SentenceWriting9. SentenceFundamentals10. WritingCorrectly(I)11. WritingCorrectly(II)12. SentenceUnity13. SentenceConciseness14. SentenceEmphasis15. SentenceVariety16. UsefulPatternsPart Two9 SentenceFundamentals Thesentenceistraditionallydefinedasawordgroupthatexpressesacompleteidea.Itbeginswithacapitalletterandendswithaperiod,questionmark,orexclamationpoint.Asentenceconsistsoftwomainelements:subjectandverb.Whoorwhatthesentencespeaksaboutiscalledthesubject;whatthesentencesaysaboutthesubjectiscalledtheverb.Everysentencehasasubjectandaverb.Often,asentencemaycontainsomemodifiers,suchasattribute,adverbial,complement,etc.9.1 Fivebasicpatterns TherearefivebasicsentencepatternsinEnglish:S-V,S-V-C,S-V-O,S-V-o-O,andS-V-O-C. InS-Vpattern,Visanintransitiveverb,anditusuallyhasanadverbialtoshowtime,place,purpose,reason,manneranddegree.Theadverbialcanbeadverb,prepositionalphrase,participlephraseorinfinitivephrase.SoS-VpatternmayevolvetobeS-V-A,whichbelongstoS-V. a.Theeraofglobalizationhasalreadycome. b.Thequalityofmanypeople’sliveshasdeterioratedduetotechnologicalprogress.9 SentenceFundamentals TheS-V-Cpatternismadeupofsubject,verbandsubjectcomplement.Theverbisalinkverb.Thecommonlyusedlinkverbsare:be,remain,look,smell,taste,feel,become,get,grow,goandcome.Thesubjectcomplementcanbeanoun,adjective,participle,prepositionalphrase,oraclause. c.Physicalexerciseisoneoftheeffectivewaystoloseweight. d.Herdreamofbecomingawriterfinallycametrue. S-V-Oreferstothesubject-verb-objectpattern.Sometimes,anadverbialexistsinthesentence.ItisamongthemostcommonpatternsinEnglish. e.Hischildhoodexperienceexertedagreatandlastinginfluenceonhim. f.Intimesofeconomiccrisis,Americansturntotheirfamiliesforsupport.

9 SentenceFundamentals InS-V-o-Opattern,Visatransitiveverb,followedbydoubleobjects,whichmakethesentencemeaningcomplete.Somecommonlyusedverbsinthiscaseareask,give,send,pass,buy,offer,show,readandlend. g.MumhadreadmenumerousstorieswhenIwasgrowingup. h.Theirkindnessgavethemanadvantageoverotherapplicantsfortheadoptionofalittleboy. S-V-O-Cisalittlemorecomplex.Itis,infact,theS-V-Opatternwithanobjectcomplement. i.Atage48,shesawthesignsofagecreepingup. j.Theuseoftechnologyinclassroomscanhelpstudentsraisetestscores.9 SentenceFundamentals Sentencesstrippedtotheirbasicpatternsgiveusonlyaminimumofinformation,buttheyprovidetheskeletonformorefullydevelopedsentences.Byusingvariousdevices,asentencemaybefullydeveloped.Forexample,theS-Vsentence“Bedbugsvanished”mightbeexpandedinto: Bedbugs,acommonhouseholdpestforcenturies,allbutvanishedinthe1940sand50swiththewidespreaduseofDDT.Similarly,theS-V-Osentence“Weboughtanoldhouse”canbedevelopedinto: Weboughtarun-downoldhouse,butinmymind’seyeIcouldseewhatitwouldbelikewhenitwasrestored.9 SentenceFundamentals9.2 Categoriesofsentences Sentencescanbeclassifiedaccordingtodifferentcriteria,grammaticallyorrhetorically.Grammaticalclassificationgroupssentencesbasedontheirstructure,orhowmanyandwhattypesofindependentstatementstheycontain.Rhetoricalclassificationgroupsthembasedonwherethemainideaisinthesentence.Understandingthedifferentwaysofclassificationcanhelpusanalyzeandevaluatethesentencesaswewriteandrevise.9.2.1Grammaticaltypesofsentences ●Thesimplesentence Grammatically,sentencescanbedividedintofourtypes:thesimplesentence,thecompoundsentence,thecomplexsentence,andthecompound-complexsentence. Asimplesentenceisonewithonlyoneindependentclause(alsoknownasamainclause).Ithasasinglesubject-verbcombination. a.Hehastraveledextensively.

