Unit Two:

Phrases, Clauses, &

Sentence Structure
English Center Tutor Training
ESOL
Table of Contents
 Unit 1: Parts of Speech
 Unit 2: Phrases, Clauses, and Sentence
Structure
 Unit 3: Simple & Progressive Verbs
 Unit 4: Perfect & Passive Verbs
 Unit 5: Complex Sentences
 Unit 6: Overview of City ESOL Program
Introduction
This could be the single most important unit
to assist ESOL students’ success. Difficulty
with sentence structure is often times what
results in incomprehensible sentences and
failure to convey meaning.
 Combine the noun phrases
and verb phrases to make
Phrases complete sentences.

1. a noun (and its modifiers)

many culturally diverse students
the City College book fair
my magically delicious Lucky Charms
bands
those poisonous red apples on the table
an interesting dream
the drawer next to the bed
talented and helpful tutors

2. a verb (and the words that follow)

have been playing all night long
attend this school
has been on my mind all day
will be in high demand
open were for Snow White and not for you
is always in October were eaten by the boy next door
 the
he they
little
when
cried didn’t
kitten
stayed Iout
go understand
to
sitting
allthe store
in thethe
night shade
instructions
of the
Clauses tree

A clause is a subject / verb combination. Clauses

can be dependent or independent (More
explanation on this later)  First, let’s practice
distinguishing phrases and clauses. Determine
which of the examples are phrases and which are
clauses.

Phrases Clauses
Clauses
There are two types of clauses: independent and
dependent. An independent clause, or main clause,
is a subject/verb combination that makes a
complete sentence. A dependent clause cannot
stand alone, and must be attached to an
independent clause.
In the following sentence, which one is the main
clause?

Example 1: As soon as I woke up, I made the coffee.

If you said I made the coffee, then you are correct!

Complete Sentences
A complete sentence includes:
1. Subject (noun)
2. Verb (may need a direct object or complement)
3. Complete Thought/Idea
3. Example 1: Marcel understands the importance of
attending class regularly.

subject verb

Example 2: Shu, Tony, and Ana studied together

after class.

verb 7

subject
Not all complete sentences have a stated subject.
The command form (also known as the imperative)
has you as the implied subject. This sentence
structure is not common in academic writing…
except perhaps as a “hook” in an introductory
paragraph. For example: Be careful!
Moreover, certain authors and genres do not
adhere to traditional sentence structure and may
use phrases and dependent clauses as complete
sentences. For example: Because I said so.
Subjects
The subject may be
 A single noun College is challenging.
 A noun phrase The English Center can help you succeed.

 A pronoun It is open Monday through Friday.

 Two or more nouns, nounHumberto,

Rose, Todd, phrasesand
or Jess
pronouns
are all tutors there.

 A gerund (verb + -ing) Online tutoring is available on weekends.

 An infinitive (To + verb) To err is human.

.
9
ESOL students frequently have incorrect sentence structure
due to missing subjects in their sentences. It is often times
the “dummy” it or there that is missing. For example: It is
raining outside.
Additionally, it is common for ESOL students to use a
prepositional phrase as a subject. For example: In the
morning is a good time to take classes.
Scene One
A student’s sentence is In the article says global health is
important. There are many ways to assist him in correcting
this error. Here’s one:
Tutor: What is the subject of this sentence?
Student: “Article.”
Tutor: Not quite. What part of speech is “in?”
Student: A preposition.
Tutor: Correct. Prepositions need a noun for an object, and “article” is the object of the
preposition. So it can’t be the subject of the sentence. So what is the subject of the
sentence? This is a trick question.
Student: There isn’t one.
Tutor: That’s right! So how can you correct this?
Student: I can take away the preposition and just write, “The article says global health is
important.”
Tutor: Excellent.
Scene Two
A student’s sentence is In the article says global health is
important. There are many ways to assist him in correcting
this error. Here’s another:
Tutor: What is the subject of this sentence?
Student: “Article.”
Tutor: Not quite. What is the verb of the sentence?
Student: says.
Tutor: Correct. So what is the subject?
Student: Global health.
Tutor: Not quite. The subject has to go before the verb.
Student: There isn’t a subject.
Tutor: Correct! So how can we change it?
Student: I can add “it” so that the sentence says “In the article, IT says global health is
important.”
Tutor: Perfect.
Verbs
There are different categories of verbs, some
of which require a direct object or
complement to make the sentence complete.
These are called transitive verbs. (Memory
trick: Transitive verbs are like a train; they
need a caboose.) Intransitive verbs do not
require a direct object or complement.
Note: ESOL students don’t need to know the
terms “transitive” and “intransitive.”
Direct Objects
A direct object is the noun that is receiving
the action of the verb.
1.Some verbs must take an object
*We analyzed. We analyzed the data.
2. Some verbs may take an object. It’s correct
with or without.
We wrote.

