Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Our Objectives:
When we are finished with this unit, our writing will improve
dramatically! We will be GREAT writers!
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Using a Variety of Sentence Patterns in Your Writing:
How to Write Like a Professional
Problem: Monotonous (Boring) Sentences
Jason Peterson is a great basketball player. He goes to the gym near his home. He
practices every day. He does about 100 lay-ups every day. He practices his three pointers at
least twenty-five times a day. He dribbles up and down the court. He does all this for three
or four hours a day. He wants to play basketball for MSU. He even hopes to be in the NBA
someday. (This paragraph has a readability score of 3.4, which means someone who is in the
middle of 3rd grade can read it. This is not good middle school or high school level writing.)
• Appositive phrases rename or identify a noun or a pronoun and are always placed
beside the word they rename. What similarities do you notice between appositive
phrases and adjective clauses?
o Jason Peterson, a MacDonald Middle School 8th grader, is a great basketball
player.
o Every day he does about 100 lay-ups, close-range shots on the run.
o He wants to play basketball for MSU, one of the top NCAA teams.
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• Adverbial clauses are clauses telling where, when, why, how. They are
introduced by a word like before, after, until, although, because, while
o Although his friends told him he’d never succeed in basketball, Jason
Peterson has become one of the best players in his grade.
o When Jason goes to the gym, he practices every day.
o He does about 100 lay-ups every day because he wants to improve his shot.
o The three-point shot, though it is not easy to make, is fun to practice.
• Participial phrases: phrases using –ing, –ed, or the irregular participial form of
the verb
o Hoping to increase his speed, he dribbles up and down the court.
o Inspired by the talented Spartans, he wants to play basketball for MSU.
o Driven by the Piston’s NBA championship victory, he even hopes to be in the
NBA someday.
Tip: You can combine two or three different phrases or clauses in one sentence, but don’t
overdo it. Good examples:
Now, let’s check the readability level of that paragraph about Jason the basketball player.
This time, the sentences are combined and more complex:
Jason Peterson, a great basketball player, goes to the gym near his home and practices
every day. To play basketball for MSU is his goal, so he works hard, dribbling up and down
the court for three or four hours a day. Hoping to be in the NBA someday, he does about 100
lay-ups every day and practices his three pointers at least twenty-five times a day. (This
paragraph has a readability score of 9.3, which means someone who is in the middle of 9th
grade can read it. This is good middle school or high school level writing.)
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ADJECTIVE CLAUSES
The adjective clause is a subordinate clause that modifies (describes) a noun or pronoun.
Most of the time adjective clauses begin with the relative pronouns that, which, where, who,
whom, or whose. An adjective clause can describe the subject of the sentence or an object in
the sentence. We will study and write both kinds.
Readability: If you check the readability level of two simple sentences and compare it with
the same information in one sentence that includes an adjective clause, you will see that the
sentence with the adjective clause has a higher readability rating:
• Baby elephants follow their mothers closely. They are too big to be carried. (5.0)
• Baby elephants, which are too big to be carried, follow their mothers closely. (7.6)
1. Ostriches can run very fast. They have long legs. (which)
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2. George Washington was a general in the Continental Army. He defeated
General Cornwallis and his troops at Yorktown. (who)
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II. Adjective Clauses Describing an Object Using which or who:
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III. Adjective Clauses Describing the Subject Using whose:
1. First think of your main sentence:
Panda bears come from China.
2. Then think of something that belongs to your subject and write a 2nd
sentence. Begin your 2nd sentence with their, its, his, or her.
Their fur is black and white.
3. Then substitute whose for the word their, its, his, or her in your second
sentence. (Whose means “belonging to someone.”)
whose fur is black and white
4. Then put them together. Insert commas around the adjective clause.
Panda bears, whose fur is black and white, come from China.
2. China is a very crowded country. Its population is more than 1.3 billion
people. (whose)
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3. Hummingbirds drink nectar from flowers. Their bills are very long and
thin. (whose)
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IV. Adjective Clauses Describing the an Object Using whose:
1. First think of your main sentence. Your sentence should end with
another noun. We enjoyed our visit with the Smith family.
