COURSE OUTLINE

COURSE : Advanced Grammar

CREDIT :4

MEETINGS : 28

LECTURER : Bambang Irawan, S.S., M.Pd.

COURSE DESCRIPTION

This course is one of the compulsory faculty courses that must be taken by students
of the S-1 English Literature Department, Faculty of Letters, Pamulang University. The
course discusses Advanced Grammar with the aim of sharpening students' knowledge
of English grammar. After completing Advanced Grammar course, students are
expected to be able to use or apply grammar knowledge skilfully according to English
standards.

COURSE OUTLINE

MEETING TOPIC(S)
1 Mixed tenses: Review
2 Simple sentence and Compound Sentence
3 Complex sentence and Compound-complex sentence
4 Parallel Construction
5 Adverbial Clauses
6 Dangling Construction Part 1
7 Dangling Construction Part 2
8 Conditional Clauses Part 1
9 Conditional Clauses Part 2
10 Adjective Clause
11 Participial Phrases
12 Inversion
13 Subjunctive
 14 Review (Preparation for Mid-Term Test)
MID TERM TEST
15 Noun Clauses
16 Gerund Phrase Functions: Subject, Object & Object of
Preposition
17 Forms of Gerund
18 Forms of the Infinitives
19 Functions of Infinitives
20 Infinitives vs. Gerunds
21 Infinitive with Prepositional Particles
22 Absolute Constructions: The Forms
23 Absolute Constructions: The Position
24 Absolute Constructions: The Types
25 The Form of Abstract Noun Phrases
26 The Function of Abstract Noun Phrases
27 Appositive Phrases
28 Inversion and Cleft Sentences
FINAL TEST

ASSESSMENT

10% Attendance
• Your attendance must be at least 75% or 22 meetings
• If your attendance is less than 75%, your score will be
automatically D. If it is less than 50%, your score will be
automatically E.

20% Assignment
• You must recap all exercises in one book. Your progress
will be checked every week.

30% Mid Term Test

40% Final Test
LEARNING STRATEGIES

1. Lectures will be held in 30 meetings, including the Mid Term Test (UTS) and
the Final Test (UAS).
2. Lectures will be carried out using the lecture method, class and group
discussions as well as assignments for certain subjects according to the RPS.
3. Students are expected to read the specified reading material before attending
lectures. In this way, you will be prepared to attend lectures more effectively
and contributively.
4. Students are expected to participate actively in every face-to-face lecture for
the smooth running of the teaching and learning process.
5. Students must attend lectures and complete all assignments regularly.

SUGGESTED READING

1. Azar, B.S. (2002). Understanding and using English grammar. Pearson.

2. Frank, M. (1986). Modern English exercises for non-native speakers part 2.
Prentice-Hall
3. Swan, M & Walter, C. (2011). Oxford English grammar course: Advanced.
Oxford University Press
 MEETING 1

