1. Grammar and Usage: Clauses

2. Learning Targets and CCSS Learning Target I can define direct and indirect clauses, recognize them in my writing, and use the rules of clause combining to strengthen my writing. CCSS L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.9-10.1a Use various types of phrase and clauses

3. Vocab Clause- group of words. Can be dependent (DC) or independent (IC). Compound sentences- 2 independent clauses (ICs) joined by a coordinating conjunction (FANBOYS!!!) Independent Clauses (ICs)- Contain subject and verb, makes complete idea; can stand alone Dependent Clauses (DCs)- Does not contain verb; does not make complete idea; cannot stand alone Coordinating Conjunctions- fanboys (for, and, nor, but, or, yet, so) that join two ICs Coordinating Adverb- indicate a connection between two ICs in one sentence by using a semicolon and an adverb.

4. To know clauses is to be good at writing…  There are a few ways writers combine clauses to create powerful writing.  Knowing these can help you be a master at using commas, too.  But before one can become the Clause Combining Master, one must first learn the tao of combining clauses… Please get out your neon pink sheet entitled:  “THE TAO OF COMBINING CLAUSES” 

5. Let’s begin, young grasshopper…  Most of you are proficient at using ICs.  Example: I can write. (this is an IC. It has a subject, “I”,and a verb, “write”.  When combining two ICs together, many of you combine them simply.  Example: I can write. Mrs. Gomes makes me. (These are two ICs joined very simply).

6. Let’s begin, young grasshopper…  Why, you might ask, should I strive for a higher level of writing? What’s wrong with IC.IC.?  Imagine reading a book where the ENTIRE thing was written like this:  IC. IC. IC. IC. IC? IC! IC. IC. IC. IC. IC. IC! “IC”. IC. IC. IC. IC.  That would get boring. And really fast. Also, we don’t talk like that.

7. Let’s begin, young grasshopper…  Well, then, Gomes, what should I try to make it more interesting?  Let’s look at the following:  IC; IC  IC, fanboys + IC  IC; adverb,+ IC  ½ IC, mid-sentence modifier, ½ IC  DC, IC  IC DC  IC: thing one, thing two, and thing three Know these. Love these.

8.  Using the almighty semi-colon! This indicates that the two independent ideas are of equal importance and go together; it allows the continuation of a thought.  Example: I am a good writer; I practice every day.  Here, it shows that the first IC and the second IC go together and are of equal importance. PLEASE check this out: http://theoatmeal.com/comics/semicolon IC; IC.

9.  FANBOYS (for, and, nor, but, or, yet, so) are COORDINATING CONJUNCTIONS! They show that the second IC is a continuation, but it has a weaker connection.  Example: I am a good writer, and I practice every day.  Here, it shows that the first IC and the second IC go together  ALWAYS ALWAYS ALWAYS put the comma BEFORE the coordinating conjunction (FANBOYS). Memorize this pattern: IC, fanboys + IC. IC, fanboys + IC.

10.  This. Makes. You. Look. SMART! C’mon, a semicolon followed by an adverb?! It shows your two ICs are linked in content.  Example: I am a good writer ; however, I do not practice every day.  Here, the second IC is joined by the coordinating adverb. Some popular coordinating adverbs are: moreover, nevertheless, however, otherwise, therefore, then, finally, likewise and consequently.  ALWAYS ALWAYS ALWAYS put the comma AFTER the coordinating adverb. Memorize this pattern: IC; adverb, IC. IC; adverb, IC.

11.  Whoa. Now we’re getting all fancy and splitting our IC in HALF, and throwing a mid-sentence modifier, an appositive phrase, in the middle!  Example: Mrs. Gomes, a teacher, makes me write.  See what I did there? The IC was: Mrs. Gomes makes me write. But I put in the MID-SENTENCE modifier to give more information about WHO this Mrs. Gomes is.  ALWAYS ALWAYS ALWAYS put the commas around this appositive, or extra, information. (Now see what I did THERE?!) ½1/2 IC, mid-sentence modifier, 1/2 IC

12.  Now we’re ramping it up. Let’s throw in some dependent clauses.  Example: In the evenings, I write often.  “I write often” is an IC. (Subject=“I”, Verb=“Write”)  “In the evenings” is a DC. It has no verb. It couldn’t stand alone, and doesn’t make a complete thought. Poor thing.  When starting with a DC, always put a comma after it. (BAM! Catch that?)  Without the comma, this sentence looks silly. (POW) ½ DC, IC

13.  Many people want to put a comma when a sentence follows this pattern. BUT DON’T.  Example: I would write often if I could.  “I would write often” is an IC. (Subject=“I”, Verb=“Write”)  “if I could” is a DC. It couldn’t stand alone, and doesn’t make a complete thought. Poor thing. ½ IC DC.

14.  So you now know all about semicolons, but what about colons? We all use them correctly to write the time (Is it 2:30 yet?), but otherwise, I love to write three things: poetry, nonfiction, and fiction.  “I love to write three things” is an IC. (Subject=“I”, Verb=“Write”)  When you make a list, or your IC leads up to an explanation, illustration, paraphrase, or expansion on the first sentence.  You only use colons after ICs. ½ IC: blah, blah, and blah

15. Something to think about… Think of punctuation like breath marks in music (any musicians out there)? They all indicate when to take a breath. If you naturally make a short pause/take a short breath, a comma probably goes there. If you stop and take a full breath, that’s probably a good place for a period. This can help remind you about semicolons vs. periods: a semicolon is both a comma AND a period (; just look at it); it’s not a full breath/complete stop, but it’s a little longer than a quick breath!! The way you write should resemble the way you speak and vice- versa.

16. Your turn… On page 60, problem #2 has three quotations. For each, IDENTIFY the pattern (simply write IC; IC./DC, IC/IC, fanboys + IC, etc.) Then, analyze why the author chose to use that sentence structure as opposed to IC.IC. Then make sure to complete the second part of this lesson on the webpage!

17. Wrapping up… Did we find our tao?Did we find our tao? I can define direct and indirect clauses, recognize them in my writing, and use the rules of clause combining to strengthen my writing. Remember: IC.IC. is a boring sentence structure for combining clauses. Use VARIOUS methods of combing clauses to bring your writing to the next level.