Tutoring Subordinating and Coordinating Clauses

1. Tutoring Subordinating and Coordinating Clauses Drop the Jargon- Keep it Simple

2. First, Get Back to Basics (Scaffold) • Explain what a sentence is – • A sentence contains a subject, verb, and complete idea • Next explain what a clause is – • A clause contains a subject and verb, but may not express a complete idea • Finally, Introduce the concept of Independent and Dependent clauses • Independent = a complete sentence • Dependent = Lacks a complete idea

3. Identifying Dependent (Subordinate) Clauses • Hand student the worksheet containing list of dependent words. Avoid using jargon like subordinating conjunctions. Yuck! • Read over some of the words with the student and ask what they mean? • Remember, both subordinating and coordinating set up the relationship between the two parts of the sentence.

4. Example: • Tutor: What does although mean? • Student: Hmm. Uh. Except? • Tutor: Although John likes to travel, he decided to stay home for Christmas. Would except replace although in this sentence? • Student: Even though • Tutor: Very good.

5. Subordinate Clauses Depend on the Independent Clause for Meaning • Ask the student why we call it a dependent or subordinate clause. Tutor: Why? Student: I don’t know. Tutor: What does the word dependent mean to you? Student: To rely on somebody else. Like some co- dependent relative you can’t get rid of. Tutor: Exactly. The dependent clause is the same way. It can’t stand alone. It relies on the dependent clause for its meaning. Student: Oh.

6. Model Some Examples • First demonstrate examples where the dependent clause comes first, highlighting the dependent word and comma placement as well as the relationship. • Because Kim hates cooking, she orders out every night. • Whenever she gets sick, Maria swallows handfuls of cold pills. • Since our dog is so frisky, we have to take her to the park every night.

7. Now Model the Alternative • Write the same sentences the alternative way. • Ask what makes them different and why…3 • Kim orders out everyday because she hates cooking. • Maria swallows handfuls of pills whenever she gets sick. • Point out if the IC comes first, there is no need for a comma.

8. Next Do the Same for Coordinating Conjunctions • Ask the student how they can join two Independent clauses. • Tutor: How? • Student: A semi-colon? • Tutor: Damn. Well, yes. But how else? • Student: Uh…Got me.

9. Introduce Student to a List of Coordinating Conjunctions. • Show the list • Talk about the relationships • And = addition • So = Cause and effect • But = Opposite • Emphasis that unlike subordinate clause, independent clauses joined together have equal value.

10. Model How To Join • I love eating chicken, so I bought two dozen frozen hens at the supermarket. • Mary sings the Blues, but her boyfriend prefers Opera. • We can go to Disney World, or we can go to Las Vegas.

11. Another Tool: Break It Down into Mathematical Formulas. • IC + comma + coordinating conjunction + IC • DC + comma + IC • IC + DC

12. Keep it Simple • Remember to: • Question the student • Avoid jargon • Model examples • Use simple formulas to help students understand