REVIEWING TENSES

A. LEARNING OBJECTIVES
In this meeting, the students will have full exercises about applying tenses in
sentences.

B. EXERCISE
1.1. Exercise 1
Instructions: Fill in the correct form of the verb – all tenses.
1. I _______________ a great film yesterday. (see)
2. . _____________________ a new car? (you ever buy)
3. I _______________ him last Monday. (meet)
4. The band _______________ while I _______________ to go there.
(perform, drive)
5. She _______________ the new car in 2005. (buy)
6. Her mother _____________________ in Victoria for the past five years.
(live)
7. _______________________ to get married? (you plan)
8. I _____________________ so much fun since I was a kid. (have)
9. When I got up I _____________________ out of the window and
_____________________ that it _____________________. (look, see,
rain)
10. Janet _____________________ for Smith and Brothers before she
came to work for us. (work)
11. I _____________________ three movies so far this week. (see)
12. How long _____________________ for me? (you wait)
13. A: I _____________________ over Loch Ness last week. (fly)
i. B: _____________________ the Loch Ness monster? (you see)
14. I’m afraid I’m not hungry. I _____________________. (already eat)
15. Peter _____________________ football in the afternoon when he got
the call. (play)
16. “What _____________________ between 9 and 12 yesterday
morning?”. (you do)
17. He kept looking at her, wondering where he _____________________
her before. (see)
18. Travelling _____________________ much easier in the past hundred
years. (become)
19. I _____________________ cake. That’s why my hands are full of flour.
(bake)
20. When I first came to this house it _____________________ quite a noisy
area. (be)
21. He twisted his ankle while he _____________________. (ski)
22. _____________________ the doors before you leave the house? (you
ever lock)
23. My best friend and I _____________________ each other for years.
(know)
24. He never _____________________ in the evening, only on Sundays.
(work)
25. Herbert’s father _____________________ his son’s birthday (never
forget)
26. I _____________________ my report because I had a problem with my
computer. (finish)
27. My family have ___________________ (buy) some land in southern
France recently. They ___________________ (build) a summer house
there at the moment.
28. Andy and Mary ___________________ (go) to a concert tomorrow
night. They ______________ (look forward to) it the whole week.
29. Jonathon ___________________ (watch) the news on TV every day
and it __________________ (help) him with his English.
30. My car ___________________ (break) down when I
___________________ (drive) home from work. I
________________________ (fix) it if I ___________________ (know)
what was wrong. But I didn’t so ___________________ (have) to take it
to the garage.
 MEETING 2

SIMPLE SENTENCE AND COMPUND SENTENCE

A. LEARNING OBJECTIVES
In this chapter, the students will learn about simple sentence. By the end of
the chapter, the students are expected to be able to:
1.1. Understand what simple sentence is.
1.2. Understand the definition of compound sentence.
1.3. Understand types of compound sentence.

B. MATERIAL DESCRIPTION
1.1. Simple sentence
Before discussing simple sentence, it is better for you to understand
clause. According to Oshima and Hogue (2006: 162), a clause is a group
of words that contains (at least) a subject and a verb. Look at the
following examples:
• Ecology is a science. (Clause)
• Because pollution causes cancer. (Clause)
• To protect the environment. (Not clause)
• After working all day. (Not clause)

There are two types of clauses:

a. Independent Clause
An independent clause contains a subject and a verb that expresses
complete thought. It can stand alone as a sentence by itself. An
independent clause is formed with:
Subject + Verb + (Complement)
Examples:
• The plane departed.
• The plane departed from Minangkabau International Airport.
b. Dependent Clause
A dependent clause begins with a subordinator such as when, while, if,
that, who, which, etc. It does not express complete thought, so it is not
a sentence by itself. A dependent clause is formed with:

A subordinator + a subject + a verb + (Complement)

Examples:
• ....... when the sun rose......
• ....... because water evaporates rapidly in warm climate zones.....
• ....... whom the voters elected......

After discussing clause, now let us discuss what simple sentence is. A
sentence is a group of words that you use to communicate your ideas.
Every sentence is formed from one or more clauses and expresses a
complete thought. There are basically four kinds of sentences in English:
simple, compound, complex, and compound-complex. The kind of
sentence is determined by the kind of clauses used to form it.

A simple sentence is one independent clause. Look at the following

examples:
• Freshwater boils at 100 degrees Celsius
• Freshwater boils at 100 degrees Celsius and Freezes at 0
degrees Celsius.
• Freshwater and salt water do not boil at the same temperatures.

Notice that the second sentence has two verbs, boils and freezes. This
is called a compound verb. The third sentence has two subjects,
freshwater and salt water. This is called compound subject. All three
examples above are simple sentences because they have only one
independent clause.
1.2. Definition of compound sentence.
Sometimes two simple sentences express related items, and they are
joined to form one sentence. The resulting sentence has more than one
subject and more than one predicate. It is called a compound sentence
which consists of two independent clauses. In other word we can say
that compound sentence is a sentence which consists of two simple
sentences. Look at the following examples:
• Randy is small, but he is an excellent guard.
• That car needs many repairs; therefore, I will not event consider
buying it.
• That car needs many repairs; I will not event consider buying it.

As you can see in the examples above, the parts of a compound

sentence may be joined by a coordinating conjunction, a semicolon, and
an adverbial conjunction. Let’s discuss them in types of compound
sentence below.

