EAP 1540C Advanced Composition 1

1. EAP 1540CAdvanced Composition 1 J Thomson jthomson@broward.edu (954) 201-8710

2. Meeting 2 – Welcome to Class EAP 1540 C • Today’s objectives: • Review Chapter 16 • Check out Engrade.com • Take a quiz • Learn about compound and complex sentences • Learn about sentence variety

3. Meeting 2 – Warm up/Review EAP 1540 C • Review for Quiz 1: • What are the three main components of a simple sentence? Give an example. • What are the components of a prepositional phrase? Give an example. • What are the two types of main verbs? Example. • What is a modal? Give an example.

4. Meeting 2 – Quiz 1 EAP 1540 C • Log in to Engrade.com • Open the file entitled Quiz 1. • Complete the quiz on your computer. • When you finish, save the file and email it to me. Shut down the computer. • Open your book and review Chapter 17. • Duration: 20 minutes

5. Meeting 2 – Chapter 17 EAP 1540 C • Topic: Compound sentences • Theme: Culture • Alternative homework (HW 1): pg. 278 -The Writer’s Desk • Do you have body art such as tattoos and piercings? In a paragraph, explain why you do or do not have body art.

6. Meeting 2 – Chapter 17 EAP 1540 C • Compare simple and compound sentences: • A simple sentence is an independent clause. • Watching TV is my favorite thing to do. subject verb • Eating and sleeping are also pretty enjoyable. subject subject verb • I could eat, sleep and watch TV for eternity! subject verb verbverb

7. Meeting 2 – Chapter 17 EAP 1540 C • Compare simple and compound sentences: • A compound sentence contains two or more simple sentences. The two complete ideas can be joined in several ways. • Trey is a drummer. + He also plays the guitar. coordinator:Trey is a drummer and he plays the guitar. semicolon:Trey is a drummer; he also plays guitar. semicolon + conjunctive adverb:Trey is a drummer; moreover, he also plays guitar.

8. Meeting 2 – Chapter 17 EAP 1540 C • Combine sentences using coordinating conjunctions: • A coordinating conjunction joins two complete ideas and indicates the connection between them. • The most common coordinating conjunctions are: • for*– to indicate reason • and – to join two ideas • nor– to indicate a negative idea • but – to contrast two ideas • or – to offer an alternative • yet– to introduce a surprising choice • so – to indicate a cause and effect relationship *Not commonly used as a coordinating conjunction nowadays.

9. Meeting 2 – Chapter 17 EAP 1540 C • Recognizing compound sentences: • Place your finger over the coordinating conjunction and ask yourself whether the two clauses are complete sentences. Simple:The movie was exciting but very long. Compound: The movie was exciting, but it was also very long.

10. Meeting 2 – Chapter 17 EAP 1540 C • Place a comma before the coordinating conjunction: • Add a comma before the coordinating conjunction if you are certain that it joins two complete sentences. If the conjunction joins two nouns, verbs, or adjectives, then you do not need to add a comma before it. Comma:The word fashion refers to all popular styles, and it does not refer only to clothing. No comma:The word fashion refers to all popular styles and not only to clothing.

11. Meeting 2 – Chapter 17 EAP 1540 C • Use a semicolon to join related ideas: • Do not use a semicolon to join two unrelated sentences. Incorrect: Some societies have no distinct word for art; I like to swim in the ocean. Correct: Some societies have no distinct word for art; it is an intrinsic part of their cultural fabric.

12. Meeting 2 – Chapter 17 EAP 1540 C • Combine sentences using transitional expressions: • A transitional expressioncan join two complete ideas together and show how they are related. Use a semicolon with a conjunctive adverb to form a transitional expression. • Martha is very elderly; however, she is in great shape. ; nevertheless, she exercises daily. ; in fact, she knew FDR personally.

