Advanced text book advanced english 1 10 chapters ปรับใหม่

Advanced English
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Chapter 1
Introduction to English Language
Scope of the Study in Chapter 1
1. Background of the History of English Language
2. The Importance of English language
Objectives of the Study
1. Learning to know and understand the background of
the History of English language as the universal language.
2. Learning to know and understand the importance of
English language as universal language.

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Chapter 1
Introduction to English Language
Background of the History of English Language
In this chapter I have tried to conclude the historical
background and the importance of English language. Here this
objective for making an understanding particularly the basic
knowledge about history and the importance of English language
in briefly description.
The history of the English language really started with the
arrival of three Germanic tribes who invaded Britain during the
5th
century AD. These tribes, the Angles, the Saxons and the Jutes,
crossed the North Sea from what today is Denmark and northern
Germany. At that time the inhabitants of Britain spoke a Celtic
language. But most of the Celtic speakers were pushed west and
north by the invaders - mainly into what is now Wales, Scotland
and Ireland. The Angles came from "Englaland" and their
language was called "Englisc" - from which the words "England"
and "English" are derived.1
1abShore, Thomas William (1906), Origin of the Anglo-Saxon Race – A of the Settlement of
England and the Tribal Origin of the English People (2nd
ed.), London, pp. 3- 393.
2
All notes are loosely drawn from Pyles and Algeo's, The Origins and Development of the
English Language, 5th
edition, Harcourt Brace College Publishers, New York, 2005. Please
see Sources, which can be accessed from the main lobby, for a complete list of references.

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Language is a conventional, arbitrary system of sounds used
for communication in a human linguistic community. Language is
a system at many levels, including the following:2
Phonemic: Phonemes are the smallest meaningless
components that constitute the sound system of a language.
Morphemic: Morphemes are the smallest meaningful
components of a language. For example, the word cats
consists of two morphemes, {cat} and {-s}. Morphemes can
be grammatical (having dictionary definitions) or lexical
(affixes and function words). They can be free (able to stand
alone) or bound (complete only when combined with other
morphemes. Bound lexical morphemes (or affixes) can be
either derivational (used to create new words) or inflectional
(used to signal grammatical relationships).
Syntactic: Syntax governs the way words come
together to create sentences. The syntax of English has
become less synthetic (grammatical structures are signaled
primarily by inflectional endings) and more analytic
(grammatical structures are signaled primarily by word order
and function words).
Semantic: Semantics concerns the meaning of words,
including but not limited to etymologies.

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Lexical: Lexicology includes spelling, the formation
and use of words.
F. Stylistic: Linguistic choice and options.
Language is a human activity. Though animals can
communicate in a primal way, they do not have innate language
abilities that allow for an unlimited number of novel
utterances. Though some apes have been taught to use sign
language (a paralanguage, or parallel system of communication),
the breadth of ideas that they express are limited. Language is
arbitrary. Aside from echoic words, there is no intrinsic
relationship between words and the objects or concepts that they
represent. Language is conventional. Language is passed down
from one generation to the next. It is the nature of language to
change. Notions of absolute correctness are imposed by writers,
linguists, scholars, etc. and may slow down but do not prevent the
natural process of language evolution. Language is
sound. Linguists are primarily concerned with speech. Writing is
a secondary activity. The English language is one that most widely
spread around the world in around the world in using as a
universal language.
English is a West Germanic language that originated from the
Anglo-Frisian dialects brought to Britain by Germanic invaders
and/or settlers from various parts of what is now northwest
Germany and the Netherlands. Initially, Old English was a diverse

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group of dialects, reflecting the varied origins of the Anglo-Saxon
kingdoms of Britain. One of these dialects, Late West Saxon,
eventually became predominant.
The English language underwent extensive change in the
middle Ages. Written Old English of AD 1000 is similar in
vocabulary and grammar to other old Germanic languages such as
Old High German and Old Norse, and completely unintelligible to
modern speakers, while the modern language is already largely
recognizable in written Middle English of AD 1400. The
transformation was caused by two further waves of invasion: the
first by speakers of the Scandinavian branch of the Germanic
language family, who conquered and colonized parts of Britain in
the 8th and 9th
centuries; the second by the Normans in the 11th
century, who spoke Old Norman and ultimately developed an
English variety of this called Anglo-Norman. A large proportion
of the modern English vocabulary comes directly from Anglo-
Norman.