2. Then write a sentence about something that belongs to the object (the
noun at the end of the sentence.) Begin your sentence with their, its, his,
or her.
Their home is very beautiful.
3. Then substitute whose for the word their, its, his, or her in your second
sentence.
whose home is very beautiful
4. Then put them together. Insert a comma before the adjective clause.
We enjoyed our visit with the Smith family, whose home is very beautiful.
1. Native Americans taught farming to the early settlers. Their first winter
was very difficult. (whose)
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2. The dog attacked the skunk. Its tail has a strong-smelling spray. (whose)
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V. Now combine the following sentences the best way you know how:
2. Seals can swim very well. Their bodies are streamlined like submarines.
(whose)
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3. The camel is an interesting animal. Its hump stores fat, not water.
(whose)
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4. Some bears live in caves. They are a good source of shelter. (which)
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5. Seagulls live near the ocean. They dive for fish under the sea. (which)
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6. Koala bears eat eucalyptus leaves. These leaves are the main food of the
panda bear, too. (which)
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8. We went to the Wharton Center to see a famous magician. His best trick
was a disappearing act. (whose)
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APPOSITIVE PHRASES
The appositive phrase renames a noun or pronoun and is always placed beside the word it
renames. Appositive phrases can come in the middle (identifying the subject) or the end of
the sentence (identifying an object in the sentence.)
Middle: My Uncle Charlie, a retired professional baseball player, is coaching my
little league team. (Commas go before and after the appositive phrase.)
End: My family went to the shelter and bought a new puppy, a golden retriever.
(A comma goes between the appositive phrase and the noun it refers to.)
Readability: If you check the readability level of two simple sentences and compare it with
the same information in one sentence that includes an appositive phrase, you will see that the
sentence with the appositive phrase has a higher readability rating:
Combine the following sets of sentences into one sentence with an appositive phrase. The
appositive phrases are circled. Follow these steps for # 1-7:
1) Draw a line between the subject and the predicate in the first sentence.
2) Cross out the subject and verb in the second sentence.
3) Put the appositive phrase (circled) right after the subject in the first sentence.
4) Put one comma after the subject and another comma after the appositive phrase.
1. Harry Potter and the Sorcerer’s Stone is the first book in the Harry Potter series. It is
an exciting tale of magic and adventure.
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2. Jack Jordan won every event. He is the captain of the swim team.
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3. The cool car raced down the road. It was a shiny red Corvette.
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4. Eric Jones plays the guitar in a rock band. He is a popular guitarist.
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6. Ramadan lasts for about thirty days. Ramadan is the Islamic month of fasting.
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In these next sentences, put the appositive phrase at the end of the sentence. That’s
because it does not refer to the subject.
Example: People love to visit the Smiths’ vacation home. It is a cottage by a lake.
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Now write 6 sentences of your own, each with an appositive phrase.
1. _______________________________________________________________
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2. _______________________________________________________________
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3. _______________________________________________________________
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4. _______________________________________________________________
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5. _______________________________________________________________
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6. _______________________________________________________________
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INFINITIVE PHRASES
The infinitive phrase begins with an infinitive [to + simple form of the verb] and includes
objects and/or modifiers. It is not difficult to write infinitive phrases in the middle or end of a
sentence. Writing one at the beginning is trickier, but occasionally gives a sentence a different
style. We will practice writing infinitive phrases at the beginning.
In examples 1-4, the infinitive phrase is the subject of the sentence; therefore, there is no
comma.
1. To finish her homework before10:00 is Michelle’s main goal.
2. To finish her homework and to get to bed by 10:00 is Michelle’s main goal.
3. To become an astronaut would be amazing.
4. To become an astronaut and to walk on the moon would be my dream come
true.
In examples 5-10, the infinitive phrase is not the subject of the sentence. In these
examples, the infinitive phrase tells why. Add a comma after the infinitive phrase.
