Sentence Effectiveness Discussion
a semicolon.
I. The following statements are true about
sentences in English:
 A new sentence begins with a capital
letter.
o He obtained his degree.
 A sentence ends with punctuation (a
period, a question mark, or an
exclamation point).
o He obtained his degree.
 A sentence contains a subject that is
only given once.
o Smith he obtained his degree.
 A sentence contains a verb or a verb
phrase.
o He obtained his degree.
 A sentence follows Subject + Verb +
Object word order.
o He (subject) obtained (verb) hi
s degree (object).
 A sentence must have a complete idea
that stands alone. This is also called an
independent clause.
o He obtained his degree.
Simple Sentences
A simple sentence contains a subject and a
verb, and it may also have an object and
modifiers. However, it contains
only one independent clause.
Key: Yellow, bold = subject; green underline =
verb, blue, italics = object, pink, regular
font =prepositional phrase
Here are a few examples:
 She read.
 She completed her literature review.
 He organized his sources by theme.
 They studied APA rules for many hours.
Compound Sentences
A compound sentence contains at
least two independent clauses.  These two
independent clauses can be combined with
a comma and a coordinating conjunction or with
Key: independent clause = yellow,
bold; comma or semicolon = pink, regular font;
coordinating conjunction = green, underlined
Here are a few examples:
 She completed her literature
review, and she created her reference
list.
 He organized his sources by
theme; then, he updated his
reference list.
 They studied APA rules for many
hours, but they realized there was still
much to learn.
Using some compound sentences in writing
allows for more sentence variety.
Complex Sentences
A complex sentence contains at
least one  independent clause and at
least one dependent clause. Dependent clauses
can refer to the subject (who, which) the
sequence/time (since, while), or the causal
elements (because, if) of the independent
clause.
If a sentence begins with a dependent
clause, note the comma after this clause. If, on
the other hand, the sentence begins with an
independent clause, there is not a comma
separating the two clauses.
Key: independent clause = yellow,
bold; comma = pink, regular font; dependent
clause = blue, italics
Here are a few examples:
 Although she completed her literature
review, she still needed to work on
her methods section.
o Note the comma in this
sentence because it begins with
a dependent clause.
 Because he organized his sources by
theme, it was easier for his readers to
follow.
 o Note the comma in this A complete sentence contains A subject (at
sentence because it begins with least a noun), A verb (action), A complete
a dependent clause. thought

 They studied APA rules for many A fragment sentence is an incomplete

hours as they were so interesting. sentence. One or more parts of the complete
o Note that there is no comma in sentence are missing, Fragments are
this sentence because it begins PHRASES or DEPENDENTCLAUSES
with an independent clause.
Phrase=group of words w/o subject and/or verb
 Using some complex sentences in
writing allows for more sentence variety.
Dependent clause=has a verb and subject, but
cannot stand on its own, begins w/dependent
Compound-Complex Sentences
word
Sentence types can also be combined. A
compound-complex sentence contains at The parts of a complete sentence are its building
least two independent clauses and at blocks.
least one dependent clause.
Key: independent clause = yellow, First--Ask yourself, IS THERE A VERB?
bold; comma or semicolon = pink, regular font;
coordinating conjunction = green, underlined; Next--Ask yourself, IS THERE A SUBJECT?
dependent clause = blue, italics
Next--Ask yourself IS THERE A WORD GROUP
 She completed her literature THAT DOES NOT HAVE A COMPLETE
review, but she still needs to work on THOUGHT? (often begins with because or
her methods section even though she
when)
finished her methods course last
semester.
 Although he organized his sources by Two ways to repair fragment sentences
theme, he decided to arrange them
chronologically, and he carefully Attach fragment to a nearby sentence and Add
followed the MEAL plan for missing words to the fragment to make it into a
organization.  complete sentence
 With pizza and soda at hand, they
studied APA rules for many Misplaced and Dangling Modifiers
hours, and they decided that writing
in APA made sense because it was
clear, concise, and objective. What is a modifier? a word or phrase that
qualifies (modifies) a word, phrase or clause
 Using some complex-compound
sentences in writing allows for Types:
more sentence variety.