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English is a member of the Germanic family of languages.
Germanic is a branch of the Indo-European language family.
Creative diagram by (http://www.englishclub.com)
Close contact with the Scandinavians resulted in a significant
grammatical simplification and lexical enrichment of the Anglo-
Frisian core of English. However, these changes had not reached
South West England by the 9th
century AD, where Old English
was developed into a full-fledged literary language. The Norman
invasion occurred in 1066, and when literary English rose anew in
the 13th
century, it was based on the speech of London, much
closer to the center of Scandinavian settlement. Technical and
cultural vocabulary was largely derived from Old Norman, with
particularly heavy influence in the church, the courts, and
government. With the coming of the Renaissance, as with most
other developing European languages such as German and Dutch,
Latin and Ancient Greek supplanted Norman and French as the
main source of new words. Thus, English developed into very
much a "borrowing" language with an enormously disparate
vocabulary.3
The Importance of English Language
3abShore, Thomas William (1906),Origin of the Anglo-Saxon Race – A of the Settlement
of England and the Tribal Origin of the English People (1nd ed.), London, pp. 3- 393.

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Modern English, sometimes described as the first global
lingua franca,4
is the dominant language or in some instances
even the required international language of communications,
science, information technology, business, seafaring, aviation,
entertainment, radio and diplomacy.5
Its spread beyond the British
Isles began with the growth of the British Empire, and by the late
19th
century its reach was truly global.6
Following British
colonization from the 16th
to 19th
centuries, it became the dominant
language in the United States, Canada, Australia and New
Zealand. The growing economic and cultural influence of the US
and its status as a global superpower since World War II have
significantly accelerated the language's spread across the planet.7
English replaced German as the dominant language of science
Nobel Prize laureates during the second half of the 20th
century.
English equal and may have surpassed French as the dominant
language of diplomacy during the last half of the 19th
century.
4
http://www."Global English: gift or curse?".Retrieved 4 April 2005.abcd David Graddol
(1997). “The Future of English” (PDF). The British Council.Retrieved 15 April 2007.
5
http://www."FAQ – Language proficiency requirements for licence holders – In which
languages does a licence holder need to demonstrate proficiency?".International Civil
Aviation Organization – Air Navigation Bureau. Retrieved 2 June 2011.
6
McGrath, Charles (2007-05-17). "Magazine Suspends Its Run in History". The New York
Times. Retrieved 2008-03-08.
7
http://www.abcd David Graddol (1997). "The Future of English?"(PDF).The British
Council.Retrieved 15 April 2007.

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A working knowledge of English has become a requirement
in a number of fields, occupations and professions such as
medicine and computing; as a consequence over a billion people
speak English to at least a basic level (see English as a foreign or
second language). It is one of six official languages of the United
Nations.8
One impact of the growth of English is the reduction of
native linguistic diversity in many parts of the world. Its influence
continues to play an important role in language attrition.
Conversely, the natural internal varieties of English along with
creoles and pidgin shave the potential to produce new distinct
languages from English over time.9
Because English is so widely spoken, it has often been
referred to as a "world language", the lingua franca of the modern
era,10
and while it is not an official language in most countries, it
is currently the language most often taught as a foreign language.
It is, by international treaty, the official language for aeronautical11
and maritime12
communications. English is an official language of
8
"UN official languages". UN.org.
9
Cheshire, Jenny (1991). English Around The World: Sociolinguistic Perspectives.
Cambridge University Press.doi:10.2277/0521395658. ISBN 0-521-39565-8.
10
http://www.abcdDavid Graddol (1997). "The Future of English" (PDF).The British
11
http://www."ICAO Promotes Aviation Safety by Endorsing English Language
Testing". International Civil Aviation Organization. 13 October 2011.
12
http:www."IMO Standard Marine Communication Phrases".International Maritime

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the United Nations and many other international organizations,
including the International Olympic Committee.
English is the language most often studied as a foreign
language in the European Union, by 89% of schoolchildren, ahead
of French at 32%, while the perception of the usefulness of
foreign languages among Europeans is 68% in favour of English
ahead of 25% for French.13
Among some non-English-speaking
EU countries, a large percentage of the adult population claims to
be able to converse in English – in particular: 85% in Sweden,
83% in Denmark, 79% in the Netherlands, 66% in Luxembourg
and over 50% in Finland, Slovenia, Austria, Belgium, and
Germany.14
Books, magazines, and newspapers written in English are
available in many countries around the world, and English is the
most commonly used language in the sciences15
with Science
Citation Index reporting as early as 1997 that 95% of its articles
were written in English, even though only half of them came from
authors in English-speaking countries.
Organization.Archived from the original on 27 December 2003.
13
2006 survey by Eurobarometer, in the Official EU languages website
14
http://www."IMO Standard Marine Communication Phrases".International Maritime
Organization.Archived from the original on 27 December 2003.
15
http://www.abcdDavid Graddol (1997). "The Future of English"(PDF).The British