1.3. Types of compound sentence.

a. Compound sentence with coordinating conjunction
Coordinating conjunctions give equal emphasis to two main clauses
to create compound sentences. There are seven key coordinating
conjunctions in English, often learned most easily with the FANBOYS
acronym. Look at the following table to understand the function of
each coordinating conjunction.
Coordinating Function Example
Conjunction
FOR To express logical My father never attended the
consequence military parades in the city,
for he hated war.
 AND To express simple The economists considered
addition budget cuts, and the
politicians thought of votes.

NOR To express He did not attend the

addition of a reception, nor did he send
negative point any of his family members to
the occasion.

BUT To express The delegates came to

contrast discuss world trade, but the
protestors wanted to stop
them.

OR To express choice Nelson could keep his ships

near England, or he could
order them to attack the
French in Egypt.

YET To express All the candidates claim to

contrast understand Europeans, yet
none has ever lived in
Europe.

SO To express logical During World War II,

consequence Americans of Japanese
descent were unjustly
suspected of disloyalty, so
they were placed in
detention camps.

Punctuation with coordinate conjunction:

A conjunction used between independent clauses normally needs a
comma just before it, as shown by all the examples above. But there
are three exceptions.
 1. You can omit the comma when the clauses are short.
Example:
I worked and they slept.

2. You can replace the comma with a semicolon when there are
commas elsewhere in the sentence.
Example:
On the morning of June 28, 1969, the weather finally cleared; but
the climbers, wearied by their efforts of the previous days, could
not attempt the summit.

3. You can use a comma without a conjunction when there are more
than two clauses, but you should normally use a conjunction
between the last two.
Example:
The sun shone, a stiff breeze ruffled the bay, the sails bellied out,
and the bow cut the water like a knife.

b. Compound sentence with adverbial conjunction

An adverbial conjunction, sometimes called a conjunctive adverb, —
is a word or phrase that shows a relation between the clauses it joins,
as a conjunction does. But a conjunctive adverb is usually weightier
and more emphatic than a conjunction. Conjunctive adverbs indicate
the following relations between one clause and another:
1. ADDITION (besides, furthermore, moreover, in addition)
Example:
Some economists oppose legislation restricting foreign trade; in
addition, they attack proposals to increase corporate taxes.

2. LIKENESS (likewise, similarly, in the same way)

Example:
Many young Englishmen condemned the English war against
France in the 1790s; likewise, many young Americans
 condemned the American war against North Vietnam in the
1960s.

3. CONTRAST (however, nevertheless, still, nonetheless,

conversely, otherwise, instead, in contrast, on the other hand)
Example:
Einstein’s theory of relativity was largely the product of
speculation; however, experiments made within the past fifty
years have confirmed many of its basic points.

4. CAUSE AND EFFECT (accordingly, consequently, hence,

therefore, as a result, for this reason)
Example:
Chamberlain made an ill-considered peace treaty with Hitler after
the German invasion of Czechoslovakia; as a result, England
was unprepared for the German invasion of Poland.

5. A MEANS-AND-END RELATION (thus, thereby, by this means,

in this manner)
Florence Nightingale organized a unit of thirty-eight nurses for the
Crimean War in the 1850s; thus, she became a legend.

6. REINFORCEMENT (for example, for instance, in fact, in

particular, indeed)
Public transportation will also be vastly improved; for instance, a
high-speed train will take passengers from Montreal to Toronto in
less than two hours.

7. TIME (meanwhile, then, subsequently, afterward, earlier, later)

At first, members of the audience were overtly hostile to the
speaker; later, they cheered her as one of their own.

Punctuation with adverbial conjunction

 1. When used between two independent clauses, the conjunctive
adverb is normally preceded by a semicolon and followed by a
comma.
Example:
Townspeople consider the covered bridge a link to a golden age;
as a result, they have voted funds for its restoration.

2. Some conjunctive adverbs (including thus, then, still, otherwise,

and hence) may begin a clause with no comma after them.
Example:
The rise of the dollar against foreign currencies drives up the price
of our exports; thus we lose customers abroad.