b.Thecustomsofmarriagemayvaryfromculturetoculture.9 SentenceFundamentals Mostsimplesentencesarerathershortandeasytounderstand,butasimplesentenceisnotequaltoashortone.Asentenceisclassifiedassimpleevenwhenithasacompoundsubjectorpredicate(orboth)andincludesmodifyingwordsandphrases.Inthiscase,itmightbelonganddifficult. c.TheMadridtrainbombingskilled191people—oneofthemostdevastatingterroristattacksevercarriedoutinEurope. d.TheUnitedStateshaslonghadareputationasapioneerintechnology,fromincandescentlights,sewingmachinesandcottonginstotelephones,televisionequipment,computers,airplanesandspaceships. Thesesentences,thoughtheyarelong,aresimplesentences,becausethereexistsjustoneindependentclause.Itistheappositive(oneofthemostdevastatingterroristattacksevercarriedoutinEurope)insentencecandtheprepositionalphrase(fromincandescentlights,sewingmachinesandcottonginstotelephones,televisionequipment,computers,airplanesandspaceships)insentencedthatmakethemcomplicated.9 SentenceFundamentals ●Thecompoundsentence Acompoundsentenceisonewithtwoormoresimplesentenceslinkedtogetherbyacoordinatingconnective(and,but,or,for,so,nor,yet)orthesemi-colon,orthecolonoccasionally. e.Thesicknessusuallylastsfourtosevendays,andmostpeoplerecoverwithouttreatment. f.Theymaytakeourlives,buttheywillnevertakeourfreedom. g.Parentsshouldn’tbetoolenientwiththeirchildrenorelsetheywillbespoiled. h.Commercialsdogiveusimportantinformationaboutproducts;however,someofthemaremerelymisleading. Thestructureofacompoundsentencesendscertainmessagestoreaders.First,ittellsreadersthatthesentencecontainstworelativelyimportantideas,eachonedeservingitsownindependentclause.Second,ittellsreadersthatthesetwoideasareapproximatelyequalinimportance,sincetheyarebalancedasapair.Andthird,italertsreaderstotherelationshipbetweenthetwoideas,dependingontheconnector.Forexample,andsuggeststhatthetwoideasarebeingaddedtogether,butindicatesthattheyarebeingcontrasted,andortellsusthattheyarealternatives.Asemicolonsuggestsbalancebetweentwosimilarorsharplycontrastingstatements.9 SentenceFundamentals ●Thecomplesentence Acomplexsentenceconsistsofonesimplesentence,whichisanindependentormainclause,andatleastonedependentorsubordinateclause.Subordinatingconjunctions,suchaswhen,after,as,because,if,since,although,etc.,aswellasrelativepronounslikethat,which,who,etc.,canintroducesubordinateclauses.Forexample, i.Althoughmanyconsumersnowbookflightsonline,somestillusetravelagents. Inthissentence,theclausealthoughmanyconsumersnowbookflightsonlineisadependentclausebecauseitisprecededbythewordwhen,whichisasubordinatingconjunction.Dependentclausesarenotcompletesentences;theycannotstandaloneasacompletesentence.Dependentclausesmustbeattachedtoindependentclausesinordertoformacompletesentence.Inthecomplexsentenceabove,somestillusetravelagentsistheindependentclause.Whatfollowsaremoreexamples: j.Mr.Jobswasperhapsthemostbelovedbillionairetheworldhaseverknown.9 SentenceFundamentals k.Itisnowcommonlyacceptedthatsocialnetworksareanessentialtooltoreachwideaudiences. l.Whendroughtfollowedlastyear’smassiveswarmoflocusts,thepeoplewerepushedbeyondthebrink. m.Thischallengedthelong-heldbeliefthattherewasnolifeindeeperpartsofthesea. Acomplexsentenceisusedwhenwewanttoemphasizeoneideaoveranotherinasentence.Theemphasizedideaisexpressedasacompletethoughtintheindependentclause,andthelessimportantideaisexpressedinthedependentclause.However,eitherclausemaycomefirst.Whenthedependentclausecomesfirst,itisalwaysfollowedbyacomma. ●Thecompound-complesentence Thecompound-complexsentenceissonamedbecauseitsharesthecharacteristicsofbothcompoundandcomplexsentences.Likethecompoundsentence,thecompound-complexhastwomainclauses.Likethecomplexsentence,ithasatleastonesubordinateclause.Compound-complexsentencesallowwriterstopresentmoreintricaterelationshipsthandootherkindsofsentences.9 SentenceFundamentals n.ThepowerfailurewasthelargesteverinVirginia’shistory,andthegovernorwarnedthatelectricitymightnotberestoredforaweek. o.Whenitcomestosearchengines,peopleoverwhelminglypreferGoogle,butincreasingcompetitionfromanumberofrivalscouldeventuallythreatenthecompany’stopspot.9.2.2Rhetoricaltypesofsentences Rhetorically,sentencescanbedividedintotwotypes:theloosesentenceandtheperiodicsentence. ●Theloosesentence Aloosesentenceisasentencestructureinwhichamainclauseisfollowedbyoneormorecoordinateorsubordinatephrasesorclauses.Itmakesitsmajorpointatthebeginningandthenincludesadditionalstructuresthatdevelopormodifythepoint.Orsimplyput,itisasentencethatmaybebroughttoagrammaticalclosebeforetheendisreached. a.TherearenowarecordnumberofpoorpeopleinAmerica,andthepovertyratehasjumpedto15.1percent.9 SentenceFundamentals b.Venusrotatesveryslowly

