WEEK 1 – SESSION 2

Objectives:

• Students will be able to:

• Identify simple and compound sentences.
• Write simple and compound sentences
bearing in mind
• subject-verb agreement.
• Identify the three parts of a paragraph.
• Write a narrative paragraph.
Simple

Compound

Complex

Compound - Complex
 Simple Sentence

- Consists of a subject and a verb.

- Expresses a complete thought.

- Sometimes referred to as an independent

clause

Joe waited for the train.

Subject
Verb

Fluffy loves playing fetch.

Subject Verb
 Compound Sentence
-Consists of two independent clauses (simple sentences)
joined together by a coordinating conjunction, which is
typically preceded by a comma.

Joe waited for the train, but the train was late.

Coordinating conjunctions

For And Nor But Or Yet So

For And Nor But Or Yet So

FANBOYS
 Compound Sentences
examples
Read the following sentences and identify the simple
sentences. Compare answers with your partner.

The president of the company gave a good speech and

the workers got emotional.

That was a very long flight but we were very well served.

The baby bear was playful yet he looked tired.

It was an interesting novel but it was also a little scary.

 Compound sentences

The president of the company gave a good speech, and

the workers got emotional.

That was a very long flight, but we arrived to our

destination safely.

The baby bear was playful ,yet he looked tired.

It was an interesting novel, but it was also a little scary.

 Compound Sentences Rules
• Coordinating conjunctions DO NOT always mean
compound sentences.
- They may signal compound subjects and
compound verbs in other type of sentences.

Examples:
• The baby takes his food and spits it out right away.

• Our car started and turned off immediately.

 Compound Sentences
Rules
• Coordinating conjunctions DO NOT always
mean compound sentences.
- They may signal compound subjects and
compound verbs in other type of sentences.
Examples:
-The baby and his mother went to sleep; they were
exhausted.
-The car and the truck broke down last weekend.
 Now it´s your turn!

• Exercise 1: Write three simple sentences.

• 1. Using FUNBOYS write two compound sentences.

• 2. Discuss your sentences with your partner and correct

them if necessary.
 Compound Sentences
• Exercise 2: What type of sentences are these?

1. I hate cold winters.

2. Luisa and Jeaneth lost their flight to New York last night.

3. We arrived at Montreal on time but had to wait for hours for the next
flight.

4. The Smiths arrived early to the gathering , and they left with my

parents before I arrived.

5. Hatchie knows a lot of tricks but still it doesn´t know how to be

friendly with strangers.
 Compound Sentences

1. I hate cold winters. S

2. Luisa and Jeaneth lost their flight to New York last night. S
3. We arrived at Montreal on time but had to wait for hours for
the next one. S
4. The Smiths arrived early to the gathering , and they left with
my parents before I arrived. C
5. Hatchie knows a lot of tricks but still it doesn´t know how to
be friendly with strangers. C
 VERB
AND
SUBJECT
AGREEMENT
 Verb & Subject Agreement

• Subjects and verbs must AGREE with one

another in number (singular or plural). Thus, if a
subject is singular, its verb must also be singular;
if a subject is plural, its verb must also be plural.
 In the Present Tense

• In the present tense, nouns and verbs form plurals in

opposite ways: nouns ADD an s to the singular form;
verbs REMOVE the s from the singular form.
 Verb & Subject Agreement

• These agreement rules do not apply to verbs

used in the simple past tense without any
helping verbs.
 Verb & Subject Agreement

• The agreement rules do, however, apply to the following helping

verbs when they are used with a main verb: is-are, was-were, has-
have, does-do.
 Verb & Subject Agreement

• The agreement rules do not apply to has-have when

• used as the SECOND helping verb in a pair.
 Verb & Subject Agreement
• The agreement rules do not apply to has-have when
used as the SECOND helping verb in a pair.
 Verb & Subject Agreement

• They do NOT apply to any other helping verbs, such as

can, could, shall, should, may, might, will, would, must.
 Verb & Subject Agreement
• The subject-verb agreement rules apply to all personal
pronouns except I and you, which, although SINGULAR,
require PLURAL forms of verbs.
 Verb & Subject Agreement
Exercises
Directions: Each sentence below contains a choice for correct subject-verb
agreement. Circle the correct form in each sentence.