3. When used within the second clause, the conjunctive adverb is

normally set off by commas
Example:
Jackson did not get the nomination; he managed, however, to
win the votes of over one thousand delegates.

c. Compound sentence with semicolon

A semicolon alone can join two independent clauses when the
relationship between them is obvious.
Example:
Some books are undeservedly forgotten; none are undeservedly
remembered.

C. EXERCISES
1.1. Exercise 1: Identifying simple sentence and compound sentence.
Instructions: Identify the type of sentence as (S) simple or (C)
compound.
a. Corrie poured salt on the icy sidewalk and then got her shovel.
(……..)
b. Jeff raised the car’s torsion bar and work on the engine. (……..)
 c. Dee was hired as a temporary worker but soon was given a
permanent job. (……..)
d. Mary put some graphite in the old lock, and then the key turned.
(……..)
e. Several players were cut from the team after the first season, and
Barnes was one of them. (……..)
f. Network TV is seen across the country, but this station shows only
local programs. (……..)
g. Did Ginger paint the walls or only wash them? (……..)
h. Joni counted the cash and added the checks correctly, but she forgot
about the charge purchases. (……..)
i. Can you get the dentist’s office by 2:30, or should I cancel your
appointment? (……..)
j. Radio, television, and newspapers can change public opinion, but
they can also reflect it. (……..)

1.2. Exercise 2: Punctuating compound sentence

Instructions: Supply commas and semicolons wherever they are
needed.
a. You can make delicious pies from Concord grapes however you must
remove their seeds.
b. Dr. Jekyll was a kind doctor and Mr. Hyde was Jekyll’s evil other self.
c. Blake wasn’t in class today he had a doctor appointment.
d. Bob left the party early but he returned after an hour with several of
his friends.
e. The clouds parted they revealed a full moon.
f. I met Diana last week and I like her immediately.
g. All of his recommendations were ignored therefore he felt forced to
resign.
h. This summer I plan to visit Portland and Boston also I hope to see
Cape Cod.
i. Basketball players must wear appropriate shoes otherwise they risk
injury to their feet and ankles.
 j. Vanilla extract and unsweetened chocolate both smell good but they
taste bitter.

1.3. Exercise 3: Sentence combining

Instructions: Combine the following groups of simple sentences into
one compound sentence using coordination conjunction or adverbial
conjunction.
a. Joe wanted to get all A’s.
He couldn’t get more than a B in science.
………………………………………………………………………………
b. The baseball team became division champions this year.
It competed at state.
………………………………………………………………………………
c. Thanksgiving is a favourite holiday for many people.
Christmas is the most popular.
………………………………………………………………………………
d. The track team must be on time for the meeting.
It will forfeit its place in the conference.
………………………………………………………………………………
e. The lecture and text material will be reviewed in the class.
They will be included on the test.
………………………………………………………………………………
f. Alligators look slow and clumsy.
They can move very fast.
………………………………………………………………………………
g. Stories about vampires and monsters are popular.
They have been told for many centuries.
………………………………………………………………………………
h. Mr. Calton hoped to cut heat loss through his roof.
He put fiberglass insulation in the attic.
………………………………………………………………………………
i. The hourglass is a device to measure time.
It uses sand to record the passing minutes.
………………………………………………………………………………
j. Mary likes animals.
Mary does not have a pet.
………………………………………………………………………………
 MEETING 3

COMPLEX SENTENCE AND COMPOUND COMPLEX SENTENCE

A. LEARNING OBJECTIVES
In this meeting, the students will learn about complex sentence and compound
complex sentence. By the end of the course, the students are expected to be
able to:
1.1. Understand complex sentence.
1.2. Understand compound complex sentence.

B. LEARNING MATERIAL
1.1. Complex sentence
A complex sentence contains one independent clause and at least one
dependent clause (noun clause, adverb clause, or adjective clause).
Examples:
I feel like studying dance when I watch Martha Graham’s
performances.
IC : I feel like studying.
DC : when I watch Martha Graham’s performances.

