictionary] - Usually takes the first place in most cases, - It defines how a sentence will look and sound. especially in declarative or assertive sentences The child kept crying. PHRASE Our school team won the match. - Group of words typically used to build a John is in the eighth grade. sentence, modify parts of a sentence, or 2. Verb – describes what the subject of a provide more information. sentence is doing - It can never stand alone as a sentence. - Can indicate [physical/mental] actions, - Examples: In the morning | troops of soldiers occurrences, and states of being Neena is writing a letter. CLAUSE It was too dark. I feel tired. - Group of words that has a subject and a verb. Marco smiled. - It may or may not be able to stand alone as a 3. Object – a noun or pronoun that receives the complete sentence. action done by the subject. Independent Clause - it can stand alone and a. Direct object – a noun or pronoun that receives has a complete thought. the action directly - Answers the question ‘what’ He watched a horror movie. We appreciated him. b. Indirect object – a noun or pronoun that is a - secondary object Dependent Clause – it cannot stand alone or - Can be identified by asking the question convey complete meaning ‘whom’ Father brought him work to do. 4. Complement – a word or word group that completes the predicate in a sentence. - Introduced by a linking verb - a. Subject complement – complement that expresses the quality, identity, or condition of BASIC PARTS OF A SENTENCE the subject b. Object complement – expresses the quality, a. Subject – can be a noun/noun phrase, identity, or condition of an object pronoun/pronoun phrase that does the action His father is a businessman. [Predicate Noun] b. Verb – action performed by the subject His performance is commendable. [Pred. Adj.] - Part of the complete predicate 5. Adjunct – a word, phrase, or clause that gives more information about an action, event, quality, etc. - Can include adverbs and adverb clauses - It makes the sentence more meaningful. Yesterday, we met at the park. He is very tired. College English Prof. Bella Divina | Medical Laboratory Science Due to his ill-health, he could not come home Predicate adjectives follow a linking verb and for Christmas. describe the subject. Linking verbs join the subject with an BASIC SENTENCE PATTERNS adjective/another noun. Sense verbs are verbs that describes one of the 1. Subject-Intransitive Verb [S-IV] five senses. - Simplest sentence type ▪ Teachers [S] are [LV] our second parents [SC]. - Does not need supporting information ▪ Anne is the boss. Intransitive verbs have no direct object. [how] ▪ Whales and sharks are mammals. ▪ Maria [S] cooperated [IV] voluntarily. ▪ The girl should be the captain. ▪ I wrote legibly. ▪ Philippines is the “Pearl of the Orient Seas.” ▪ Micheal and Gabriel woke and yawned. ▪ His behavior has been outrageous. ▪ He prays every day. ▪ Nina is so beautiful. ▪ Students should study every night. ▪ That garbage on the street smells bad. ▪ She reads silently. ▪ He is dead. ▪ 4. Subject-Transitive Verb-Direct Object-Object Complement [S-TV-DO-OC] Object complement is a noun, pronoun, or adjective which follows a direct object and renames/tells what the direct object has become. 2. Subject-Transitive Verb-Direct Object [S-TV- ▪ He [S] called [TV] the cashier [DO] beautiful DO] [OC]. - The verb answers the question ‘what?’ ▪ The class elected Nadine president. Transitive verb is a verb that requires both a ▪ Cathy cut her hair short. subject and a direct object. ▪ The child made her mother happy. ▪ The students [S] helped [TV] the barangay ▪ Some pet owners consider their dogs their [DO]. children. ▪ Someone ate my sandwich. ▪ Mikko reads the dictionary for pleasure. ▪ The campers fear the bears. ▪ The board showed their approval. ▪ I played the piano. 5. Subject-Transitive Verb-Indirect Object- Direct Object [S-TV-IO-DO] ▪ Liza [S] gave [TV] the children [IO] gifts [DO]. ▪ Mom will paint Gabriel a picture. ▪ He will give Mrs. Perez the message. 3. Subject-Linking Verb-Subject Complement ▪ Yvann surprised his sister with a reward. [S-LV-SC] ▪ I teach the students English. Predicate nominative or predicate noun ▪ Pearl sent Tom a book. completes a linking verb and renames the subject. College English Prof. Bella Divina | Medical Laboratory Science Independent clause, nonessential dependent clause, continuation of the IC. ▪ Jack, who reads comics, rarely reads novels. Independent clause essential dependent clause continuation of the IC ▪ People who read comics rarely read novels. 