3. Some verbs cannot take an object

She disappeared.
*She disappeared the dog.
ESOL students may have difficulty understanding
these differences as there isn’t a logical reason why
certain verbs take direct objects and others do not.
Helping them identify and memorize common
verbs and how they are used will improve their
writing.
Complements
A complement is a word or words that follow the verb but
aren’t direct objects. Depending on the verb, some are
obligatory.

Example 1: Rufus seems.

Example 1 is not a complete sentence because the verb
requires a complement. The example should be: Rufus
seems extraordinarily sleepy.
Example 2: Rufus walks.
This is a complete sentence. However, we can add a
complement if we want to be more precise. The example
could be: Rufus walks with vigor.
Complements
There are three types of phrases that can act as
complements.
1. A noun or noun phrase

1. George Michael is a brilliant lyricist.

2. An adjective or adjective phrase

1. George Michael is brilliant.

3. A prepositional phrase

1. George Michael is on tour.

It’s important to distinguish between direct objects and
complements as knowing which verbs take a direct
object is vital when forming the passive.
Example 1: Rufus is a good dog.
A good dog is not the direct object as it is not receiving
the action of the verb. Thus, it cannot be made passive.
Example 2: Rufus fetched the ball.
Here, the ball is the direct object, and the sentence can
be made passive: The ball was fetched by Rufus. (More
explanation on this later.) 
The verb of a sentence must be complete or include
all necessary verb parts. Often times ESOL students
leave out part of the verb.

Example 1: She working in the lab.

This would be incorrect as the progressive requires
the verb to be. It should be: She is working in the lab.
A sentence can consist of more than one verb. However,
parallel structure is important. ESOL students frequently use
different verb forms or tenses when consistency is needed.

Example 1: She works, studies, and is taking care of her

children.
The three verbs are not the same form. The example should
be: She works, studies, and takes care of her children.
Complete Sentences?
1. Choosing a major is an important decision.
2. Because I study a lot.
3. In my college have a cafeteria and several snack
areas.
4. It is difficult to study on the weekend.
5. There three things to do to be a successful
student.
6. While I was in my ESOL 30 class.
7. My college has many buildings, so easy to get
lost.
Types of Sentences
There are four types of sentences.
1. Simple Sentences
Roxie is a dog.
2. Compound Sentences

Roxie is a dog, and Rufus is her friend.

3. Complex Sentences

Rufus loves Roxie because she is adorable.

4. Compound-Complex Sentences

Rufus loves Roxie because she is adorable, and

she defers to him.
Simple Sentences
Simple sentences are single, independent clauses.

Subject + verb Subject + verb + object or

complement

Rufus runs. Roxie is a dog.

Compound Sentences
Compound sentences consist of two independent
clauses that are combined with a coordinating
conjunction.
Formula: IC, cc IC.

Coordinating Conjunction = cc
Independent Clause = IC
I like ice cream, and Judy likes cookies.
IC , cc IC.
Coordinating Conjunctions
F or = because I like ice cream, for it is delicious.

A nd = more information I like ice cream, and Judy likes cookies.

N or = two negative options Neither ice cream nor cookies are good for your
health.
B ut = contrast I like ice cream, but I don’t like cake.

O r = alternative I could eat ice cream, or I could eat carrots.

Y et = contrast I could carrots, yet I wouldn’t feel happy.

S o =result/consequence I will eat ice cream, so I can feel happy.

The coordinating conjunctions for and nor are not
very common. Thus, it would be a better use of
time to assist students with the other
coordinating conjunctions.
 It’s important to focus on mastering simple sentence
structure before tackling compound or complex. If a
student is struggling with more difficult grammar, go
back to the basics. Make sure that they can identify
and produce comprehensible phrases, then clauses,
then simple sentences before compound or complex.
Complex sentences will be explored more fully in unit
five.
Sentence Structure
 Each of the sentences on the next slide has
a problem with sentence structure. Find
and correct the one sentence-structure
error in each of the sentences.
Correct the Sentence Structure
Error
1. In my opinion, speaking in English easier than
writing in English. is

2. Is a very interesting point you have raised.

It

3. My summer internship, for example, it is one

way for me.

4. At present, I am finishing a project, and I also

am starting a new one.

5. I felt happy. Because I moved to the U.S.

I felt happy because I moved to the U.S.