Lesson 3 Sentence Expansion

Lesson ThreeSentence Expansion

Neijiang Normal University - Week Three - Brent A. Simoneaux

Dimensions of Language

Cultural

Dimension

Syntagmatic Dimension

Paradigmatic Dimension

1. Formal \ Informal2. Standard \ Nonstandard3. General \ Specific4. In Group \ Out Group

Word Categories

The Writing AssignmentWrite one or two paragraphs in which you describe and/or explain to one of your classmates your like

or dislike for writing in English.Length: 100 - 200 words

Due at the beginning of next week’s class.

Writing AdviceWhen asked wether I like writing in English or not, I

will probably say: "That depends". And for most of the time, the answer is "no".

whether

Page 9 ,

But

No

When asked whether I like writing in English or not, I will probably say, "That depends". But most of the time, the answer is “No".

Writing Advice Many foreign teachers may feel surprised for the first

time they teach in China. And I also heard some of them complaining. They want us to write whatever we can think of, anything, any style. And that is what most of us want. because they -- Page 12

usas well.

have

Many foreign teachers feel surprised the first time they teach in China. I have also heard some of them complaining because they want us to write whatever we can think of--anything, any style. And that is what most of us want as well.

Writing AdviceBut just have a look at what we are doing here. The

compositions we write are always consist of three paragraphs, the beginning, the body and the end. For the body, we begins like this: firstly... secondly... thirdly... last but not least... as a whole...

Page 9 :

But just have a look at what we are doing here. The compositions we write always consist of three paragraphs: the beginning, the body and the end. For the body, we begin like this: firstly... secondly... thirdly... last but not least... as a whole...

Sentence Expansion

A sentence base is the minimum required for a sentence. The most basic sentence contains a

noun phrase (NP) and a verb phrase (VP).

Sentence Bases

Brent moved.NP + VP

Sentence Base

Sentence Base

We can also add the following optional third elements to the clause:

an object (O)

a complement (C) and/or an adverbial (AV).

We add these elements to the clause to make a more informative sentence

Sentence Base

ObjectBrent met Olivia.

Sentence Base

ComplementOlivia was a year older.

Sentence Base

AdverbialBrent fell in love the first time he saw her.

Sentence Expansion

1. Coordination 2. Subordination

Sentence Expansion

Coordination means “being of equal structural rank.”

Coordination occurs when we use a coordinator (or, and, but, nor, yet, so) to connect parts of a

sentence together.

Sentence Expansion

We can use coordination to connect words or phrases:

1. Brent was happy but nervous.2. He was happy with having met a beautiful girl but nervous because of his personality.

Sentence Expansion

We can use coordinated elements in the subject or the predicate.

Her beauty and popularity was too much to resist.

The opportunity was new and exciting.

Sentence Expansion

Subordination means ‘being of lower structural rank.’

Words that are added to the bare sentence base are said to be subordinate because they are

grammatically secondary to the main elements.

Sentence Expansion

Subordinating elements modify the meaning of the sentence base.

We call theses subordinating elements modifiers. Modifiers are absolutely essential to writing

effectively because they provide vital, substantial, and specific information.

Sentence Expansion

Subordination 1. Relative Clauses

2. Appositive Phrases 3. Adverbial Clauses 4. Participial Phrases 5. Absolute Phrases

Sentence Expansion 1. Relative Clauses

Relative clauses enable the writer to embed a complete subject/predicate into a noun phrase.

Relative = relationship

Relative Clauses are introduced by either a relative pronoun (that, who, or which) or a

relative adverb (where, when, why)


Example:1. Brent cautiously took Olivia out on a date.2. The date consisted of dinner and a movie.

What is the relationship between these two sentences? How can we make the

relationship more clear?


Combining the sentences requires the use of a relative clause:

Brent cautiously took Olivia out on a date which consisted of dinner and a movie.

Sentence Expansion 2. Appositive Phrases

An appositive phrase is a reduced sentence headed by a noun, functioning, just like a relative clause, to define or restrict the noun by adding definition-like

details to it.

Appositive phrases rename nouns or noun phrases.