13. Meeting 2 – Chapter 17 EAP 1540 C • Subordinators versus conjunctive adverbs: • A subordinator is a term such as when, because, until, or although. When a subordinator is added to a sentence, the clause becomes incomplete. However, when a conjunctive adverb is added to a sentence along with a semicolon, the clause is still complete. Complete:She walked home. Incomplete: When she walked home. Complete:Finally, she walked home.

14. Meeting 2 – Chapter 17 EAP 1540 C • Let’s review! • What is a simple sentence? Write one. • What is a compound sentence? Write one. • What are the seven coordinating conjunctions? (FANBOYS) • True or false: You should put a comma before the coordinating conjunction when it joins two sentences. • True or false: Semicolons are rarely used with transitional expressions.

15. Meeting 2 – Chapter 18 EAP 1540 C • Topic: Complex sentences • Theme: Culture • Homework (HW 2): pg. 290 -The Writer’s Desk • What types of sports or activities do you like? Choose one type of activity that you enjoy and write a paragraph explaining why you like it.

16. Meeting 2 – Chapter 18 EAP 1540 C • What is a complex sentence? • A clauseis a group of words containing a subject and a verb. There are two types of clauses. • An independent clause has a subject and a verb and can stand alone because it expresses one complete idea. EX: Italy won the World Cup in 2006. • A dependent clause has a subject and verb, but it cannot stand alone. EX: Even though they played in Germany • A complex sentence combines both a dependent and an independent clause. EX: Even though they played in Germany, Italy won the World Cup in 2006.

17. Meeting 2 – Chapter 18 EAP 1540 C • What is a complex sentence? • Complex sentences can have more than two clauses. EX: Since I was a child, I have wanted to visit Italybecause it has a rich artistic history. • You can also combine compound and complex sentences. EX: Even though my cat is small, he eats like a lion,and he’s quite ferocious.

18. Meeting 2 – Chapter 18 EAP 1540 C • Use subordinating conjunctions: • Subordinate means “secondary”. • Subordinating conjunctionsare words that introduce secondary ideas. • When you add a subordinator to a clause, you make the clause dependent. • Examples (pg. 291): • after, although, as long as, before, even if, even though, since, so that, though, unless, when, whenever, where, whereas, while, etc. • Review the meanings of subordinating conjunctions on pg. 292

19. Meeting 2 – Chapter 18 EAP 1540 C • Use subordinating conjunctions: • If you use a subordinating conjunction at the beginning of a sentence, put a comma after the dependent clause. If the subordinator is in the middle of the sentence, you don’t need a comma. Comma: Even though he is afraid of heights, Malcolm tried skydiving. No comma: Malcolm tried skydiving even though he is afraid of heights.

20. Meeting 2 – Chapter 18 EAP 1540 C • Use subordinating conjunctions: • When you form complex sentences, always remember to put a subject after the subordinator. • Insert the subject in the following sentences: EX: Wrestling is like theater because it involves choreographed maneuvers. EX: Boxers do not know who will win the round when entering the ring.

21. Meeting 2 – Chapter 18 EAP 1540 C • Use subordinating conjunctions: • Combine the two sentences with different subordinating conjunctions. EX: The team won. The crowd cheered.

22. Meeting 2 – Chapter 18 EAP 1540 C • Let’s practice: Circle the subordinating conjunction and underline the dependent clause (pg. 292). • Even if we cannot know for sure, early humans probably played games and sports. • Early humans also practiced war games so that they could win battles with other tribes. • Spectator sports evolved when societies had more leisure time. • Whenever early humans played sports or games, they tested their physical, intellectual and social skills.

23. Meeting 2 – Chapter 18 EAP 1540 C • Look at the exercise on pg. 293. • Work with a partner to identify the dependent clause in each sentence. • Then, indicate the type of relationship between the two parts of the sentence. • Choose one of the following: • condition or result • contrast • reason or cause • location • time

24. Meeting 2 – Chapter 18 EAP 1540 C • Use relative pronouns: • A relative pronoun describes a noun or pronoun. You can form complex sentences by using relative pronouns to introduce dependent clauses. • Here are the most common relative pronouns: • who, whom, whomever, whose, which, that

25. Meeting 2 – Chapter 18 EAP 1540 C • Use relative pronouns: • That – use that to add information about a thing. Do not use commas to set off clauses that begin with that. EX: In 1947, Jackie Robinson joined a baseball team that was located in Brooklyn.

