Part 1: Writing. Fundamentals of Writing 2 Lesson 5. Sentence Structure: Complex Sentences

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1 Fundamentals of Writing 2 Lesson 5 Here is what you will learn in this lesson: I. Writing: The Sentence Sentence Structure: Complex Sentences Paragraph Writing: Writing to persuade or convince. II. Punctuation: Semicolon (review) III. Grammar Parts of speech: Prepositions (review) Prepositional Phrases Part 1: Writing Sentence Structure: Complex Sentences A complex sentence is made up of one independent clause and at least one dependent clause. The dependent clause in a complex sentence can function as an adverb or an adjective. Adjective clauses are introduced using the relative pronouns who, whom, whose, that, and which. Adverb clauses are introduced using the subordinate conjunctions after, although, as, as if, as long as, as soon as, because, before, if, since, than, though, unless, until, when, where, and while. Example: We watched a movie while we waited for Mom to get home. In this example, the underlined part is the dependent clause and the bolded part is the independent clause. The dependent clause begins with the subordinating conjunction while, and it works like an adverb in the sentence by telling us when we watched the movie. Example: I enjoyed talking to the girl that I met last night. Again, in this example, the dependent clause is underlined and the independent clause is in bold. The dependent clause begins with the relative pronoun that, and it works like an adjective in the sentence by describing which girl I enjoyed talking to. Note: The dependent clause is sometimes the first clause in the sentence. If it is the first clause in the sentence, a comma usually follows the dependent clause. Also, a dependent clause can share information that adds detail but that is not necessary to the meaning of the sentence. When this happens the dependent clause is enclosed within commas. 1 of 8

2 Now you try it: Look at the following complex sentences. Underline the dependent clause in each complex sentence and decide whether it works as an adverb or an adjective in the sentence. 1. The car, which I bought in Montana, needs to have a tune-up. 2. You can have some ice cream as long as I can have some too. Paragraph Writing: Purpose Writing to persuade or convince: In your last lesson, you learned how to write an entertaining, descriptive paragraph. In this lesson, you will learn to write a paragraph that persuades or convinces your audience to believe something. Your audience must be determined before trying to persuade or convince them to believe in or act on something. For instance, you wouldn t want to try and convince your teacher that you deserved an allowance because your teacher doesn t have the ability to make this kind of decision. Instead, focus your efforts towards an audience that is receptive to listening to your beliefs and has the ability take action if they decide to share in your beliefs. The steps below will show you how to write a paragraph that persuades or convinces your audience to believe in or act on something. The example shows how a writer tries to convince an audience of their peers to not be persuaded by advertisements. Start by following these steps: 1. Think about something that you believe in and decide on a receptive audience. 2. Write down eight persuasive reasons why your audience should believe the way you do. Now, write your paragraph: 3. Your topic sentence will make a statement about your belief. 4. Use your reasons to write at least eight descriptive sentences that persuade your audience to share in your belief. Start each sentence in a different way and use a combination of simple and compound sentences. 5. Your closing sentence will restate your opinion or belief and give one final reason to persuade your audience. 2 of 8

3 6. Go back through your paragraph to make sure your sentences are expressive. Use a thesaurus to find the right words that accurately express your views on the topic. Example: Alyssa Convincington Teacher s name Fundamentals 2 1 August 2008 Don t Believe Advertisements [Header] Convincington 1 There are lots of reasons why you should not believe advertisements. For one reason, they want to make money for their company and to give some to charity, so they try to make theirs better than others. Another reason is that on their commercials, they might not be telling the truth about the total cost, and you would not want to order it without making sure of the total cost. Otherwise, you might have to pay a lot of money, and that would not be good. The prices these days are really high, so if you want something, make sure you can afford it. Advertisers want you to think you need something you probably don t. For example, you see a nice pair of shoes and you think, I need shoes to wear so I won t cut my feet. In reality, you already have a pair of nice shoes and you do not need another. That is why you should not give in to great advertisements when you do not really need the thing that is being advertised. Part 2: Punctuation: The Semicolon (;) - Review The semicolon is used to connect two simple sentences that share closely related ideas. This is called a compound sentence. The semicolon is used much like the comma, in that it is used to tell the reader when they should pause in a sentence. Although similar to the comma, the semicolon is a stronger mark of punctuation, letting the reader know that they must pause longer, almost coming to a stop. 3 of 8

4 The semicolon is used in three ways: 1. Between two simple sentences that are not already joined by a comma and a conjunction. Note: Do not capitalize the word following the semicolon unless it is typically capitalized in a sentence. Example: Michael will take his test on Thursday; he must bring a pencil and scratch paper with him. 2. Between two simple sentences that are connected by such words as for example, for instance, otherwise, however, in fact, therefore, consequently, instead, that is, besides, accordingly, or furthermore. Note: A comma is placed after the word connecting the two sentences. Example: Most teachers and school officials will agree that children need more exercise; however, many schools do not offer physical education programs as part of their curriculum. 3. To separate groups of words already containing commas. Example: Players in the orchestra were Debbie Jones, clarinetist; Mike Dupree, trombonist; Sam Apple, trumpeter; Barbie Daniels, flutist; Dash Parr, violinist. Now you try it: 1. Look back over the 3 ways a semicolon is used. Write your own sentence that shows an example of each of the ways. a. Between two simple sentences that are not already joined by a comma and a conjunction. b. Between two simple sentences that are connected by such words as for example, for instance, otherwise, however, in fact, etc. c. To separate groups of words already containing commas. 4 of 8

