Sentence Pattern 2

Pattern 2 Compound Sentence with Elliptical Construction S V DO or SC; S , DO or SC.

Direct Object? A direct object will follow a transitive verb [a type of action verb]. Direct objects can be nouns, pronouns, phrases, or clauses. If you can identify the subject and verb in a sentence, then finding the direct object—if one exists—is easy. Just remember this simple formula: subject + verb + what? or who? = direct object

Huh? Here are examples of the formula in action: Zippy and Maurice played soccer with a grapefruit pulled from a backyard tree. Zippy, Maurice = subjects; played = verb. Zippy and Maurice played what? Soccer = direct object.

Or... Direct objects can also follow verbals—infintives, gerunds, and participles. Use this abbreviated version of the formula: verbal + what? or who? = direct object Here is an example: To see magnified blood cells, Gus squinted into the microscope on the lab table. To see = infinitive. To see what? Blood cells = direct object.

Careful! Don't mistake a direct object for a subject complement. Only action verbs can have direct objects. If the verb is linking, then the word that answers the what? or who? question is a subject complement. The space alien from the planet Zortek accidentally locked his keys in his space ship. Alien = subject; locked = action verb. The space alien locked what? His keys = direct object.

Subject Complement a subject complement is a phrase or clause that follows a linking verb and complements, or completes, the subject of the sentence by either (1) renaming it or (2) describing it. Subject complements are used only with a class of verbs called linking verbs of which to be is the most common. Unlike object complements, subject complements are not affected by the action of the verb, and they describe or explain the subject.

Seriously Mrs. V? Examples of sentences with subject complements: The lake was a tranquil pool. "Was" is a linking verb that links the subject complement (predicate noun modified by an adjective) "tranquil pool" to the subject "lake." A glacier is a huge body of ice. Glaciers are beautiful and potentially dangerous at the same time. This glacier is not yet fully formed. (verb form acting as an adjective, a participle)

This is looking pretty familiar… This Pattern echoes Pattern 1, but we leave out the verb in the second clause BECAUSE and ONLY IF it would needlessly repeat the verb of the first clause. You may have a DO, which receives the action of the verb; or you may have a SC, which describes the subject. The comma says to the reader, “Mentally insert the same verb you have already read in the first clause.”

Alrighty Then… You need parallel wording in both clauses, and the verb must be exactly the same. For example, this is not parallel: We like classical music; George, punk rock. The reader can’t use the verb from the first clause and put it where the comma is, because “George likes punk rock” is ungrammatical.

Sometimes the verb is exactly like the one in the first clause, but you may still have an awkward- sounding sentence if you omit too many words or if you forget the importance of rhythm and sound! Read this aloud: Bill played a musical number by Bach; Joan, Beethoven. Now read this aloud: Bill played a musical number by Bach; Joan, one by Beethoven.

Oh. When you leave out more than the verb, you may need to put in a word, such as in the previous slide. The previous sentence and the one below leave out more than just the verb; you might even leave out the subject and the verb: An artist’s instinct is intuitive, not rational; aesthetic, not pragmatic.

Hmm…When do I use this handy- dandy tool? This is a very sophisticated pattern and can add a strong punch to an essay. Still, when you don’t want to repeat the same verb in the second or third clause, this pattern can be helpful. You’ll have to develop your ear: Does the sentence sound natural and have a rhythmical balance? If it is awkward or unclear, it is not the right time to use this pattern.

Basic Examples The mother and son each had a goal; hers, educational; his, recreational. For many of us, the new math teacher was a savior; for others, a pain. His mother told him to rent a car; his sister, to pack the suitcases.

Professional Examples! Thought is the blossom; language, the bud; action, the fruit.” –Ralph Waldo Emerson “Lou Williams was in for adultery; John Jones for gambling.” –Wall Street Journal, 7/16/01

Be Sure Be sure that each sentence really has two independent clauses in it, even though the second one has an unexpressed verb or other words. Be sure that the verb omitted in the second clause matches exactly, in form and tense, the verb in the first clause. After the semicolon, if more than the verb is left out, be sure the structure is still parallel and the thought complete. Use a semicolon if there is no conjunction; if there is a conjunction (one of the FANBOYS mentioned in Pattern 1), many writers use a comma. A semicolon NEVER goes with a coordinating conjunction.

Woo Hoo! It’s your turn. You will complete each starter sentence in the pattern 2 style. For example: The painting on the wall represents chaos to Fred; to Alice, a wonderland. The dove is the universal symbol for peace; the hawk, for war.

Yes, you are turning this part in… Going to the carnival makes me happy;___ 2. ____;violent movies, uncomfortable. 3. ____; Ireland and Scotland, much greener. 4. All the children want to go to McDonald’s for lunch;______________