4. Compound-complex sentence – two independent clauses joined to one or more dependent clauses KINDS OF SENTENCES Punctuation pattern: 1. Simple sentence – has one independent Dependent clause, independent clause 1; clause independent clause 2 - Tom [S] reads [V] novels. ▪ Even though Barry was in love with her, he was unable to express himself; it was no surprise she left him. EXAMPLES OF SENTENCES 1) When Barney came to town, we all celebrated, for we knew he would be the life of the party. - Compound-complex sentence 2) The movie adaptation was a bore. - Punctuation note: NO commas in separating - Simple sentence two compound elements [subject, verb, direct 3) Lena waits for Rigor; Marites confronts Lena. object, indirect object, subjective complement, - Compound sentence etc.] in a simple sentence. 4) Olivia and Caroline went to the movies. 2. Compound sentence – two independent - Simple sentence clauses joined by: 5) Jane will finish the test after school. ➔ Coordinating conjunction - Simple sentence - FANBOYS [for, and, nor, but, or, yet, so] 6) Although I broke my arm, I still cheered for my ▪ Tom reads novels, but Jack reads comics. team from the sidelines. ➔ Conjunctive adverb - Complex sentence - However, therefore 7) Alejandro played football, so Maria went ▪ Tom reads novels; however, Jack reads comics. shopping. ➔ Semicolon [;] - Compound sentence ▪ Tom reads novels, his friend reads comics. 8) I have a friend whose hair is pink. 3. Complex sentence – one dependent clause - Complex sentence joined to an independent clause 9) Jack, who reads comics, rarely reads novels; - Headed by a subordinating conjunction or however, Tom enjoys novels. relative pronoun [when, because, since, - Compound-complex sentence before] 10) I love watching K-drama and listening to K-pop ▪ Although Tom reads novels, Jack reads comics. music. ▪ Jack reads comics although Tom reads novels. - Simple sentence - When you start with an independent clause, there should be no punctuation. However, if the dependent clause comes first, punctuation is a must. Punctuation pattern: College English Prof. Bella Divina | Medical Laboratory Science → LESSON 2: LISTENING - When a listener hears the sound, tries to understand it, remembers it, and acts on it LISTENING intelligently. - Lectures, directions - Process of receiving, constructing meaning - Focuses on accurately understanding the from, and responding to a spoken and/or non- meaning of the speaker’s words while verbal message simultaneously interpreting non-verbal cues, - Process or activity of paying attention to what such as facial expressions, gestures, posture, one hears and trying to understand or to get and vocal quality the meaning conveyed or implied by the - Actively engaging through nonverbal cues speaker - During question-and-answer sessions, - It can be acquired, learned, and practiced speakers use comprehensive listening skills to - When we listen effectively, we pay attention accurately interpret the audience’s questions. and think about what we hear. - Combination of what we hear, what we Steps in active listening: understand, and what we remember 1) Listening carefully by using all available - Listening and hearing are not the same. senses. - Listening is not a natural process, it requires 2) Paraphrasing what is heard both mentally and effort verbally. - All listeners do not receive the same message 3) Checking your understanding to ensure accuracy. TYPES OF LISTENING 4) Providing feedback. ➔ Critical/Analytical Listening ➔ Appreciative Listening - Challenges the speaker’s message by - For entertainment, pleasure and enjoyment evaluating its accuracy and meaningfulness - Music, podcasts, comedy routing, entertaining and utility. speech - Evaluating whether a message is logical and - Describes how well speakers choose and use reasonable words, use humor, ask questions, tell stories, - Evaluate a message for purposes of accepting and argue persuasively or rejecting it ➔ Empathic Listening - Asks you to make judgments based on your - Provide emotional support evaluation of the speaker’s arguments - Psychiatrist listens to a patient, when we lend - Uses critical thinking skills a sympathetic ear to a friend - Court, promodisers - A shoulder to cry on - Listen to campaigns and analyze critically - Focuses on understanding and identifying - You have the right to refuse with a person’s situation, feelings, or motives - When one has decided whether to accept or - There is an attempt to understand what the reject what one has told, or decide on the true other person is feeling. worth of information mentioned, make a - Listener does not necessarily agree or feel the judgment on the claims made, and make same way as the speaker; instead, understands decisions the type and intensity of feelings the speaker is experiencing w/o judgment “Most people do not listen with the intent to - We listen but we do not agree; we only understand; they listen with the intent to reply.” understand the feelings - Stephen Covey ➔ Comprehensive/Active Listening - Listening to understand the message of a LEVELS