with

the

result

that

itscycleofrotationreachesaslongas243daysof

the

Earth. c.Compressingthebachelor’sdegreeintothreeyearscouldbehealthyforbothcollegesandstudents,advocatessay. ●Theperodicsentence Aperiodicsentence,unliketheloosesentence,delaysitsmainideauntiltheendbypresentingmodifiersorsubordinateideasfirst,thusholdingthereaders’interestuntiltheveryend. d.Afterthesuccessoftheirfirstalbum,thebandbecameahouseholdname. e.Beingoutofworkandhavingtwoyoungchildren,thecouplefounditimpossibletomakeendsmeet. f.Theevidenceismountingthatphysicalactivityisevenmorebeneficialthanpreviouslythought. Loosesentencesareofmorecommonoccurrence.Theyarelessdramaticthanperiodicsentences,whichareoftenemployedtoachievevarietyortoemphasizeapoint.Theabilitytomasterbothwillofferusstylisticoptionsthatwillstrengthenthewriting.9 SentenceFundamentals1.Expandthebasicsentencesbelowbyusingmodifiers,coordinationorsubordination.(1)Alicekeptwaving.(2)Smokingisharmful.(3)ShemovedtoParis.(4)Thesalesincreased.(5)Sarahlooksforcoupons.2.Identifyeachofthefollowingsentencesassimple,compound,complex,orcompound-complex.(1)Thereislittledisputethatphysicalactivityisgoodforkids.(2)NamibiahasoneofthehighestHIVprevalenceratesintheworld,withanestimated15%oftheadultpopulationaffected.(3)Providingaffordablemedicareforcitizensisoneofthemostcomplexproblemsfacingmoderngovernments.(4)Duetothegrimeconomicclimateatmostuniversities,hesays,avoidingnewtechnologyisalsoasoundwaytosavemoney.Exercise 99 SentenceFundamentals3.Readthefollowingsentencesandtellwhethertheyarelooseorperiodic.(1)Hereadallkinksofbooks,ancientandmodern,Chineseandforeign.(2)Carsaregreatforgettingpeopletobuildings,butanuisanceonceyouarrive.(3)NootherregionintheUScomparestoNewEnglandwhenitcomestoseasons.(4)AccordingtothelatestsurveyfromtheNationalCenterforHealthStatistics,nearly35percentofAmericanshaveditchedtheirlandlinesforacellphone.(5)Attheheadwastheteacher,stillyoung,followedbyherpupilswithaflagintheirhandseach.(6)WhenMrs.Blackintroducedmetoherhusband,hegavemearatherindifferenthandtoshake.(7)PublicschoolsinPhiladelphiaandpartsofNewJerseycuttheirschooldaysshortinresponsetorisingtemperatures.(8)Livinginanareawithconstantbackgroundnoise,suchastraffic,raiseschildren’sbloodpressureandstresslevels.(9)Eventhoughtheburnswereinflictedthreemonthsago,shewasclearlystillin