26. Meeting 2 – Chapter 18 EAP 1540 C • Use relative pronouns: • Which – use which to add nonessential information about a thing. Generally, use commas to set off clauses that begin with which. EX: Football, which was segregated in 1945, included African-American players the following year.

27. Meeting 2 – Chapter 18 EAP 1540 C 0 • Use relative pronouns: • Who – use who (whom, whomever, whose) to add information about a person. If the clause adds nonessential information to the sentence, put commas around it; do not add commas if the clause is essential to the meaning of the sentence. EX: Most women who play sports do not earn as much money as their male counterparts. (The clause is essential; therefore no commas are needed). EX: Tennis player Maria Sharapova, who has won many tournaments, earned millions last year. (The clause is not essential; therefore commas are necessary).

28. Meeting 2 – Chapter 18 EAP 1540 C • Let’s practice: Using a relative pronoun, combine each pair of sentences to form a complex sentence. • Steroids can enhance your ability in sports. They are dangerous to your body and mind. • Some people use steroids. They may experience severe side effects or even death. • Steroids were first banned at the 1973 Olympic Games. The drugs continue to be used by some athletes. • According to Dr. Wade Exum, many US athletes were caught using steroids. Those athletes were not punished.

29. Meeting 2 – Chapter 18 EAP 1540 C • Use embedded questions: • It is possible to combine a question with a statement or to combine two questions. An embedded question is a question that is set within a larger sentence. Question: How old are the Olympic Games? Embedded question: The boy wants to know how old the Olympic Games are.

30. Meeting 2 – Chapter 18 EAP 1540 C • Use embedded questions: • When a question is embedded in a larger sentence, you need to remove the helping verb or place it after the subject. Be careful with the word order in sentences with embedded questions! Combine two questions: Separate: Do you know the answer? Why do they like bullfighting? Combined: Do you know why they like bullfighting? Note: The helping verb do is removed from the embedded question.

31. Meeting 2 – Chapter 18 EAP 1540 C • Use embedded questions: • When a question is embedded in a larger sentence, you need to remove the helping verb or place it after the subject. Be careful with the word order in sentences with embedded questions! Combine a question and a statement: Separate: I wonder about it. When should we go to the arena? Combined: I wonder when we should go to the arena. Note: In the embedded question, should is placed after the subject.

32. Meeting 2 – Chapter 18 EAP 1540 C • Let’s practice: Correct six embedded question errors. One activity that generates controversy is bullfighting. Some people wonder why should bulls die for entertainment. They question how can bullfighting be so popular. Many call it a brutal activity because the bull is weakened and then slaughtered. For others, bullfighting is a strong and respected tradition. Spanish matador Mario Carrión wonders why do some people call bullfighting a sport. In sports, the goal is to win points in a confrontation with an opponent. In Carrión’s view, a bullfight is not a sport because a human cannot compete against a thousand-pound beast. He defines bullfighting as a “dramatic dance with death.” Bullfighting enthusiasts ask themselves why does bullfighting have a bad reputation. They wonder why is it rejected by so many nations. Do you know what can they do to improve the reputation of bullfighting?

33. Meeting 2 – Chapter 18 EAP 1540 C • Let’s review! • What are subordinating conjunctions? Write six. • What is a complex sentence? Write one. • List six relative pronouns. • True or false: Embedded questions follow the same structure as independent questions. • True or false: In a complex sentence, the subject must follow the subordinator.

34. Meeting 2 – Chapter 19 EAP 1540 C • Topic: Sentence variety • Theme: Culture • Alternative Homework (HW 2): pg. 303 –The Writer’s Desk • Would you like to be famous? What are some problems that could be associated with fame? Write a paragraph about fame.