1.The police officers (don´t, doesn´t) allow anyone into the station.

2. Officers who (ask, asks) for bribes must (be, are) fired immediately.

3. To be eligible for the job, police officers must (have, has, had) clean records.

4. In case of an emergency, (call, calls) the station. An officer will (visit, visits) your
home to (take care, takes care) of the problem.

5. If we (have, had) more officers in the streets, we would (be , are, is) safer.

6. The officers (guides, guide) the tourist on the street, they (help, helps) to control
the transit, and (supervise, supervises) the roads.
 Subject & Verb Agreement
Exercises
Directions: Each sentence below contains a choice for correct subject-verb
agreement. Circle the correct form in each sentence.

1.The police officers (don´t, doesn´t) allow anyone into the station.

2. Officers who (ask, asks) for bribes must (be, are) fired immediately.

3. To be eligible for the job, police officers must (have, has, had) clean
records.

4. In case of an emergency, (call, calls) the station. An officer will (visit,

visits) your home to (take care, takes care) of the problem.

5. If we (have, had) more officers in the streets, we would (be , are, is) safer.

6. The officers (guides, guide) the tourist on the street, they (help, helps) to
control the transit, and (supervise, supervises) the roads.
 Your turn!

• Write two sentences with errors in verb &

subject agreement.

• Show it to your your partner and let

her/him find the mistakes.
 PARTS
OF
A
PARAGRAPH
WHAT IS A PARAGRAPH?

A paragraph is a group of related

sentences that develop a main
thought, or idea, about a single
topic.
In terms of format, a paragraph
shows NO BLANK SPACES between
sentences.
 PARAGRAPH STRUCTURE
A paragraph has three major
structural parts:
1. A topic sentence
2. Supporting sentences
3. A concluding or re-statement
sentence
PARAGRAPH: ITS PARTS

It states the main idea of a paragraph.

A “bridge” sentence may also be
added separately.

They explain the topic sentence by

giving reasons, examples, and
explanations through quotations,
factual information i.e. statistics, etc.

It briefly re-states the main points

presented by referring back to the
Topic Sentence.
 1. TOPIC SENTENCE

The topic sentence tells the reader

what the paragraph is going to be
about.

TIP: If you have a question for paragraph

writing, your topic sentence will be the
ANSWER to that question.

Example …
 QUESTION:
Regarding the Peruvian society, do you think that it
belongs more to a high or a low masculinity
dimension?

I think the Peruvian society

belongs to a high masculinity
dimension. I will support my view
with the following two reasons.

Which is the TOPIC SENTENCE and which one is the

BRIDGE SENTENCE?
 1. TOPIC SENTENCE

It helps you keep your writing under

control. This is why a topic sentence is
sometimes called the "controlling idea"
of a paragraph.

http://www.hostos.cuny.edu/oaa/act/ACTtransformreasons.htm
 1. 1 BRIDGE SENTENCE
With the bridge sentence you clearly show
your reader the number of
points/reasons/arguments that you will use
to support your point of view/position.
In other words, you show how the
paragraph will be structured.
 1. 1 BRIDGE SENTENCE

I think the Peruvian society

belongs to a high masculinity
dimension. I will support my view
with the following two reasons.
 2. SUPPORTING SENTENCES

They explain the topic sentence by giving

reasons, examples, and explanations
through quotations, factual information e.g.
statistics, etc.

TIP: Keep at least 2 sentences per supporting

point: Reason 1 + Example/Explanation 1.

Example …
 2. SUPPORTING SENTENCES
Regarding the Peruvian society, do you think that it belongs more
to a high or a low masculinity dimension?