considerable

pain.(10)Unattractivepeopletendtohaveatoughtimegettinghired,inpartbecausetheygenerallydon’tnetworkefficiently.10 WritingCorrectly(I) Theuseoflanguageisalwaysessentialforanytypeofwriting.Thelanguageshouldbecorrect,andifpossible,effectiveaswell.Thissoundsquiteeasy,butstudiesshowthatitistheverystumblingblockformanyEFLlearnerstowardsuccessfulwriting.Therefore,asweworktoimproveourwriting,itisimportanttounderstandsomebasicrulesofEnglishgrammarandhowtheserulesmightbewronglyusedinwritingessays.

10.1 Subject-verbagreement Asisknown,thepredicateverbofasentencehastoagreewiththesubjectinpersonandnumber.Asforverbs,wemustselectappropriatenumber,tense,moodandvoicetoagreewithitssubjects.Forexample,withathird-personsingularsubject,theverbmusthavethe-ssuffixending.Thatis,theverbagreeswithitssubjectbyhavingtheappropriateending.ThusNoiseaffectspeople’shearingisgrammatical,butNoiseaffectpeople’shearingisnotgrammaticalasasentence. Collectivenounslikefamilyandpolicemaybeeithersingularorplural,dependingonitsmeaninginthesentence.Iffamily,police,etc.areconsideredasawhole,asingularverbisused.Iftheyareconsideredtobetheirindividualmembers,apluralverbisused.10 WritingCorrectly(I) a.Thepolicearelookingfortheescapedprisoner. b.TherewasalargeaudiencelastnightwhowitnessedtheroyalweddingonTV. Somewords,likenewsandnamesofbranchesoflearning,areuncountable,andthereforearealwayssingular.Thesubjectnumberrequiresasingularverb,whileanumberofisaphrase,meaning“many”. c.Thenewshasarousedmuchconcernamongthepublic. d.Statisticsisaprincipalcourseatthebusinessschool. e.ThenumberofdeathsinfiresinWalescontinuestofall. f.Alargenumberoflocalenterprisesarefacingseriousfinancialcrises. Wordsaftertogetherwith,inadditionto,aswellas,besides,etc.,donotaffectthenumberofthesubject,becausetheyareobjectsofprepositions.Sothesingularverbisneeded.10 WritingCorrectly(I) g.Thebeach,togetherwithanotherthreenearby,wascloseduntilfurthernotice. h.Besidescoal,themostprizedrawmaterialinthisareaisthepintobean. Asubjectclausegenerallytakesasingularverb,butawhat-clausewhichclearlyreferstomanythingscantakeapluralverb. i.Whethercreditcardsshouldbeintroducedtostudentshasbecomeahotdebate. j.Whatshehasboughtaremapsofvariouscountries.10 WritingCorrectly(I)10.2 Tenseandvoice Tensetellswhentheactionoftheverbtakesplace.Wheneverwemakeasentence,weshouldbeawarewhenthethingmentionedinthesentencehappensandusethecorrecttensetoreportit.Thefollowingaresomecommonmistakesabouttensefromstudents’writing: a.Nowmoreandmoreparentssenttheirchildrentostudyabroad. b.Duringthevisit,Ihaveseenalotofmagnificentbuildings. c.Therearemanypeopleinworldhistorywhohaveachievedgreatsuccess,butledapoorlife. d.IleftShenzhen,acityinwhichIhavebeenworkingfor2years. Inthefirstsentencenowclearlyindicatesapresenttimeadverbial,sothepresenttense(send)shouldbeused.Whenwetalkaboutsomethingthathappenedinthepast,evenafewminutesago,weshouldusethesimplepasttense.Whenwetalkaboutsomethingthathappenedinthepastbutitsresultremainsatpresent,weshouldusethepresentperfect.Sothesecondandthirdsentencesshouldusesawandachieved,respectively.Inthelastsentence,thepastperfect(hadworked)isneeded.10 