When Scarlet is faced with near-starvation, she vows that she never will
be hungry again.
IC : she vows
DC 1 : when Scarlet is faced with near-starvation
DC 2 : that she never will be hungry again

All of the starts that we can see without a telescope are part of the
Milky Way galaxy.
IC : All of the starts are part of the Milky Way galaxy.
DC : that we can see without a telescope
 1.2. Compound-Complex Sentence
A compound-complex sentence contains two or more independent
clauses and at least one subordinate clause.
Examples:
Yolanda began painting only two years ago, but she has already
been asked to show one of her paintings at the exhibit that is
scheduled for October.
IC 1 : Yolanda began painting only two years ago
IC 2 : she has already been asked to show one of her paintings at the
exhibit
DC : that is scheduled for October

Bill locked the door when he left, but he forgot to turn off the lights.
IC 1 : Bill locked the door
IC 2 : he forgot to turn off the lights
DC : when he left

Emilia has several hobbies that she enjoys, but the one on which she
spends the most time is woodcarving.
IC 1 : Emilia has several hobbies
IC 2 : the one is woodcarving
DC 1 : that she enjoys
DC 2 : on which she spends the most time

C. EXERCISE
1.1. Exercise 1: Identifying Clauses in Complex Sentence and
Compound-Complex Sentence.
Instructions: Identify each of the clauses in the following sentences and
determine if they are complex sentences or complex-compound
sentences.
1. Before we conducted the experiment, we asked for permission to use
the science lab, but the principal insisted on teacher supervision of
our work.
 2. We told them that their plan would not work, but they would not listen
to us.
3. A group of popular singers who donated their time recorded a song
that made people aware of a famine in Ethiopia.
4. Although few students or teachers knew about it, a group of
sociologists visited our school to study the relationship between
classroom environment and students' grades.
5. Most of the albums that my parents have from the 1970s are sitting
in the corner of the basement behind the broken refrigerator.
6. Every expedition that had attempted to explore that region had
vanished without a trace, yet the young adventurer was determined
to map the uncharted jungle because he could not resist the
challenge.
7. We bought tortillas, cheese, tomatoes, and onions; and Ernesto
made enchiladas, which everyone enjoyed.
8. Gabriel and Daniel earned the money that they wanted for new bikes,
but then they put the money into their savings accounts instead.
9. While the stage crew was constructing the sets, the performers
continued their rehearsal, which went on into the night.
10. Although she had polio as a child, Wilma Rudolph became a top
American Olympic athlete.

1.2. Exercise 2: Identifying the Four Kinds of Sentence Structure

Instructions: Identify each of the following sentences as simple,
compound, complex, or compound-complex.
1. People who are learning a new sport begin by mastering basic skills.
2. After people have practiced basic skills for a while, they can progress
to more difficult moves.
3. At this point a beginner may become discouraged, and the temptation
to quit grows strong.
4. One of the most common problems that beginners face is lack of
coordination; another is muscular aches and pains.
5. A beginner who is not careful can injure muscles, yet strenuous
activity usually strengthens the muscle tissues.
6. When enough oxygen reaches the warmed-up muscles, the danger
of injury lessens, and the muscles grow in size.
7. At the same time, coordination grows with confidence.
8. The hours of practice that a beginner puts in usually result in
rewarding improvements.
9. As a rule, learning something new takes time and work, or it will not
seem worthwhile.
10. In sports, as in most other activities, persistence and patience often
pay off.
 MEETING 4

PARALLEL STRUCTURE

A. LEARNING OBJECTIVES
In this meeting, the students will learn about parallel structure. By the end of the
course, the students are expected to be able to:
1.1. Understand parallel structure
1.2. Use paired conjunction: BOTH ….AND; NOT ONLY … BUT ALSO;
EITHER…..OR; NEITHER…..NOR…

B. MATERIAL DESCRIPTION
1.1. Parallel Structure
As we know that a conjunction is used to connect words or phrases that have
the same grammatical function in a sentence. This use of conjunction is
called “parallel structure.” The conjunction used in this pattern are AND, BUT,
OR, NOR. Those words are called “coordinating conjunction.” Look at the
following examples:

Example 1:
- My shoes are old but comfortable.
In the example above, BUT is used to connect two words which are OLD and
COMFORTABLE and both of the words are adjectives. So, the parallel
structure in the sentence above is correct because BUT connects the words
that have the same grammatical function. The parallel structure of the
sentence above is: Adjective + BUT + Adjective.