OF LISTENING speaker 1. LISTENING 1: from HABITS - Downloading College English Prof. Bella Divina | Medical Laboratory Science - Habits of judgement → reconfirming old - “…I am connected to something larger than opinions and judgment myself” - “I know that already.” - Looking for information to confirm what we already know or expect - Listen to reconfirm - We are not really present at level 1. Our minds are occupied elsewhere. - We are also unlikely to actually learn much or have a productive conversation 2. LISTENING 2: from OUTSIDE - Factual - Noticing differences → disconfirming [new] Proportions of time spent by college students in data communication activities - Open mind - People only listen attentively when the information is different from what they know. - This new information is added to the information that is already known. - Learning the facts we don’t know yet - Broaden our knowledge - Can be very helpful, but it’s potentially somewhat inhuman [we do not pay attention to the feelings, emotions, or nuance of the conversation] 3. LISTENING 3: from WITHIN - Empathic - Emotional connection → seeing through another person’s eyes → LESSON 3: VERBS - Open heart - We connect with the person we are speaking THREE BASIC TYPES OF VERBS to, not just the facts they bring. - We explore nuance, feelings, and emotions 1. Action verbs – express action by describing related to them. the behavior of a person, place, or thing - Understand and respect the other person - Physical or mental actions - “Oh, yes, I know how you feel.” - “Does this word express something I can do?” 4. LISTENING 4: from SOURCE John thinks about moving to Alaska every day. - Generative Physical – push, walk, jump, dance - From the future of wanting to emerge → Mental – verbs in the mind connecting to an emerging future whole: shift - Thinking, analyzing, dreaming, imagining in identity and self 2. Linking verbs – link the subject [noun phrase] - Open will of the sentence w/the rest of the sentence - They start to connect with the core ideas of the - Many linking verbs are forms of “to be” conversation and their potential futures. - Is, am, was, were, are - Open their willingness to change and connect James is a nice person. w/the best future that they can imagine, w/o The new cat could be a calico. their personalities getting in the way - Describe the subject in another way - They define/describe the subject of a sentence 3. Auxiliary verbs – helping verbs College English Prof. Bella Divina | Medical Laboratory Science - Appear in front of action verbs and linking “no one” are singular and require a singular verbs verb. The Girl Scouts are meeting after school today. Each of the participants was willing to be [are – HV | meeting – LV] recorded. I will offer a 500-peso gift card to everybody NOTE: Linking verbs and auxiliary verbs have very who participates in the study. different functions. While linking verbs connect a 7. If two subjects are joined by or, nor, noun/an adjective to the subject of the sentence to either…or, neither…nor, not only…but also, describe it, auxiliary verbs attach to other verbs to the verb agrees with the subject nearer to it. add tense, mood, voice, or modality. Neither the President nor the other officers have come. SUBJECT VERB AGREEMENT 8. The pronouns neither and either are singular and require singular verbs even though they 1. Subjects and verbs must agree in number. seem to be referring, in a sense, to two things. She writes every day. [singular] Neither of the two traffic lights is working. They write every day. [plural] 9. Noncount nouns take a singular verb. 2. When the subject of the sentence is a Education is the key to success. compound of two or more nouns or pronouns The information obtained from the business connected by and, use a plural verb. owners was relevant to include in the study. Patrick and Sandy write every day. 10. When preceded by the article a, the subject OLFU and PLV offer excellent education. number is plural. 3. When there is one subject and more than one A number of his abstract paintings have been verb, the verbs throughout the sentence must exhibited. agree w/the subject. 11. When preceded by the article the, the Interviews are one way to collect data and subject number is singular. allow researchers to gain an in-depth The number of enrollees has increased understanding of the participants. tremendously. An assumption is something that is generally 12. The verb agrees with the affirmative, not with accepted as true and is an important the negative subject. consideration when conducting a doctoral Melvie, not her sisters, has inherited the study. company. 