WritingCorrectly(I) Voicereferstothequalityofaverbthatindicateswhetheritssubjectacts(activevoice)orisactedupon(passivevoice).Forexample, ThephotographercapturedanextraordinarybattleamongbuffalosinYellowstone. AnextraordinarybattleamongbuffaloswascapturedinYellowstonebythephotographer. Traditionalgrammarcallstheverbinthelattersentencepassiveorpassivevoice,becausethesubjectofthesentencemaybethoughtaspassivelyundergoingtheactionoftheverb.Suchsentencesdeemphasizetheimportanceoftheperformeroftheaction.VoiceinEnglishisacomparativelyeasytopic,buttherearestillmistakesfromstudents.Lookatthefaultysentencesbelow: e.Onedaymyparentswenttoseeafriend,soIleftathomealone. f.Someonesuggestedthatwecookthedinnerbyourselves,anditwasagreedatonce. g.Atypicalfamilynowadaysisconsistedofthreeorfourmembers.10 WritingCorrectly(I) Insentencee,althoughIleftiscorrectgrammatically,itdoesnotmakeanysense.WhatisneededisIwaslefttomean“Iwasleftathomebymyparents”or“myparentsleftmeathome”.Insentencef,thewordagreeisanintransitiveverb,soitcannotbeusedinthepassiveform.Sentencefshouldread Someonesuggestedthatwecookthedinnerbyourselves,andweagreedatonce. Sentencegisactuallyabouttheusageof“consistof”.Thephraseisalwaysinactivevoice.Therefore,isconsistedofshouldbechangedintoconsistsof.10.3 Danglingmodifier Adanglingmodifierisaphraseoranellipticalclause(aclausewithoutasubjectorverborboth)thatisillogicallyseparatedfromtheworditmodifies.Thusitappearsdisconnectedfromtherestofthesentence.Thoughadanglercanappearinanypartofasentence,itfrequentlyoccursatthebeginningofasentence.10 WritingCorrectly(I) a.Steppingintotheclassroom,myheartwasbeatingfast. b.Whilescanningthroughbooks,atruestorycaughthiseye. c.Onseeingthepicture,hereyeswerefilledwithtears. d.Tobewell-informed,readingnewspapersandmagazinesisagoodhabit. e.Attheageof8,myfatherbegantoteachmeEnglish. Inthesefiveexamples,thesubjectsarenotproperlyrelatedtotheparticiples,infinitiveandprepositionalphrase.Therefore,theytakeonunintendedmeanings.Thesedanglingmodifierscanberegardedasinformalusageifthemeaningisnotambiguous.However,theyshouldbetterbecorrected.Onewaytocorrectadanglingmodifieristoaddanounphrasethatthemodifiercanlogicallydescribe. Inthefirstsentence,theunintendedmeaningisthatmyheartwassteppingintotheclassroom.Whatthewritermeant,ofcourse,wasthatheorshewassteppingintotheclassroom.Sothewritershouldhavesaid10 WritingCorrectly(I) Steppingintotheclassroom,Ifeltmyheartbeatingfast. Thedanglingmodifiercouldalsobecorrectedbymakingtheopeningwordgroupaclause: WhenIwassteppingintotheclassroom,myheartwasbeatingfast. Similarly,thenexttwosentencesshouldbecorrectedasfollows: Whilescanningthroughbooks,hewasattractedbyatruestory. Whilehewasscanningthroughbooks,atruestorycaughthiseye. Onseeingthepicture,shecouldn’tholdbackhertears. Themomentshesawthepicture,hereyeswerefilledwithtears.10 