Example 2:
- Thanos raised his hand and snapped his fingers.
In the example above, AND is used to connect two words which are RAISED
and VERB and both of the words are verbs. So, the parallel structure in the
sentence above is correct because AND as the coordinating conjunction
connects the words that have the same grammatical function. The parallel
structure of the sentence above is: Verb + AND + Verb.

Example 3:
- Every Sunday, I usually go fishing or shopping.
In the example above, OR is used to connect two words which are FISHING
and SHOPPING and both of the words are gerunds. So, the parallel structure
in the sentence above is correct because OR connects the words that have
the same grammatical function. The parallel structure of the sentence above
is: Gerund + OR + Gerund.

Example 4:
- My friend bought a car, a motorcycle, and a house.
A parallel structure may contain more than two parts. As in the example
above, AND is used to connect three words which are CAR, MOTORCYCLE,
and HOUSE and all of them are nouns. So, the parallel structure in the
sentence above is correct because AND connects the words that have the
same grammatical function. The parallel structure of the sentence above is:
Noun, Noun, AND Noun.

NOTE
➢ When a parallel structure contains more than two parts, commas are used
to separate each unit, as in example 4. You don’t need commas if the
parallel structure consists of only two parts, as in example 1, 2, and 3.

Let’s see the examples of INCORRECT parallel structures.

Example 1:
- Mr. Memed is kind, smart, and patience.
The parallel structure is incorrect because AND connects the words that
have different grammatical functions.
 Kind = Adjective.
Smart = Adjective
Patience = Noun
We can correct the parallel structure by changing the noun to adjective. The
sentence becomes:
- Mr. Memed is kind, smart, and patient.
Can you see the difference?

Example 2:
- Pamungkas likes fishing, jogging, and to cook.
Can you find why the parallel structure in this sentence is incorrect?

1.2. Using paired conjunction: BOTH ….AND; NOT ONLY … BUT ALSO;
EITHER…..OR; NEITHER…..NOR…
a. BOTH....AND
BOTH is paired with AND to add emphasize to two coordinated parts in a
sentence. You must remember that the parts which are connected by
BOTH...AND must have the same grammatical function (parallel). Look at
the following examples:
- Both the movie and the play were good.

In the sentence above, two nouns are connected. Please notice that
BOTH...AND takes plural verb. That is why we use WERE there.

- The plot moved both swiftly and artfully.

In the sentence above, two adjectives are connected.

b. NOT ONLY...BUT ALSO

NOT ONLY is paired with BUT ALSO to connect two parts. It also
emphasizes to two coordinated parts in a sentence. The parts which are
connected by NOT ONLY.... BUT ALSO must have the grammatical
function (parallel). Look at the following examples:
 - Not only my parents but also my sister is here.
- Not only my sister but also my parents are here.

Unlike BOTH...AND, NOT ONLY....BUT ALSO can take singular or plural

verbs depending on the subject that is closer the verb. In the first
sentence, we use IS because the subject that is closer to the verb is MY
SISTER (singular). That is why we use singular verb. In the second
sentence, we use ARE because the subject that is closer to the verb is MY
PARENTS (plural). That is why we use plural verb.

c. EITHER...OR
EITHER is paired with OR to offer two choices or alternatives.
EITHER...OR also connects the elements that have the same grammatical
function. Look at the following examples:
- You may have either coffee or tea.

It means that there are two choices which are COFFEE and TEA that you
may have.

- Either my parents or my sister is here.

- Either my sister or my parents are here.

EITHER...OR can also take singular or plural verb depending on the

subject that is closer the verb.

d. NEITHER...NOR
NEITHER is paired with NOR to make a negative statement of two
elements at the same time. Just like the others, NEITHER...NOR also
connects two parts that have the same grammatical function. Look at the
following examples.
- Neither my parents nor my sister came to the party.

It means my parents didn’t come to the party and my sister didn’t come to
the party). NEITHER...NOR can also take singular or plural verb
 depending on the subject that is closer the verb, as in the following
examples.

