1. The Sentence
Parts of a sentence, sentence errors, punctuation, improving your writing

2. Parts of a sentence
Every sentence can be broken down into two main parts: Complete Subject and Complete Predicate.
The complete subject consists of the simple subject (the noun or pronoun that the sentence is about) & its modifiers.
The complete predicate is made up of the verb & its modifiers.
Examples: Write the following sentences, then underline the complete subject once and the complete predicate twice.
1. Sarah, my best friend, was late for school.
2. Though Jay skipped class, he still earned an 80% on his test.
3. The rain should stop within the next fifteen minutes.
4. We are going shopping at the mall, and I plan to buy a new sweater.
5. A tube of chocolate chip cookie dough and glass of cold milk made her feel better.

3. Clause: dependent vs. independent
Clauses: A clause is a group of words that contain a form of a subject and verb. An independent clause can stand alone. Dependent clauses need an independent clause to complete its meaning. Most dependent clauses are set off from the sentence with a subordinate conjunction (because, before, even if, even though, if, when, while) OR relative pronouns (whom, that, who, which). The main elements of a sentence will never appear in the dependent clause.
**A dependent clause CANNOT stand alone as a sentence

4. Is it Dependent Clause, Independent Clause, or Phrases?
Write each group of words, then identify each as a dependent clause, Independent clause, or a phrase
1. While she is on vacation although I doubt if she can. 2. The family will not leave. 3. Above all else. 4. Holding on to the only thing she has left. 5. Of all the new students, I like Miguel the most. 6. In the back of the school on the football field. 7. As if they were aiming at the center of the target. 8. After dawn the moon can still be seen.

5. Types of Sentences
A sentence is a group of words that express a complete thought through a subject and predicate.
There are four main kinds of sentences: simple, complex, compound, and compound complex.
A simple sentence has one complete subject and one complete predicate. Either or both the subject and predicate can be compound.
The following are all examples of simple sentences:
John wanted to go on a hike. Simple subject; simple predicate
John and Mary went up the hill. Compound subject, simple predicate
Mary became mad and yelled at John. Simple subject, compound predicate
John and Mary walked down the hill and cried. Compound subject, compound predicate

6. A complex sentence consists of an independent and dependent clause.
Although Mary fell down the hill, she didn’t die.
A compound sentence is made up of two independent clauses joined by a comma and a conjunction.
Mary fell down the hill, and John followed.
A compound complex sentence has a dependent clause and two independent clauses joined with a comma and conjunction.
Because she was devastated by her fall, Mary cried, but John did not.
Create an example yourself of each kind of sentence.

7. Identify the type of sentence
1. During the first year of school, many high school students need to be taught new study-skills. 2. Bob sat down and fell asleep. 3. John has to get a new suit so he could attend the Prom 4. After dancing in the competition, Kaitlyn went home, but we went out. 5. Karen made a cake, and they ate it. 6. After a long day of golfing at the New Tripole Country Club, Mel and Brian stopped at the restaurant and ordered two hamburgers. 7.Because I had an appointment, I missed the notes, but Lauren got them for me.

8. Compliments
Compliments are nouns, pronouns, or adjectives that appear in the predicate and complete the meaning of the subject and verb.
Predicate nouns, predicate pronouns, & predicate adjectives appear in sentences that have linking verbs.
Predicate nouns and pronouns rename the subject
Predicate adjectives describe the subject.
Direct objects & indirect objects appear in sentences that have action verbs.
The direct object can be found by asking the question what or whom.
The indirect object is found by asking the question to or from whom.
To have an indirect object, there must be a direct object.
The direct and indirect objects never appear in a prepositional phrase or dependent clause.

9. Identifying Compliments
Predicate nouns, pronouns, & Adjectives
Dad appeared ill when he got home from the bank.
We are the winners of the academic quiz bowl.
This is it!
Singing was the only thing she ever did well.
She was feeling relieved and nervous before she presented her speech to the class.
Direct objects & indirect objects
Without hesitation, he handed her his new book.
After the fight, she cried for hours.
Because there was a big sale, Jenny bought a new sweater at the mall.
Please give me a ride to the game on Friday night!
He jumped really high.

10. Mixed compliment practice
Identify the compliments in each sentence (remember you first need to figure out if the verb is action or linking.)
1. Jenn gave me a new picture frame for my birthday.
2. Kim appeared confused when the doctor gave her the prognosis.
3. Without hope, Sam had nothing.
4. That woman at the counter is my aunt, so give her a discount.
5. Joan and Eddie drove Jason to the store
6. Because of the snow, mom had to dive me to school.
7. Sharon looked sick, but she said she was perfect.