Example:

1. Brent cautiously took Olivia on a date which consisted of dinner and a movie.

2. Brent was an extremely nervous boy when around girls.


‘Appositive’ simply means being ‘positioned’ next to something, generally a noun. Therefore, the

most common and expected sentence position for the appositive phrase is immediately after the noun

it expands.

Brent, an extremely nervous boy when around girls, took Olivia on a date which consisted of

dinner and a movie.


However, we can also place them at the beginning or the end of a sentence.

These are fairly unusual sentence patterns (especially the latter) and are considered fairly

dramatic, so they will usually come as a surprise to the reader and will send the message that the writer

has taken pains in crafting the sentence.


An extremely nervous boy when around girls, Brent cautiously took Olivia on a date which

consisted of dinner and a movie.

At the beginning of the sentence the appositive phrase will tend to put more stress on the subject.


Brent cautiously took Olivia on a date which consisted of dinner and a movie, an extremely

nervous boy when around girls.

At the end of the sentence the appositive phrase will be the focus of the sentence.


Introductory Appositive Series Upset stomach, sweaty palms, dizziness—all these

symptoms caused Brent to act very strangely.

The subject of the sentence is all these symptoms; the list of appositives names the symptoms.

Sentence Expansion 3. Adverbial Clauses

Adverbial clauses (subordinating) are clauses that modify verbs using a subordinator.

Examples of subordinating words:

if, since, while, although, even though, after, before as if, as long as, as soon as


Example:When Olivia allowed me to, I wanted to kiss

her.


Two frequent problems with adverbial clauses:

1. The wrong idea gets subordinated2. The meaning of the subordinator is imprecise


1. The wrong idea gets subordinated

Example:1. When Olivia allowed me to, I wanted to kiss her.

2. Olivia allowed me to when I wanted to kiss her.


2. The meaning of the subordinator is imprecise

Example:1. When Olivia allowed me to, I wanted to kiss

her.

2. If Olivia allowed me to, I wanted to kiss her.


Adverbial clauses can be placed in the beginning, middle, or end of a sentence.


At the beginning of a sentence, adverbial clauses can function as a cohesive link

between known and unknown information.

When Olivia allowed me to, I wanted to kiss her.

I wanted to kiss Olivia when she allowed me to.

Notice the change in focus when we change the position.


Placing an adverbial clause in the middle of a sentence will interrupt the flow of the sentence and slow the reader down.

They add stress and length to the words they modify and changes the rhythm.

I wanted, when Olivia allowed me, to kiss her.

Next Week:Sentence Expansion & Sentence Combining

The Reading AssignmentPreview Chapter 3, pgs 57-74 for next week’s class

The Writing AssignmentWhat is your opinion of the new McDonald’s that recently opened in our city? What negative effects

will this have? What positive effects will this have? Write two paragraphs in which you state and support your opinion. I am your audience.

You must use all of the sentence patterns that we learned today at least one time each.

Please underline and label all sentence patterns.

Length: 200 – 300 words

Office HoursEvery Tuesday 1:00 – 3:00 pm

Building 5, Second Floor

Websitehttp://njtcwriting.wordpress.com

Radio showEvery Thursday 12:30 – 1:30 pm

Turn in your writing notebook.

Class 1

20050540020

20050540080

20050540081

20050540082

20050540083

20050540084

20050540085

20050540086

20050540087

20050540088


Class 2

20050540031

20050540092

20050540093

20050540094

20050540095

20050540096

20050540097

20050540098

20050540100

20050540101

20050540104


Class 3

20050540072

20050540073

20050540074

20050540075

20050540076

20050540077

20050540078

20050540079

20050540121

20050540122


Class 4

20050540021

20050540022

20050540023

20050540024

20050540025

20050540063

20050540064

20050540065

20050540066

20050540067


Class 5

20050540056

20050540057

20050540241

20050540242

20050540243

20050540248

20050540249

20050540250

20050540251

20050540255


Class 6

20050540053

20050540054

20050540244

20050540245

20050540246

20050540252

20050540253

20050540254

20050540261

20050540262

Lesson 3 Sentence Expansion

Education

Transcript of Lesson 3 Sentence Expansion