5 Part 3: Grammar Prepositions - Review: A preposition is a word that shows how a noun or pronoun relates to another part of the sentence. Prepositions usually show relationship in regards to location or time. Example: The dog is inside the house. The preposition inside shows a location relationship between where the dog is in relation to the house. Here are some common prepositions: about before except off toward above behind for on under across below from onto underneath after beside in outside until against between inside over up along but except into past upon amid by like since with around down near through within at during of to without Prepositional Phrases: A prepositional phrase is a group of words that begins with a preposition and usually ends with a noun or pronoun. Prepositional phrases work just like single adjectives or adverbs in a sentence. Reminder: A phrase is a group of words that is used to express a single idea more completely; however, a phrase does not have a subject and a predicate and does not express a complete thought. 5 of 8

6 Adjective Phrase: A prepositional phrase that is used to describe or modify a noun or pronoun is called an adjective phrase. Adjective phrases always follow the words they modify or describe, and more than one adjective phrase can describe or modify the same noun. Example: The houseboat by the shore is the one we are going to buy. The adjective phrase by the shore works like a single adjective by describing which houseboat is the one we are going to buy. Adverb Phrase: A prepositional phrase that is used to describe or modify a verb, an adjective, or another adverb is called an adverb phrase. Adverb phrases work like single adverbs by telling when, where, why, how, or to what degree something happens. Adverb phrases do not always follow the words they modify; in fact, they can be found in different places in a sentence. More than one adverb phrase can modify or describe the same word in a sentence. Example: The dog barked excitedly at the door. The adverb phrase at the door works like a single adverb by telling where the dog barked. Now you try it: 1. Read the sentences below, paying attention to the underlined words. Decide if the underlined prepositional phrase works like an adjective or an adverb. 1. The girls with the yellow coats are new students. 2. Our puppy always chases the girls around the yard. 2. Read the sentences below and underline the prepositional phase in each sentence. Decide whether the prepositional phrases are adverb phrases or adjective phrases. 1. The children peeked through the door. 2. The boys on the swings were making faces. 6 of 8

7 Fundamentals of Writing 2 Lesson 5 Assignments: When typing your assignments in Word, please make sure to use MLA format. When you me your assignments, please make sure that the Subject line on your includes the class name (Fundamentals2), your name and the assignment number or numbers. Example: Subject: Fundamentals2- George-5A Or (if sending more than one): Subject: Fundamentals2-George-5B and 5C (and so on...) 5A. Here are your vocabulary words to learn this week: hubbub, captivate, sensible, and peculiar. Please follow the example that you were shown in Lesson 1 (Part 1-Vocabulary) to complete this week s vocabulary assignment. Name your assignment the same as your subject line shown above. For example: Fundamentals2-George-5A.doc. this assignment to me as an attachment. Don t forget MLA format! 5B. Persuasive Paragraph: Please follow the directions below to complete this assignment. The purpose of this paragraph is to persuade, and you may choose your audience. Please type your work in a Word document and name it the same as your subject line shown above. For example: Fundamentals2-George-5B.doc. this assignment to me as an attachment. Assignment Directions: You will be writing a paragraph that persuades or convinces your audience to believe in something. Start by following these steps: Step 1: Choose a topic to write about. This should be something that you really believe in and that you want others to believe too. It can be something personal that you think you personally deserve, or it can be something that you think a group of people should believe in. Step 2: Write down 8 persuasive reasons why your audience should believe in your ideas. Now, write your paragraph: Make sure your document is in MLA format Step 3: Write a topic sentence that makes a statement about your belief. Remember, it needs to state the main idea of your paragraph. Topic Sentence: 7 of 8

8 Step 4: Use your reasons from Step 2 to write at least 8 descriptive sentences that persuade your audience to share in your beliefs. Start each sentence in a different way and use a combination of simple and compound sentences. Make sure to put them in a logical order. Step 5: Write a closing sentence. Your closing sentence will restate your opinion or belief and give one final reason to persuade your audience. Closing Sentence: Step 6: Now you are ready to put all of your sentences into paragraph form. Make sure your sentences are in logical order. Step 7: Think of a creative title for your paragraph, and if you want, you can add a picture to your assignment. 5C. Typing Practice: I have shared many online typing programs with you. Now it is your turn to share a typing program with me and the rest of the class. You can share one that you have used at home or you can use the Internet to find one or two that you like. If you want to find one on the Internet, try using a search engine like Google. Go to In the search box, type in: online typing tutor+children or online typing program+children. See what you come up with. You may need your mom or dad to help you choose a couple to try. Please share the name of the typing tutor or the web address of the typing tutor you found online with me in an . Important! Please make sure to ask your mom and dad for permission before using the internet. The subject line will read as explained above. Example: Fundamentals2-George-5C. 8 of 8