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This increasing use of the English language globally has had
a large impact on many other languages, leading to language shift
and even language death,16
and to claims of linguistic
imperialism.17
English itself has become more open to language
shift as multiple regional varieties feed back into the language as a
whole.18
Conclusion
The English history is very important for all learners, when
you are learning a language we need to learn its history in order to
understand the reason of grammar rules and the origin of the
vocabulary, in this way, through the knowledge of the language
roots, learning a new language can be easier. Along my academic
life as an English learner, I have never heard about its history. I
find this subject very relevant for being introduced into the
teaching action, in order to make pupils aware of the functionality
of managing a new language.
…………………………………………
16David Crystal (2000) Language Death, Preface; viii, Cambridge University Press,
Cambridge
17abJambor, Paul Z. 'English Language Imperialism: Points of View', Journal of English as
an International Language, April 2007 – Volume 1, pp. 103–123 (Accessed in 2007)
18
Ibid.p.115.

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Exercise
1. What is the best important thing for learning English
language?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………
2. Please summarize note about history of English language
as well as you can according to this chapter.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
…………………………………………………………….

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Chapter 2
Sentence Structure
1. Sentence structure
2. Basic Sentence Structure
3. Subjects and Predicates
4. Direct Object and Indirect Object
5. Subject Complement
6. Basic Sentence Patterns and Tenses
7. Summing Up Sentence Pattern and Structure
1. Learning to know and understand the Sentence structure and
Basic Sentence Structure
2. Learning to know and understand Subjects and Predicates
3. Learning to know and understand Direct Object, Indirect
Object and Subject Complement
4. Learning to know and understand Basic Sentence Patterns
and Tenses
5. Summing Up Sentence Pattern and Structure

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Chapter 2
Sentence Structure
Basic Sentence Structure
According to my own experiences in learning English
grammar mostly it is not difficult as many learners feared or
worried about. Every word in a sentence serves a specific purpose
within the structure of that particular sentence. According to rules
of grammar, sentence structure can sometimes be quite
complicated. For the sake of simplicity, however, the basic parts
of sentences will discussed here can be made easier to all learner
English grammar as follows:
Sentence Structure
There are five basic patterns around which most English
sentences are built. They are as follows:19
S-V Subject-Verb Yota sleeps.
Joy is eating.
Job will arrive next week.
S-V-O Subject-Verb- Object I like rice.
Joy loves her job.
19
Omaggio, Alice C. 1986. Teaching Language in Context: Proficiency-oriented
instruction. Boston: Heinle and Heinle. p.479.

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Job's eating an orange.
S-V-Adj Subject-Verb-Adjective He is good.
They are lazy.
She seems angry.
S-V-Adv Subject-Verb-Adverb Jay is here.
Plants are everywhere.
Nothing was there.
S-V-N Subject-Verb-Noun She is my girlfriend.
These women are doctors.
Mr. Yota is the teacher.
Note: At the heart of every English sentence is the
Subject-Verb relationship. Other elements can be added to make a
sentence more interesting, but they are not essential to its
formation.
The following sentences are examples of the S-V pattern.
She sleeps. Core sentence
She sleeps soundly. An adverb is added to describe how
she sleeps.
She sleeps on the sofa. A prepositional phrase is added to
tell where she sleeps.

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She sleeps every afternoon. A time expression is added to
tell when she sleeps.
She is sleeping right now. Verb tense is changed, but S-V
relationship remains the same.
Mary will sleep later. Subject is named and another tense
is used.
The dogs are sleeping in the garage. New subject may
require a different form of the verb.
Note: Any action verb can be used with this sentence pattern.
The following sentences are examples of the S-V-O pattern.
They like rice. Core sentence
The people like rice. Specific subject
The friendly people like rice. Subject modified
with an adjective
The people in the restaurant like rice. Subject
modified with an adjective
The people like boiled rice. Object modified with
an adjective
The people like hot, white rice. Object modified with
more than one adjective