11. Sentence Errors
As we discussed, a sentence is made up of a complete subject and a complete predicate. Sentence errors occur when a part of the sentence is missing or two sentences are incorrectly put together.
A run-on sentence is when two independent clauses are incorrectly joined.
I got to go to Hersheypark this summer and Ben came with me.
Ben came on the rollercoaster with me, we were scared
A sentence fragment is when a sentence is missing either the subject, the predicate, or both.
Because it was all his fault, Joe, who worked at the store.- missing predicate
Forgetting to do your homework.- missing subject & predicate
Drove me home even though it was out of the way.- missing subject

12. Identifying Fragments and Run-ons
Read each sentence, then decide if it is a sentence, fragment, or run-on. If it is a fragment or run-on, correct it.
1. Without a doubt, the most hated man in the office.
2. My little brother spilled juice on the kitchen floor I had to clean it up because he is too little.
3. Although we do not agree with your methods.
4. I had a sandwich for lunch I was not very hungry, though.
5. TV weather maps have various symbols, for example, a big apostrophe means drizzle.
6. It is.
7. After a long day at school, then studying for hours, and working three days a week.
8. Your letter of April 15 about the recent revisions to the Federal Tax Code and their implications for the U.S. economy.
9. We arrived a little early, class begins at 10:00.
10. Anyone can.

13. Comma usage
The comma is the most commonly misused punctuation mark in writing.
You have already learned that a comma is used, with a conjunction, to separate independent clauses in compound sentences, but we will discuss when else to use commas.
Some of the most common ways we use commas are in writing dates, separating items in a series, addressing people, introducing clauses, separate two independent clauses in a compound sentence, and giving additional information.
Dates: Today is Saturday, July 19, 2006.
Items in a series: Jane, Bob, Kate, and Joe participate in after school activities.
Introduce people: Joanne, did you complete your homework assignments?
In a compound sentence: My sister is in ninth grade, but I am in seventh.
Introduce clauses: When I was six, I learned to write cursive.
Give additional info: Kristen, who is in my dance class, is dating Dave.

14. Comma practice: Read the following sentences
Comma practice: Read the following sentences. If there are no errors, write correct; if there are errors, rewrite the sentence with correct punctuation.
1. If you give me ten dollars I will do your laundry.
2.Joey can jump four feet in the air.
3.Since we are seniors we get to go out to lunch.
4.On June 11 we will graduate high school!
5.On our Black Friday shopping trip we went to Target, JC Penny’s, Old Navy, Macy’s and the Gap.
6.My aunt Jane bought me a new sweater.
7.Mr. Hopkins the vice- principal at Dunmore High School is in charge of detention.
8.The Yankees have won more championships than any other team but did not win this year.
9. It seems like forever since I had a day off from work.
10. Liz was the youngest girl in our class but she was the valedictorian.

15. Improving your writing: voice, parallel structure, & adding clarity
Voice: has to do with the verbs you choose
Active voice is when a subject is performing an action.
Kate ripped the paper in half.
Passive voice is when the verb is being performed on the subject.
The paper was ripped in half by Kate.
In writing, one should use active voice whenever possible because active voice is clearer and more direct than passive.
Avoid beginning sentences with “There,” since these sentences are often passive.

16. Using Active Voice
Identify if the voice is active or passive. If it is passive, rewrite the sentence making it active.
1. A new experimental liver-transplant operation was performed successfully yesterday.
2. The government built a road right outside her front door.
3. The dispatcher is notifying police that three prisoners have escaped.
4. A great deal of our oil will have been exported to other countries by our government.
5. These books had been left in the classroom by a careless student.
6. Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently.
7. The statue is being visited by hundreds of tourists every year.
8. There has always been a large number of students interested in music.

17. Adding clarity to your writing
Good writing is clear and to the point. Repeating information can muddle your meaning and make your writing less powerful, so to improve and clarify your message, avoid redundancies in your writing.
A sentence should not contain unnecessary words. Likewise, a paragraph shouldn’t contain unnecessary sentences. Every word and sentence has a purpose. Because of this, it is important to use the best words- most accurate, precise, measurable words possible.

18. Common Mistakes in Writing
Who or That
Use who when referring to a person. The woman who sat in the front row…
Use that when referring to an object. The book of poems that I borrowed…
Tense shifts
One tense should be used throughout your writing. In academic writing, your tense should be past, since your research has been completed.
Wordiness
Remember that each word has a reason for being used. Do not use filler words to try to make your sentences or essay longer or seem more sophisticated. All they add is confusion.
Avoid loaded (emotional) language & opinions
Using this makes you seem bias. Instead of using loud or emotional language, use reason to prove your point.