Combine the following sentences into one sentence using an infinitive phrase at the
beginning of the sentence. The infinitive phrase is circled. You will have to take out
some words. In #1-3 the infinitive phrase becomes the subject of the sentence.
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3. I want to learn tae kwon do. It would be hard but fun.
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In #4-7 put the infinitive phrase at the beginning of the sentence, and add a comma.
These infinitive phrases tell why.
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7. Joshua studies for five hours a night in order to get into a good university.
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Now write 5 sentences of your own, each with an infinitive phrase at the beginning of
the sentence. Try to write some as the subject of the sentence (no comma) and some
that tell why the subject is doing something (with a comma).
1. _____________________________________________________________________
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2. _____________________________________________________________________
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3. _____________________________________________________________________
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4. _____________________________________________________________________
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5. _____________________________________________________________________
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ADVERBIAL CLAUSES
The adverbial clause contains a subject and a verb and begins with one of the following
conjunctions:
The adverbial clause usually comes at the beginning or the end of the sentence. Sometimes it
is used in the middle.
Beginning: Since it is raining, I think we should take our umbrellas. (Comma after the
clause)
End: I think we should take our umbrellas since it is raining. (No comma)
Middle: I think, since it is raining, we should take our umbrellas. (Comma before and
after the clause)
(We don’t often use an adverbial clause in the middle, but sometimes it works
in that position.)
Readability: If you check the readability level of two simple sentences and compare it with
the same information in one sentence that includes an adverbial clause, you will see that the
sentence with the adverbial clause has a higher readability rating:
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Combine the following sets of sentences into one sentence. Do it in 3 ways, by putting the
adverbial clause in the beginning, the middle (if possible), and the end of the sentence.
1. My friend Sara stayed up until way past midnight. She had a big test to study for.
(because)
beginning:____________________________________________________________
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middle:______________________________________________________________
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end:_________________________________________________________________
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beginning:____________________________________________________________
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end:_________________________________________________________________
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3. Seventh graders go to their 4th hour class. Eighth graders go to lunch. (while)
beginning:____________________________________________________________
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end:_________________________________________________________________
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4. The murderer entered the bank. The policeman pulled out his gun. (as)
beginning:____________________________________________________________
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end:_________________________________________________________________
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Now, write sentences of your own using adverbial clauses in all 3 positions, some in the beginning,
some in the middle, and some in the end.
1. beginning:
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2. beginning:
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3. beginning:
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4. middle:
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5. end:
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6. end:
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PARTICIPIAL PHRASES
A participial phrase includes a present participle (a verb form ending in -ing) or a past
participle (a verb form ending in -ed or irregularly as in written, sung, brought, etc.), plus any
complements and modifiers. The participial phrase always acts as an adjective. The
participial phrase should be attached to the word or phrase it describes. It can be written in
the beginning, middle, or end of the sentence. Notice where the commas belong in each
position:
1. Impressed by the poems, Jane bought another collection by the same poet.
2. Surrounded by the police, the bank robber surrendered.
3. The new student, delighted to see his friend in the cafeteria, went and sat with him.
4. We saw our neighbor, exhausted from mowing his lawn, lying in his hammock.
5. The deer stood in the road, frightened by our car’s headlights.
6. My favorite short story is “The Gift of the Magi,” published about 100 years ago.
1. “The Gift of the Magi,” written by O. Henry, is a very popular Christmas story.
2. “The Star Spangled Banner,” sung before every sporting event, is our national
anthem.
3. Hidden by the bushes, the ball could not be found.
In order to prevent confusion, a participial phrase must be placed as close as possible to the
noun or pronoun it modifies.
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• While taking a shower, my sister called me from California. (Incorrect)
• While I was taking a shower, my sister called from California. (OK)
• While taking a shower, I received a call from my sister. (OK)
• Flying gently from flower to flower, the football player watched the bee. (Incorrect)
• The football player watched the bee, flying gently from flower to flower. (OK)
• The robber ran from the policeman, still holding the money in his hands. (Incorrect)
• The robber, still holding the money in his hands, ran from the policeman. (OK)
Readability: If you check the readability level of two simple sentences and compare it with
the same information in one sentence that includes a participial phrase, you will see that the
sentence with the participial phrase has a much higher readability rating:
• My favorite short story is “The Gift of the Magi.” It was published about 100
years ago. (5.7)
• My favorite short story is “The Gift of the Magi,” published about 100 years ago.
(9.1)
Combine the following sentences into one sentence using a participial phrase. (I have
circled the participial phrase.) Practice placing some phrases in the beginning (B), some
in the middle (M), and some at the end (E) of the sentence. You will have to take out some
words.
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2. Romeo and Juliet is a very popular play. It was written by William Shakespeare. (M)
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3. Mrs. Thompson was worried about her son. She called the police. (B)
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4. The little boy was feeling lost and afraid. He called for his mother. (B)
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5. Amy was laughing hysterically at the movie. She spilled Coke all over her jeans. (B)
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6. “The Tell-Tale Heart” was written by Edgar Allen Poe. It is my favorite story. (M)
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9. Charlie was paying no attention to the road. He drove away from the accident. (B)
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Now write 6 sentences of your own, each with a participial phrase. Focus on writing them
at the beginning and the middle. (Writing them at the end comes pretty naturally to you
already.)
1. (B)__________________________________________________________________
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2. (B)__________________________________________________________________
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3. (B)__________________________________________________________________
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4. (M)_________________________________________________________________
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5. (M)_________________________________________________________________
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6. (M)_________________________________________________________________
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Compound Sentences and Compound Predicates
2 simple sentences:
This is a very ordinary pair of sentences. This type of writing is not incorrect.
Sometimes you want to use these simple sentences in your writing. But if most of your
sentences are like this, your writing style is weak.
1 compound sentence:
He goes to the gym near his home, and he practices every day.
Including compound sentences is your writing is one way to add variety to your
sentence patterns. In a compound sentence, you have a subject and predicate joined
to another subject and predicate by and, or, but, or another conjunction such as
however.
He goes to the gym near his home and practices every day.
Writing with compound predicates is another excellent way to add variety to your
sentence patterns. Here, you begin with one subject and add two predicates. Don’t
separate the 2 predicates with a comma.
3 simple sentences:
Every day he does about a hundred lay-ups. Then he practices his three pointers.
Then he dribbles up and down the court.
This style is very common among undeveloped writers. It very quickly starts to sound
repetitive and boring. Avoid writing in this way.
This sentence is very much like the previous one: repetitive and dull. Avoid writing
in this way.
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☺ 1 simple sentence with a triple predicate:
Every day he does about a hundred lay-ups, practices his three pointers, and dribbles
up and down the court.
Readability: If you check the readability level of two simple sentences and compare it with
the same information in one compound sentence you will see that the compound sentence has
a higher readability rating:
• Every day he does about a hundred lay-ups. He also practices his three pointers.
He dribbles up and down the court too. (3.8)
• Every day he does about a hundred lay-ups, practices his three pointers, and
dribbles up and down the court. (8.5)
I. Practice writing compound predicates. Combine these simple sentences. Write only
one subject and create compound predicates.
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2. The track star stretches every morning. He lifts weights every afternoon. He
runs every evening.
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3. Our family walked in the woods. We also swam in the lake. Then we ate
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II. Now write 6 sentences of your own, each with a compound predicate.
1. _______________________________________________________________
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2. _______________________________________________________________
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3. _______________________________________________________________
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4. _______________________________________________________________
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5. _______________________________________________________________
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6. _______________________________________________________________
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Work with a partner to write three of the most complex and interesting sentences you can.
You should use at least two types of phrases or clauses (maybe more) in each sentence. We
will type the best ones up on the board and see what the readability levels are. Then we will
put together a PowerPoint of the best sentences, with illustrations, for everyone to watch
together later.
1. _____________________________________________________________________
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2. _____________________________________________________________________
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3. _____________________________________________________________________
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