 Pay close attention to comma usage in adjectives (modify nouns and pronouns) (for
complex-compound sentences so that example: the RED house)
the reader is easily able to follow the
intended meaning. adverbs (modify verbs) (for example: he ran
QUICKLY)
What is a Complete Sentence?
modifier phrases (modify an action or an actor)
A complete sentence is an independent clause (LOOKING AT THE CLOCK, he noticed that he
was late)
What is a misplaced modifier? : a misplaced
modifier is a word or word group whose
placement suggests that it modifies one word or
phrase when it is intended to modify another. It
make sentence unclear and confusing to fix this
place the modifier before or after the word it
modifies
Ways: : Revise the sentence, taking care to put
modifying words, phrases, and clauses in a
position that clearly identifies the headword and
that does not awkwardly interrupt a sentence.
HINT: Usually, you can just expand the main
clause
Examples Incorrect: More beautiful than any
human being, the explorer noticed the mermaid.
Correct: The explorer noticed the mermaid,
which was more beautiful than
any human being.
What is a dangling modifier? A dangling
modifier is a word or phrase that cannot logically
describe, limit, or restrict any word or word
group in the sentence.
Ways Add a word or word group that the
dangling modifier can logically modify
Examples Incorrect: Using a variety of
pedagogical techniques, the students were
taught grammar.
Correct: Using a variety of pedagogical
techniques, the teacher taught the students
grammar.
Run on sentence is made up of two or more
sentences joined without the proper
pronunciation or a suitable conjunction.
Example INCORRECT: Jim loves adventure he
climbs mountains and treks across the country
on his own.
CORRECT: Jim loves adventure, he climbs
mountains and treks across the country on his
own.
Split construction is separating parts that are
closely related in a sentence. The splitting of
verbs in a verb phrase and two parts of an
infinitive may result in an awkwardness and lack
of clarity.
Example: INCORRECT: In order to look
beautiful, one has to everyday smile.
CORRECT: In order to look beautiful, one has to
smile everyday.
Faulty parallelism results when equivalent
ideas follows different grammatical forms. When
elements within a sentence are not balanced,
they exhibit faulty parallelism.
Example: INCORRECT: Danilo enjoys reading,
to write and sing.
CORRECT: Danilo enjoys reading, writing and
singing.
CONSISTENCY IN PERSON AND IN NUMBER
In grammar, the word TENSE tells the time of an
action or an assertion. Every noun or pronoun
has a particular person (first, second, third) and
number (singular and plural). Similar to
consistency in tense, you have to be consistent
in the use of person and number throughout
your and sentences and paragraphs.
FAULTY COORDINATION: coordination
means the giving of equal weights and
emphasis to various units within a sentence by
the use of words or group of words.to resolve
this you can use the FANBOYS conjunctions,
FOR, AND, NOR, BUT, OR, YET, SO. For result
and conjunctive adverbs use therefore, thus,
consequently and hence for cause and effect.
However for contrast, similarly and likewise
for comparison, then and next for enumeration.
Wordiness results when one uses more words
than necessary to convey a meaning.
Redundancy results when the writer uses
unnecessary repetition.
Choppiness results when closely related ideas
in a paragraph are individually stated in several
short sentences.
There are four (4) kinds of complements. A
complement in a word or words that complete
the meaning of transitive verb in a sentence or
a clause.
1. Direct Object
It is a noun or pronoun that receives the action
of the transitive verb. It answers the questions:
what or whom.
Example:
D.O.
She bought a new calculator.
(What did she buy? Calculator is the direct
object)
2. Indirect Object
It is a noun or pronoun that comes before the
direct object in a sentence. Indirect Object
shows for whom or to whom the action of the
verb is done.
Example:
I.O D.O.
She bought me a new calculator.
(For whom is the calculator? Me is the indirect
object. Notice that it comes before the direct
object.)
3. Objective Complement
It is a noun or an adjective that follows, modifies
or renames the direct object of a verb. Objective
complements appear with verbs like: consider,
name, find, think, elect, appoint and choose and
the verbs of senses not used as state of being
verbs.
Examples:
D.O.
1. The JRU student council voted Henry
president. OC (noun)
(Henry is the direct object. The JRU student
council voted Henry what? President is the
objective complement. It follows the direct
object.)