WritingCorrectly(I) Thefourthexampleshowsthedanglingmodifierofaninfinitive.Accordingtothesentence,weknowthatitiswe/peoplenotreadingnewspapersandmagazinesthatwanttobewell-informed.Therefore,we/peopleshouldbeusedasthesubject. Tobewell-informed,weshoulddevelopthegoodhabitofreadingnewspapersandmagazines. Inthelastexample,itseemsthatmyfatherwaseight,whichisapparentlyridiculous.Tocorrectthesentence,wecanchangethesentencesubjectintoI,orchangetheprepositionalphraseintoaclausebyusingwhen. Attheageof8,IbegantolearnEnglishfrommyfather. WhenIwas8,myfatherbegantoteachmeEnglish.10 WritingCorrectly(I)10.4 Pronounreference Nounsarepersons,places,orthings.Pronounsarewordsthattaketheplaceofnouns.Theyareshortcutsthatkeepyoufromunnecessarilyrepeatingwordsinwriting.Herearesomecommonmistakespeoplemakewithpronouns.10.4.1Ambiguousreference Apronounshouldclearlyrefertoanoun.Ifapronounappearstorefertomorethanonewordordoesnotrefertoanyspecificword,thesentencemightbeconfusing. a.Cabbagecontainsthisvitamin,anditisessentialtosoundteeth. b.Theplanewasgroundedbyastrike,whichwaswhatwehadexpected. c.WhenDadwasspeakingtothelawyer,hewasextremelyillatease.10 WritingCorrectly(I) Inthefirstsentence,therearetwonounsbeforethepronounit,sothereaderisnotsurewhatisessentialtosoundteeth,cabbageorthisvitamin.Aneffectivewaytoimprovethesentenceistousewhichtointroduceanon-restrictiverelativeclause.Thatis Cabbagecontainsthisvitamin,whichisessentialtosoundteeth. Similarly,whichinthesecondsentenceisambiguousasitmayrefertoeitherstrikeorthewholesentencebeforeit.Tomakeitclear,thesentenceshouldbe Aswehadexpected,theplanewasgroundedbyastrike. Inthethirdsentencetwomenarementioned,Dadandthelawyer.Thismakesthereferenceofheunclear.Howtoimprovethesentenceisleftasaproblemhere.10 WritingCorrectly(I)10.4.2Hiddenreference Hiddenreferencemeanstheantecedentofapronoundoesnotappearinthesentence;however,itishiddenbetweenthelines.Ifthenounisnotmentionedinthesentence,theuseofapronounisabsolutelywrong. d.Ashewasgreatlyinfluencedbyhismathteacher,hechoseitashismajor. e.Thenovelistspentmostofhistimewriting,butnoneofthemwaspublishedduringhislifetime. Inbothsentencesthereexiststhehiddenreferenceproblem,becauseitandthemhavenoantecedent.Accordingtothecontext,itreferstomath,andthemreferstohisworks.Sothenounsmathandhisworksshouldbeusedinsteadofthepronouns.10 WritingCorrectly(I)10.4.3Disagreementbetweenpronounandantecedent Justasthepredicateverbofasentencehastoagreewiththesubject,soapronounhastoagreewithitsantecedent. f.Asahighschoolstudent,wemuststudyhardtoenteragooduniversity. g.Goingabroadisanewideaforourstudents;youcanlearnmanynewthings. Sentencefindicatesthefirsttypeofdisagreement:theantecedentisinsingularform,whereasthepronounisinpluralform,ortheantecedentpluralform,thepronounsingularform.Inthissentence,itisclearthatthepronounwedoesnotagreewithitsnounahighschoolstudent.Asuggestedversiontoimprovethesentenceistochangeahighschoolstudentintohighschoolstudents. Unlikesentencef,sentencegshowstwoothertypesofdisagreement.Oneisdisagreementofcase;theotherisdisagreementofperson.Specifically,ourshouldbechangedintous,asitistheobjectofprepositionfor.Andthefirstpartofthesentenceusesfirstperson,sothesecondpartshouldalsousefirstpersontobeconsistent.Thatistosay,youshouldbechangedintowe.10 WritingCorrectly(I)1.Completeeachofthefollowingproverbsbyselectingtheformoftheverbthatagreesinnumberwithitssubject.(1)Toomanycooks(spoil