- Neither my parents nor my sister is here.

- Neither my sister nor my parents are here.

NOTE
➢ Two subjects which are connected by BOTH...AND take a plural verb.

➢ When two subjects are connected by NOT ONLY... BUT ALSO,

EITHER....OR, and NEITHER....NOR, the subject that is closer to the verb
determines whether the verb is singular or plural.

C. EXERCISES
1.1. Exercise 1: Parallel Structure
Instructions: Combine the given sentences into one concise sentence that
contains parallel structure, as shown in the examples.
Examples:
- Marry opened the door. Marry greeted her guests.
Marry opened the door and greeted her guests.
- Marry is opening the door. Marry is greeting her guests.
Marry is opening the door and (is) greeting her guests.
- I want to live in Wales. I don’t want to live in England.
I want to live in Wales but not in England.

1. While we were in New York, we attended an opera. While we were in New

York, we ate at a marvelous restaurant. While we were in New York, we
visited some old friends.
......................................................................................................................
......................................................................................................................
2. Please try to speak more loudly. Please try to speak more clearly.
......................................................................................................................
 ......................................................................................................................
3. I should have finished my homework. I should have cleaned up my room.
......................................................................................................................
......................................................................................................................
4. I like coffee. I don’t like tea.
......................................................................................................................
......................................................................................................................
5. I have met her mother. I have not met his father.
......................................................................................................................
......................................................................................................................

1.2. Exercise 2
Instructions: Combine the following into sentences that contain parallel
structure. Use the paired conjunction in the parentheses, as shown in the
examples.
Examples:
- I have met her mother. I have met her father. (both...and...)
I have met both her mother and her father.
- He does not a pen. He does not have paper. (neither...nor...)
He has neither a pen nor paper.
- You can take the train, or you can take the plane. (either....or...)
You can take either the train or the plane.
- I know you lost your wallet. I know you lost your keys too. (not only ....
but also...)
I know you lost not only your wallet but also your keys.

1. The city suffers from air pollution. The city suffers from water pollution.
(both...and...)
......................................................................................................................
2. I know she goes to school. I know she has a full-time job too. (not
only...but also...)
 ......................................................................................................................
3. She doesn’t enjoy hunting. She doesn’t enjoy fishing. (neither....nor...)
......................................................................................................................
4. You can have tea, or you can have coffee. (either....or...)
......................................................................................................................
5. The driver was injured in the accident. The passenger was injured in the
accident. (both...and...)
................................................................................................................... ...

1.3. Exercise 3: Parallel Structure with Coordinating Conjunction

Instructions: Each of the following sentences contains words or groups of
words that should be parallel. Indicate if the sentences are correct (C) or
incorrect (I).
1. She held jobs as a typist, a housekeeper, and in the restaurant.
2. The report you are looking for could be in the file or on the desk.
3. She works very hard but usually gets below-average grades.
4. The speaker introduced himself, told several interesting anecdotes, and
finishing with an emotional plea.
5. You should know when the program starts and how many units you must
complete.
6. The term paper he wrote was rather short but very impressive.
7. She suggested taking the plane this evening or that we go by train
tomorrow.
8. The dean or the assistant dean will inform you when and where you
should apply for your diploma.
9. There are papers to file, reports to type, and those letters should be
answered.
10. The manager needed a quick but thorough response.
1.4. Exercise 4: Parallel Structure with Paired Conjunction
Instructions: Instructions: Each of the following sentences contains words or
groups of words that should be parallel. Indicate if the sentences are correct
(C) or incorrect (I).
1. According to the syllabus, you can either write a paper or you can take an
exam.
2. It would be both noticed and appreciated if you could finish the work
before you leave.
3. She would like neither to see a movie or to go bowling.
4. Either the manager or her assistant can help you with your refund.
5. She wants not only to take a trip to Europe but she also would like to
travel to Asia.
6. He could correct neither what you said nor you wrote.
7. Both the tailor or the laundress could fix damage the dress.
8. He not only called the police department but also called the fire
department.
9. You can graduate either at the end of the fall semester or you can
graduate at the end of the spring semester.
10. The movie was neither amusing nor was it interesting.