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Note: Only transitive action verbs can be used with this
sentence pattern.
The following sentences are examples of the S-V-Adj.
pattern.
He is fine. Basic sentence with "be" verb
He seems happy. Basic sentence with another linking
verb
Yota is tall, black & white and handsome. Series of
adjectives
He appears very comfortable. Adverb or intensifier
added
George became sick last night. Different tense and
linking verb
Note: Only linking verbs can be used with this sentence
pattern.
The following sentences are examples of the S-V-Adv
pattern.
The teacher is here. Basic sentence
The teacher is over there. Using an adverb
phrase

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Teachers are everywhere. Plural noun and verb
used
The teachers are in the lobby. Prepositional phrase
functioning as adverb
pattern.
The following sentences are examples of the S-V-N pattern.
The man is a doctor. Basic sentence
The women are doctors. Using plural noun
and verb
My father is a nice guy. Modified subject and
complement
My grandparents are senior citizens. Modified plural
subject and complement
pattern. Other, less common structures are dealt with in another
unit. See also: parts of sentences: subject, predicate, direct object,
indirect object, complements.
There are many different ways of organizing words into
sentences. (Or we might say, Words can be organized into

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sentences in many different ways.)20
For this reason, describing
how to put a sentence together isn't as easy as explaining how to
bake a cake or assemble a model plane. There are no easy recipes,
no step-by-step instructions. But that doesn't mean that crafting an
effective sentence depends on magic or good luck.
Experienced writers understand that the basic parts of a
sentence can be combined and arranged in countless ways. So as
we work to improve our writing, it's important to understand what
these basic structures are and how to use them effectively.
We'll begin by introducing the traditional parts of speech and
the most common sentence structures. For practice in shaping
these words and structures into strong sentences, follow examples,
and expanded discussions. The two most basic parts of a sentence
are the subject and predicate
Subjects and Predicates
Subject
The subject of a sentence is the person, place, or
thing that is performing the action of the sentence. The
subject represents what or whom the sentence is about.
The simple subject usually contains a noun or pronoun
and can include modifying words, phrases, or clauses.
20
Cheshire, Jenny (1991). English around the World: Sociolinguistic
Perspectives,Cambridge University Press.

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The monk . . .
Predicate
The predicate expresses action or being within the
sentence. The simple predicate contains the verb and can
also contain modifying words, phrases, or clauses.
The monk / builds a pagoda.
The subject and predicate make up the two basic
structural parts of any complete sentence. In addition,
there are other elements, contained within the subject or
predicate, added meaning or detail. These elements
include the direct object, indirect object, and subject
complement. All of these elements can be expanded and
further combined into simple, compound, complex, or
compound/complex sentences.
Direct Object
The direct object receives the action of the
sentence. The direct object is usually a noun or pronoun.
The monk builds a pagoda.
The monk builds it.
Indirect Object
The indirect object indicates to whom or for whom
the action of the sentence is being done. The indirect
object is usually a noun or pronoun.

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The monk builds his temple a pagoda.
The monk builds it a pagoda.
Subject Complement
A subject complement either renames or describes
the subject, and therefore is usually a noun, pronoun, or
adjective. Subject complements occur when there is a
linking verb within the sentence (often a linking verb is
a form of the verb to be).
The monk is a good person.( person = noun which
renames the subject)
The monk seems kind.(kind = adjective which describes
the subject)
Note: As an example of the difference between parts of
speech and parts of a sentence, a noun can function within a
sentence as subject, direct object, indirect object, object of a
preposition, or subject complement.
Summary of Sentence Pattern
1. Basic Sentence Patterns
Subject + Verb
I swim. Joe swims. They swam.
Subject + Verb + Object
I drive a car. Joe plays the guitar. They ate dinner.

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Subject + Verb + Complement
I am busy. Joe became a doctor. They look sick.
Subject + Verb + Indirect Object + Direct Object
I gave her a gift. She teaches us English.
Subject + Verb + Object + Complement
I left the door open. We elected him president. They
named her Jane.
2. Tenses
Present Continuous
I am swimming. Joe is sleeping. They are jogging.
Present Simple
I play tennis. He swims every day. I usually swim for
two hours.
Present Perfect
I have eaten. He has just come home. They've already
gone.
Past Simple
I rested. He played tennis yesterday. They drove to
Boston.