D.O. O.C. (adjective)
2. The JRU student council made Henry glad.
4. Subjective Complements
They are words that come after linking verbs
and identify or describe the subjects. There are
three kinds of subjective complements;
predicate nominative, predicate adjective
and predicate pronoun.
Examples:
1. Predicate Nominative
It is a noun that follows a linking verb and refers
to, renames, or explains the subject of the
sentence.
Predicate Nominative
Danilo will become a lawyer.
(The subject is Danilo and the linking verb is will
become. Lawyer is predicate nominative.)
2. Predicate Adjective
It is an adjective that follows the linking verb and
modifies the subject of the sentence.
Predicate Adjective
Juan Luna, the movie is interesting.
3. Predicate Pronoun
It is a pronoun that follows the linking verb and
identifies the subject of the verb.
Amie: Hello. May I speak to Joy?
Predicate Pronoun
Joy : This is he.
The Bible gives us passages which are direct
and indirect speech. For example, And God
said, “Go forth and multiply”, is a direct speech.
 In a Direct speech, the words of the
speaker are given exactly as they were
spoken.
Example: “Albert said, I am going to
retire by the end of 2017”.

 Indirect speech, the words of speaker
are not given as spoken but are given
indirectly.
Example: “Albert said, that he’s going to retire at
the end of 2017.
When changing from direct to indirect
speech, there are rules to follow:
1. If the sentence is imperative, make use of the
infinitive “to”. Imperative sentence gives polite
request.
 Direct speech: “The professors said to
the students, please study your lesson.”
 Indirect speech: “The professor told us
to study our lesson.”
2. If the sentence is declarative, use “that”.
Declarative sentence is a statement which
starts with a capital letter and ends with a
period.
 Direct speech: “Natty remarked, The
guests speaks English well.”
 Indirect speech: “Natty remarked that
the guest speaks English well.”
3. If the sentence is interrogative which is
answerable by “yes” or “no” , use “if”.
Interrogative sentence is a statement which is
asking a question.
 Direct speech: “Have you eaten your
lunch, the professor asked.”
 Indirect speech: “ The professor asked
me if I have eaten my lunch.”
A paragraph is a group of related sentences
developing one topic or idea.
PARTS OF A PARAGRAPH
 A good paragraph can be
divided into three parts : (1) a beginning
sentence, (2) middle sentence, and (3)
an ending sentence. The beginning
sentence begins the paragraph, attracts
attention and gives a hint of what is to
follow. It may also express the central
thought of the paragraph. The middle
sentences develop the thought
introduced in the beginning sentence.
The ending sentence gives the detail,
sums up the paragraph. Or makes a
personal comment
CHARACTERISTICS OF A
PARAGRAPH
A good paragraph has two qualities: (1)
Unity. Every paragraph must have unity;
that is, it must keep to the topic; they should
help to develop the topic; they should give
more information about the central idea and
(2) Coherence. One sentence leads to the
next sentence in a natural and logical order,
so that the main idea of the paragraph is
easy to follow. Coherence means “sticking
together”.
ORDER- how you organize the supporting
sentences.
COMPLETENESS- the paragraph is well-
developed.
TYPES OF PARAGRAPHS
> Narrative Paragraph Are most
frequently used in fiction and personal
statements.
> Requires consequently, accounting for
sequential order of events and
chronology.
> Like telling the reader story.
descriptive Paragraph
> Describing and creating a dominant
sensory impression to the readers.
> Help the readers to understand a story
setting by creating visual pictures and
giving readers a mental image of a
scene.
> Allow the readers to experience the
phenomenon, item or event described in
detail.
EXPOSITORY Paragraph
> Written in order to clarify or explain
problems or phenomena, and requires
strict focus on evidence and objective
language.
> Provides essential examples as well as
comparison & contrast, or cause &
effect writing as both facilitate accurate
exposition on the subject matter.
persuasive Paragraph
> Require exhortatory and dynamic
language.
> Are aimed and persuading the reader
into taking a particular action or
adopting a certain point view.
> Aim to get the reader’s reaction,
accepting or understanding the writer’s
position or proposal.
> Usually, rhetorical devices are employed
in order to influence the reader’s
opinion.