4. When a phrase comes b/w the subject and 13. Some countable nouns in English, such as the verb, remember that the verb still agrees earnings, goods, odds, surroundings, w/the subject, not the noun of pronoun in the proceeds, contents, and valuables only have phrase following the subject of the sentence. a plural form and take a plural verb. The student, as well as the committee The earnings for this quarter exceed members, is excited. expectations. The student with all the master’s degree is Locally produced goods have the advantage of very motivated. shorter supply chains. - Intervening words [as well as…] 14. The words here, there, and where are NOT 5. When two or more singular nouns/pronouns subjects. They introduce a sentence in are connected by “or” or “nor,” use a inverted order. The verb must agree w/the singular verb. subject of a sentence. The chairperson or the CEO approves the Here is the package of letters. proposal before proceeding. There are my friends. 6. Singular indefinite pronouns, such as “each,” 15. Collective nouns are words that imply more “each one,” “neither,” “everyone,” than one person but are considered singular “everybody,” “anyone,” “anybody,” and take a singular verb. “nobody,” “somebody,” “someone,” and - Group, team, committee, family, class The group meets every week. College English Prof. Bella Divina | Medical Laboratory Science The committee agrees on the quality of the NOTE-TAKING writing. 16. However, the plural verb is used for collective - Involves active listening, as well as connecting nouns if the focus is one the individuals of the and relating information to ideas you already group. know The committee participate in various - Involves seeking answers to questions that volunteer activities in their private lives. arise from the material 17. When a noun is plural, [scissors, glasses, - Practice of writing down or otherwise tweezers, shorts, trousers, shears, or recording key points of information binoculars] the verb must also be plural. - Taking notes doesn't simply mean scribbling The trousers fit an average teenager. down or marking up the things that strike your 18. A singular verb is generally used after words fancy. It means using a proven system and then denoting an amount [time, money, effectively recording information before tying measurement, weight, volume] everything together Three weeks is a long vacation. Two hundred thousand was deposited in my Note-taking can help you to: bank account. ➔ Improve your understanding by making you 19. Fractions are singular or plural depending convert difficult ideas into your own words; upon the of phrase. ➔ Prepare for writing fuller, better-connected Two-thirds of the papers are missing. arguments in your essays; ➔ Be more focused and time-efficient in your exam revision period; and ➔ Assess your progress as you study. EFFECTIVE NOTETAKING REQUIRES: Recognizing the main ideas Identifying what information is relevant to your task Having a system of note taking that works for you 1. Croak Reducing the information to note and diagram 2. Gallops format 3. Have Where possible, putting the information in 4. Is your own words Recording the source of the information STRATEGIES TO INCREASE COMPREHENSION AND IMPROVE NOTE-TAKING 1. Use symbols and abbreviations - Sp. – spelling | Sing – singular - A - You can reduce the amount of language by shortening words and sentences Some ways of abbreviating are: Leaving out most articles and conjunctions [a, an, the, and, but] - B College English Prof. Bella Divina | Medical Laboratory Science Shorten words by leaving out vowels/other letters – word truncation Using abbreviations and symbols for commonly used words and phrases 2. Use concept maps and diagrams. ➔ Sketchnoting – visual notetaking - Creative and graphic process through which an individual can record their thoughts w/the use of illustrations, symbols, structures, and texts ➔ Mapping Method – allows note-takers to organize thoughts into branched topics or subjects - ➔ The Cornell Method College English Prof. Bella Divina | Medical Laboratory Science ➔ The Outlining Method ➔ The Sentence Method The primary goal of note-taking is to actively engage w/the material being presented, process and retain information, and develop a deeper understanding of the subject matter. By taking notes, you’re able to identify key concepts, summarize main ideas, and clarify any doubts or misunderstandings, which can help improve comprehension, retention, and recall of the information. Effective note-taking also enables you to review the material later, making it easier to study and apply what you’ve learned. → LESSON 4: MOODS OF VERBS MOOD OF VERB - Indicates the speaker’s attitude toward a statement as he states it - Stating a fact, telling a command/request, expressing one’s wish, giving recommendations, etc. - How we say the word - Form a verb takes to show how it is to be regarded INDICATIVE MOOD ➔ The Charting Method - Statements of fact, opinion, or strong probability Variety shows were popular in the early days of television. [FACT] The spine-tailed swift flies faster than any other bird in the world. [OPINION] The people will remember the flooding for many years to come. [FACT] IMPERATIVE MOOD - Commands and requests made directly - Please → request College English Prof. Bella Divina | Medical Laboratory Science Vote for change. 