or

spoils)thebroth.(2)Theearlybird(catch

or

catches)theworm.(3)Everycloud(have

or

has)asilverlining.(4)Greatoaksfromlittleacorns(grow

or

grows).(5)It’sthelaststrawthat(break

or

breaks)thecamel’sback.2.Thefollowingsentencesarefromstudents’writings.Correctanypossiblemistakesinthem.(1)ItwasthefirsttimeIwentfishingwithmyfather.(2)ShebelievesinChristianity,butshedoubtswhetherhereallyexists.(3)Asastudent,physicalexerciseshouldbeanecessarypartofschoollife.(4)Forexample,wecandownloadsomeinformationweneededfromtheInternet.Exercise 1010 WritingCorrectly(I)3.Rewritethefollowingsentences,makingsureallpronounsreferclearlytotheirantecedents.Insomecases,youmayneedtoaddanantecedentthatthepronounlogicallyrefersto.(1)Iappliedforastudentloan,buttheyturnedmedown.(2)Matttoldhisbrotherthatheneededtolosesomeweight.(3)Onthemenutheysaythatthepastasauceishomemade.(4)Inthecollegecatalogitsaysthatstudentscaughtcheatingwillbesuspended.4.Correctmistakesaboutverbtenseinthefollowingparagraph. LeonardodaVinci’s

MonaLisa

isthemostfamousportraitinthehistoryofpainting.Leonardotookfouryearstocompletethepainting:hebegunworkin1503andfinishin1607.Mona(orMadonnaLisaGherardini)wasfromanoblefamilyinNaples,andLeonardomayhavepaintheroncommissionfromherhusband.LeonardoissaidtohaveentertainMonaLisawithsixmusicians.Heinstallamusicalfountainwherethewaterplayonsmallglassspheres,andhegiveMonaapuppyandawhitePersiancattoplaywith.LeonardodidwhathecouldtokeepMonasmilingduringthelonghoursshesitforhim.ButitisnotonlyMona’smysterioussmilethathasimpressanyonewhohaseverviewtheportrait:thebackgroundlandscapeisjustasmysteriousandbeautiful.TheportraitcanbeseentodayintheLouvreMuseuminParis.11 WritingCorrectly(II)11.1 Fragment Sentencesarecompletethoughtsbecausetheyhavesubjectsandverbsandbecausetheyrequirenootherelementstocompletetheirmeaning.Structurallyasentencemustbeanindependentunit,capableofstandingalone.Dependentunits,suchasphrases,clauses,appositivesandsimilargroupsofwords,arenotsentences,andshouldnotbewrittenassentences.Whenanyoneofthesedependentunitsispunctuatedwithacapitalletteratthebeginningandafullstopattheend,itiscalledasentencefragment.Followingaresomecommontypesoffragmentsthatpeoplewrite.11.1.1Dependent-wordfragments Somewordgroupsthatbeginwithadependentwordarefragments.Hereisalistofcommondependentwords:after,unless,though/although,since,when,if,because,while,as,before,until. a.Thecomputerisagreatinvention.Becauseitmakespeople’slifemucheasier.11 WritingCorrectly(II) Generally,sentencefragmentscanbecorrectedinoneortwoways.Youcaneitherattachthefragmenttoanothersentence,makingsuretopunctuatethenewsentenceproperly,oryoucanrewritethefragmentasacompletesentence.Bothmethodsworkfortheaboveexample. Thecomputerisagreatinvention,because