35. Meeting 2 – Chapter 19 EAP 1540 C • What is sentence variety? • Sentence variety means that sentences have assorted patterns and lengths. • You can vary your sentences by considering their length, by altering the opening words and by joining sentences using different methods.

36. Meeting 2 – Chapter 19 EAP 1540 C • Combine sentences: • In chapters 16, 17 and 18, we learned about simple sentences and how to form compound and complex sentences. • Forming compound and complex sentences makes sentences longer. • When you vary the length of sentences, the same passage becomes easier to read and flows more smoothly. • Be careful! If a sentence is too long, it may be difficult for the reader to follow.

37. Meeting 2 – Chapter 19 EAP 1540 C • Let’s practice: Rewrite the following paragraph so that it has both long and short sentences. Compare your work with your partner (pg. 304). A cultural icon can be an object, a person, or a place. Cultural icons symbolize a belief or a way of life. Each country has its own icons. They become part of that country’s history. For example, Mickey Mouse is a familiar image. The cartoon character symbolizes American optimism. Ellis Island and the Statue of Liberty are cultural icons. People can be icons, too. In Mexico, revolutionary leader Emiliano Zapata is a cultural icon. In America, Elvis Presley is an icon. These icons reflect shared cultural experience.

38. Meeting 2 – Chapter 19 EAP 1540 C • Include a Question, a Quotation, or an Exclamation: • Ask and answer a question. You can use a rhetorical question, which does not require an answer but is used for effect. • Include the occasional exclamation to express surprise. However, do not overuse them in an academic paper. • Add a direct quotation, which includes the exact words that somebody said. Pay attention to the punctuation: • Elvis said,“I didn’t copy my style from anybody.”

39. Meeting 2 – Chapter 19 EAP 1540 C • Vary the opening words: • Begin with an adverb. An adverb is a word that modifies a noun, and it often (but not always) ends in –ly. EX: Generally, a cultural icon arouses feelings in members of that culture. EX: Often, an extremely gifted and famous person becomes an icon.

40. Meeting 2 – Chapter 19 EAP 1540 C • Vary the opening words: • Begin with a prepositional phrase. EX: In New York’s harbor, the Statue of Liberty welcomes visitors. EX: At dawn, we photographed the statue. • Place a comma after the opening word or phrase when the sentence begins with an adverb or prepositional phrase.

41. Meeting 2 – Chapter 19 EAP 1540 C • Combine sentences with a present participle: • A present participle is a verb that ends in –ing. Combine sentences using an –ingmodifier only when the two actions happen at the same time. Separate: He looked across the harbor. He saw the Statue of Liberty. Combined:Looking across the harbor, he saw the Statue of Liberty.

42. Meeting 2 – Chapter 19 EAP 1540 C • Combine sentences with a past participle: • A past participle is a verb that ends in –ed(although there are many irregular past participles such as gone, seen, broken, etc.). Separate: Jesse Owens was raised in Alabama. He became a famous athlete. Combined:Raised in Alabama, Jesse Owens became a famous athlete.

43. Meeting 2 – Chapter 19 EAP 1540 C • Combine sentences with an appositive: • An appositive is a word or phrase that gives further information about a noun or pronoun. You can place the appositive directly before or after the word it refers to. Separate: Bob Marley was a founding member of The Wailers. He went on to have a solo career. Combined:A founding member of The Wailers, Bob Marley went on to have a successful solo career. Combined: Bob Marley, a founding member of The Wailers, went on to have a successful solo career.

44. Meeting 2 – Chapter 19 EAP 1540 C • Let’s review! • Why is sentence variety important? • What is an adverb? Give some examples. • Write a sentence that begins with: • an adverb • a present participle • a past participle • an appositive

45. Meeting 2 – Homework EAP 1540 C • Please do the following for homework: • Lab work 1 (LW 1) • Homework 2 (HW 2) • Study for Quiz 2 • Remember that all homework is due at the beginning of each class. • See you next week!