I think the Peruvian society belongs to a high masculinity

dimension. I will support my view with the following two reasons.
Firstly, it is common practice that Peruvian men tend to stress facts and
not rely on emotions. For instance, this tendency is clearly seen in
everyday activities such as assertiveness in car-driving or toughness for
some physical jobs which women may take towards the more emotional
side. My second reason falls into the field of family structure.
Definitely, Peruvian men do feel pleasure in being the bread-
winners and keeping the traditional structure in which the father is
the one who imposes respect to the rest of the family members or
has the “last word” when it comes to taking an important family
decision.
3. CONCLUDING or RE-STATEMENT
SENTENCE

It briefly re-states the main points presented

by referring back to the Topic Sentence.

TIP: Paraphrase the Topic Sentence, i.e. use

synonyms – where possible.

Example …
 3. CONCLUDING or RE-STATEMENT
SENTENCE
Regarding the Peruvian society, do you think that it belongs more to
a high or a low masculinity dimension?

I think the Peruvian society belongs to a high masculinity dimension.

I will support my view with the following two reasons. Firstly, it is
common practice that Peruvian men tend to stress facts and not rely on
emotions. For instance, this tendency is clearly seen in everyday activities
such as assertiveness in car-driving or toughness for some physical jobs
which women may take towards the more emotional side. My second
reason falls into the field of family structure. Definitely, Peruvian men
do feel pleasure in being the bread-winners and keeping the
traditional structure in which the father is the one who imposes
respect to the rest of the family members or has the “last word” when
it comes to taking an important family decision. All in all, Peru is a
society which still embraces a high masculinity role for the reasons
supported above.
 PARAGRAPH PLAN
• Topic sentence (answers the given question)
• Bridge sentence (structures the n° of reasons
to be presented)
• Connector 1, + Reason 1 + Connector 2, +
Example/Explanation 1
• Connector 3, + Reason 2 + Connector 4, +
Example/Explanation 2
• Connector 5, + Re-statement (paraphrases
the Topic Sentence)
The COMPLETE PARAGRAPH would look like this:
Regarding the Peruvian society, do you think that it belongs more to a
high or a low masculinity dimension?

I think the Peruvian society belongs to a high masculinity dimension. I will

support my view with the following two reasons. Firstly, it is common practice that
Peruvian men tend to stress facts and not rely on emotions. For instance, this tendency
is clearly seen in everyday activities such as assertiveness in car-driving or toughness
for some physical jobs which women may take towards the more emotional side. My
second reason falls into the field of family structure. Definitely, Peruvian men do
feel pleasure in being the bread-winners and keeping the traditional structure in
which the father is the one who imposes respect to the rest of the family members
or has the “last word” when it comes to taking an important family decision. All in
all, Peru is a society which still embraces a high masculinity role for the reasons
supported above.
150 words
Topic sentence (answers the given question)
Bridge sentence (structures the n° of reasons to be presented)
Connector 1, + Reason 1 + Connector 2, + Example/Explanation 1
Connector 3, + Reason 2 + Connector 4, + Example/Explanation 2
Connector 5, + Re-statement (paraphrases the Topic Sentence)
Remember the structure
NARRATIVE
• It tells a story.
• It uses specific details.
• It is not a mere listing of events. It has
characters, setting, conflict, and resolution.
– Time and place are usually established
• Usually it is chronologically organized.
 Writing a Narrative Paragraph
Your turn !
• Think about one of the most exciting
moments of your life.
• Write your story.

• But remember…
 Writing a Narrative Paragraph
• Develop your own paragraph.
• Follow these steps:
a) Choose ONE topic ( a particular event) you would like to
develop into paragraph.
b) Brainstorm some ideas using any method you like (listing
– freewriting – clustering-brainstorming)
c) Develop your paragraph with supporting
sentences (identify the method used)
a) Hand it in.
• GOOD LUCK !!