2. Past subjunctive – formed with the past tense Fight pollution. form of a verb that describes a state, condition, Be yourself. or habit Acknowledge and embrace individual - Used to talk about hypothetical or imaginary differences. situations - Express an untrue condition/possibility, or a SUBJUNCTIVE MOOD wish or a desire - With the verb be, the form were [not was] is - About actions or states that are in doubt or not usually used for all subjects factual 1. Present subjunctive – formed with the base form of a verb - Occurs only in noun clauses beginning with that - Suggestion, necessity, or indirect command/order - These clauses follow verbs, nouns, or adjective that express suggestions, demands, or requests INTERROGATIVE MOOD - A state of questioning, interrogating - Frequently appears w/a request for a course of action or requests of information How many games did we win last season? Will you leave me alone now? CONDITIONAL MOOD - Expresses an action or idea that is dependent upon a condition If Darian had cleaned his room, he could have played outside. If you would eat fruits and vegetables, you would be healthier. College English Prof. Bella Divina | Medical Laboratory Science The whale is pursued relentlessly by Captain Ahab. When Iraq was invaded, many civilians were killed inadvertently. PASSIVE VOICE - The subject of the sentence is being acted upon - The actor moves to the end of the sentence with by or drops off altogether if it is unimportant or unknown. - Usually wordier - Double verb - To focus attention on the process/materials, rather than on the actor, as in scientific or technical writing. [Next, salicylic acid was added to the test tube.] 1. Indicative mood - To focus attention on the object, rather than 2. Imperative mood the actor. [Paper, the main writing material 3. Subjunctive mood today, was invented by the Chinese.] 4. Subjunctive mood Five hamburgers must have been eaten by the 5. Indicative mood man. The new highway will be completed sometime VOICES OF VERB next month. - Voice is the form of a verb that indicates when To change a sentence from active to passive, do a grammatical subject performs the action or the ff: is the receiver of the action 1. Move the active sentence’s direct object into the sentence’s subject slot. ACTIVE VOICE 2. Place the active sentence’s subject into a - Subject of the sentence is the one doing the phrase beginning with the preposition by [if action the doer is stated]. - To focus reader’s attention on the actor, not 3. Add a form of the auxiliary verb to the main what is being acted upon verb and change the main verb’s form. - When it is important that readers know exactly who did [or said] what to whom - Strong writing uses active voice - More direct and concise The man [S] must have eaten [V] five hamburgers. Marilyn [S] mailed [V] the letter. Active: Captain Ahab pursues the whale relentlessly. When U.S. troops invaded Iraq, they inadvertently killed many civilians. Passive: College English Prof. Bella Divina | Medical Laboratory Science Passive listening or appreciative listening – oral reading, theater, music Discriminative listening – distinguishing sounds, phonemes, and non-verbal cues Informational or precise listening – finding details, retelling, sequencing Strategic listening – finding the main idea, summarizing, inferring Critical listening – analyzing, synthesizing, evaluating 1. Active 2. Passive 3. Active 4. Passive 5. Active IMPLICATION VS INFERENCE Listening is not a single skill. - Making implications and inferences are crucial listening skills that enable listeners to extract deeper meaning and nuances from spoken language. - Effective inferring and implying allow listeners to fill in gaps in understanding, recognize underlying emotions and intentions, and better comprehend complex ideas and relationships, all of which can greatly enhance their ability to communicate effectively, resolve misunderstandings, and build stronger relationships. ➔ Imply – giving information - To strongly suggest the truth or existence of something that is not expressly stated - Speaker - To express indirectly, to hint, to indicate ➔ Infer - receiving information - To deduce or conclude information from evidence and reasoning rather than from explicit statement of that information - Listener - Come to a conclusion based on the evidence presented, to guess, to surmise REMEMBER! - In reality, it makes more sense to think of listening as related skill sets: