http://teacher.scholastic.com/lessonplans/format.pdf
http://esl.about.com/cs/onthejobenglish/a/a_basbletter.htm
http://www.wikihow.com/Write-a-Business-Letter
Monday, November 18, 2013
sentences
Experienced writers use a variety of sentences to make their writing interesting and lively. Too many simple sentences, for example, will sound choppy and immature while too many long sentences will be difficult to read and hard to understand.
This page contains definitions of simple, compound, and complex sentences with many simple examples. The purpose of these examples is to help students to identify sentence basics . After that, it will be possible to analyze more complex sentences varieties.
SIMPLE SENTENCE
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.
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The three examples above are all simple sentences. Note that sentence B contains a compound subject, and sentence C contains a compound verb. Simple sentences, therefore, contain a subject and verb and express a complete thought, but they can also contain a compound subjects or verbs.
COMPOUND SENTENCE
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells FANBOYS.) Except for very short sentences, coordinators are always preceded by a comma. In the following compound sentences, subjects are in yellow, verbs are in green, and the coordinators and the commas that precede them are in red.
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The above three sentences are compound sentences. Each sentence contains two independent clauses, and they are joined by a coordinator with a comma preceding it. Note how the conscious use of coordinators can change the relationship between the clauses. Sentences B and C, for example, are identical except for the coordinators. In sentence B, which action occurred first? Obviously, "Alejandro played football" first, and as a consequence, "Maria went shopping. In sentence C, "Maria went shopping" first. In sentence C, "Alejandro played football" because, possibly, he didn't have anything else to do, for or because "Maria went shopping." How can the use of other coordinators change the relationship between the two clauses? What implications would the use of "yet" or "but" have on the meaning of the sentence?
COMPLEX SENTENCE
A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which. In the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas (when required) are in red.
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When a complex sentence begins with a subordinator such as sentences A and D, a comma is required at the end of the dependent clause. When the independent clause begins the sentence with subordinators in the middle as in sentences B, C, and E, no comma is required. If a comma is placed before the subordinators in sentences B, C, and E, it is wrong.
Note that sentences D and E are the same except sentence D begins with the dependent clause which is followed by a comma, and sentence E begins with the independent clause which contains no comma. The comma after the dependent clause in sentence D is required, and experienced listeners of English will often hear a slight pause there. In sentence E, however, there will be no pause when the independent clause begins the sentence.
COMPLEX SENTENCES / ADJECTIVE CLAUSES
Finally, sentences containing adjective clauses (or dependent clauses) are also complex because they contain an independent clause and a dependent clause. The subjects, verbs, and subordinators are marked the same as in the previous sentences, and in these sentences, the independent clauses are also underlined.
A. The woman who called my mom sells cosmetics.
B. The book that Jonathan read is on the shelf.
C. The house which Abraham Lincoln was born in is still standing.
D. The town where I grew up is in the United States.
Adjective Clauses are studied in this site separately, but for now it is important to know that sentences containing adjective clauses are complex.
CONCLUSION
Are sure you now know the differences between simple, compound, and complex sentences? Click QUICK QUIZ to find out. This quiz is just six sentences. The key is to look for the subjects and verbs first.
Another quiz, this one about Helen Keller contains ten sentences.
These quiz sentences based on the short story, The Americanization of Shadrach Cohen, by Bruno Lessing.
Quick Quiz: Shadrach
Quick Quiz: Shadrach
After each quiz, click GRADE QUIZ to see your score immediately.
Remember that with the skill to write good simple, compound, and complex sentences, you will have the flexibility to (1) convey your ideas precisely and (2) entertain with sentence variety at the same time! Good luck with these exercises!
chapters 7-17
Quiz
based on chapters 7- 17
1. Why did Queen caution Japheth about the amount
of water he should pull from the well? Ans:
There was a drought
2. Japheth boasted about his knowledge about which
letter? Ans: The Queen’s letter
3.
How many companies did Deacon Bogle
raise? Ans: Four companies
4. How
many men were in each of Bogle’s company ? Ans:
50 men
5.
How did Charlie Murray escape from
the gaol? Ans: Moses Bogle and company
grabbed when the constables were taking him out of the lock up for remand.
6.
Name five places Bogle’s army of
men came from. Ans: Mount Lebanus, Bath,
Coley, Barracks, Somerset, Serge Islands, Coward’s Ridge and Monklands.
7. Why
was a troop of militia called out to form a line infront of the court house?
Ans: A large crowd had
gathered along with Bogle’s army.
8.
Outline the conversation between
Bogle and the Lieutenant. Ans: Pg 50- 52
9.
Who read the Riot Act? Ans: Custos von Ketelhodt
10. Where
did Japheth and Grandpa hide when the riot started? Ans: In the nearby Anglican Church.
11. Outline the experience in the church hall. Ans: chapter 13- 14
12. What
was Amelia’s reaction to the uprising in Morant Bay?
13. Describe
the secret meeting between Grandpa Joe and Paul Bogle. Ans: Chapter 17
preparation for test
Explain :
This asks the student to say why something
happens. They have to use reference from the novella to substantiate the points
made.
Outline: This
asks students to list the details of
something.
Describe:
This asks students to tell how something looks, smells, give a pictorial view
for the reader.
Discuss:
This asks students to show both sides of a situation, the positive and the
negative. After which, students should come to a conclusion, as to which side
they agree with.
Sample questions
1. Outline
three events that led up to the uprising in Morant Bay.
2. Describe
the scene at the Morant Bay court house on October 11, 1865.
3. Describe
the gathering in Stony Gut on the evening of October 10, 1865.
4. Discuss
Paul Bogle’s strategy in dealing with the injustices of the people of
St.Thomas.
5. Explain
how the Murray’s family was affected by the Morant Bay Rebellion.
Monday, October 7, 2013
Main Points of Chapters 4-6
· Deacon Bogle led men from Stony Gut and Torrington to Morant Bay.
· Deacon Bogle intervened in the court case of the Stony Gut man by appealing the verdict and putting up money for bail.
· The Stony Gut man ran into the crowd of men in front of the court house to escape punishment.
· Grandpa Joe was still resistant about Bogle’s method of confrontation.
· Japheth admired Bogle’s poise as a leader
· A lot of military language is used
· Japheth gives a brief history of the warrior spirit in the mountain men
· The dynamics of Grandpa and Japheth’s relationship played out- caring, rough at points, close/intimate, friends, adventurous.
· Grandpa confronts Paul Bogle at his chapel- warns him of the coming trouble with the Militia men
· Grandpa learns Charlie Murray, his son is in Morant Bay.
Themes to be examined: Love and Family Relationship, Rebellion
Some Figurative Language
Ø Onomatopoeia- “ boom boom boom of the drums”pg 17
Ø Personification-“ I am a man of lightning” pg 18
Ø Imagery-“ They sang the road hymn in a way that matched the fighting tune, and you marched with them with your chin up and trumpets sounding in your head.” Pg 18 (visual imagery)
Ø Simile- “Their sticks went in and out like snakes’ tongues, beating back the constables” pg 20
Essay writing
Essay responses are
required of students studying Literature. This means that the examiner expects
a piece of writing that demonstrates a smooth flow and is written with an
excellent level of grammar and well- developed paragraphs. The question on the
exam paper may be broken up in sections labeled a),b),c) to help guide
students, but these letters should not be written in the response.
An essay should have an
introduction, body(usually 3 or more paragraphs) and a conclusion.
Tips for students:
·
Read essay questions carefully, making
sure you understand what is required.
·
Check that you have answered each part
of the question.
·
Be guided by the mark allocation when
considering how much time you send on each section.
·
Read over your response to correct any
obvious errors.
Essay introduction
This will give a
general overview as to what your response will be, the title of the text and
the author should be mentioned here. Your last sentence in this paragraph will
be your thesis statement. The thesis statement will state your
response or argument of two or three main points that will be answered in the
other paragraphs.
The body
If the question is
structured for you(a,b,c), you can use one paragraph for each section. If not,
you will have to plan how your points will be explained in the body paragraphs.
Don’t retell the story,
just select parts that are important to answering the question. Ensure your
opinion/response is not just the evidence from the text, but your own voice
discussing the issue. Transitional phrases should be included, especially when
moving to another paragraph.
Conclusion
Restate your thesis
statement in another. Support this by saying what you have discovered while
writing about the question. This should be a complete paragraph(about sentences).
Sample Literature Item
‘History can come alive
through Literature.’ Support this statement with evidence from the text ‘Sixty-
Five’ showing:
a) The
setting of the novella ( 5 marks)
b) The
main characters discussed in the novella (8
marks)
c) The
two causes and one effect of the conflict of rebellion that is supported in the
novel.(12 marks) Total 25 marks
Sample Response
1865 is an important year in Jamaica’s
history. The then, freed slaves, were unhappy with the treatment they were
receiving from the crown. The novel, Sixty- Five by V.S. Reid highlighted a rebellion that was caused by injustice
in Jamaica. Paul Bogle is one of the main characters of the novel, that is
known to many Jamaicans today as a national hero. Paul Bogle and George William
Gordon led a rebellion Morant Bay, Jamaica. History comes alive in the novel
through: setting, the development of the character Paul Bogle and the
development of the causes and effects of the Morant Bay Rebellion.
Sixty –Five
is set in the rural district of Stony Gut and the capital of St. Thomas, Morant
Bay. At that time, Stony Gut was a dry place. A drought was on the land, and it
cause the market to be bad. Also, during the summer of 1865, the people of
Stony Gut were increasingly upset with the poor lands, taxes and the injustice
of the laws, that they sought conference
with Governor Eyre. However, Eyre
refused to see them. This left them upset and tensions grew in Stony Gut as the
drought lingered. After this disappointment, Paul Bogle become more steadfast
in giving the poor people of Jamaica justice and equality.
In chapter one of the novella, Japheth and
Queenie are eager to hear Grandpa’s discussion on the latest plans of Paul
Bogle. Grandpa Joe seemed to disagree with Bogle’s plan to march to Morant Bay.Paul
Bogle was portrayed as a stubborn leader, as he did not listen to the advice
given by Grandpa Joe and in the face of defeat still tried to match the
Militia, who were more armed. He used his leadership position, as a deacon of
the Baptist church, to influence the parishioners to join him in his march to
the court house. He also led them, as they burnt and destroyed many places
including the Morant Bay Court House. History records this as true, but seeing
the destruction from Japheth’s point-of- view, made the scene frightening and
real.
The causes of the rebellion made
understandable because of how the events are portrayed. One cause of the
rebellion was the long drought in the country. As a result, farmers were made
making a living and the author showed how long their faces were on market day.
The second cause of the rebellion is the injustices of the poor. The court case
of the Stony Gut man in October 1865, is an example, as he was given a trial
with a judge who usually sides with the planters and charged a fine that was
too high for his deed. Consequently, when the rebellion broke out, Martial Law
was placed on the area, so soldiers killed many civilians, who were not
involved in the uprising.
History came alive because of the author’s clever
way of characterization, setting and development of plot. The novella causes
the reader to question, why Paul Bogle was named national hero, especially he
seemed to have led foolishly. It causes the reader to wonder what would have
been the outcome for Jamaicans, if Grandpa Joe’s advice was followed. The
novella also showed that children were affected by the rebellion, like the
characters Japheth and Queenie. In these ways, History came alive through
Literature.
NEW POST FOR 2E
Check out the bogs from November 2009; the ones on characterisation and family. Thank you.
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