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Past Continuous
I was sleeping. She was cooking a while ago. They
were talking.
Past Perfect
I had already seen it. He had played tennis.
3. Other
Possession
I have a camera. He owns a car. This house belongs to
them.
Location
I am here. He swims in the river. They live in the
mountains.
It's fun to swim.(Using adjectives similar to fun.)
It isn't healthy to smoke. Smoking is dangerous.
They agreed to swim.(Using verbs similar to agree.)
He didn't desire to work. They like to play.
They asked him to swim.(Using verbs similar to ask.)
He didn't advise me to work. They often encourage
me to work harder.

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They enjoy swimming.(Using verbs similar to enjoy.)
He didn't advise me to work. They often encourage
me to work harder.
Conclusion
Learning English grammar mostly it is not difficult as many
learners feared or worried about. Every word in a sentence serves
a specific purpose within the structure of that particular sentence.
According to rules of grammar, sentence structure can sometimes
be quite complicated. For the sake of simplicity, however, the
basic parts of sentences will discussed here can be made easier to
all learners English grammar.
All sentences have a structure. Structure means the shape of
the sentence. A simple sentence structure often looks like this:
Ø The dog (subject) ate (verb) the ping-pong ball. (object)
That’s a simple sentence. No problem. Simple structure But
any group of words which begins with a capital letter and
ends with a full stop is a sort of sentence – only it may not be
a grammatical sentence (subject + verb). It could be a
fragment or a command e.g.
………………………………………….

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Exercise
1.1 Please build the sentence following the abbreviate forms
below.
S-V
S-
V-O
S-
V-
Adj
S-V
Adv
S-
V-N
1.2 Please write these sentences to be abbreviate forms
He is fine.
He seems happy.
Jordan is tall, dark and
handsome.
He appears very
comfortable.
George became sick last
night.

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25
Chapter 3
Sentence Patterns
1. Sentence Patterns
2. Verb of Being Patterns
3. Linking Verb Pattern
4. Action Verb Pattern
5. The Ten Sentence Patterns
1. Learning to know and understand Sentence Patterns
2. Learning to know and understand Verb of Being Patterns and
Linking Verb Pattern
3. Learning to know and understand Action Verb Pattern
4. Learning to know and understand The Ten Sentence Patterns

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Chapter 3
Sentence Patterns
Basically in learning process of every language, the
understanding of sentence patterns is one of important thing that
all learner need for. The knowledge of how groups of words
function to convey units of thought further enhances our ability to
communicate clearly. This is why we need to know about sentence
patterns, the fundamentals of how those units of thought that we
call sentences are constructed. Just about all sentences in the
English language fall into ten patterns determined by the presence
and functions of nouns, verbs, adjectives, and adverbs.21
Verb of Being Patterns
The patterns are most easily classified according to the type
of verb used:22
Verb of being patterns (1, 2, 3) use a form of the verb to be
as the main verb in the sentence.
is are was were
has been have been had been
21
http://www.englishmistakeswelcome.com/sentence_patterns.htm retrieved on 12/2/2012
22
http://www.lovekraw.blogspot.com/2012/09/sentence-patterns-1.html retrieved on 4/9/2012

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Linking Verb Pattern
Linking verb patterns (4, 5) use one of the linking verbs as
the main verb in the sentence. The linking verb is followed by a
noun or adjective functioning as a subjective complement.
Smell, taste, look, feel, seem, become, appear, grow etc.
Action Verb Pattern
Action verb patterns (6, 7, 8, 9,10) use one of the many
action verbs as the main verb in the sentence. The action verb
may be either transitive (take a direct object) or intransitive (not
take a direct object).
See, jump, embrace, write, imagine, buy, plummet,
think etc.
Terms used to identify various parts of each sentence pattern
include the following:
 NP = noun phrase
This abbreviation refers to a headword noun and its modifiers
("noun phrase") functioning as a subject, direct object, indirect
object, subjective complement, or objective complement.
 NP1, NP2, NP3, etc. = designations for different
noun phrase functions

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Numbers in sequential order are used with each NP to
designate its difference from or similarity to other NPs before and
after it.
 V-be = verb of being
 LV = linking verb
 V-int = intransitive verb
 V-tr = transitive verb
 ADV/TP = adverbial of time or place
 ADJ = adjective
The Ten Sentence Patterns
1. NP1 + V-be + ADV/TP
The verb of being is followed by an adverb indicating where or
when.
See more information on subjects form
The adverbial indicating where or when may be a prepositional
phrase.

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2. NP1 + V-be + ADJ
The verb of being is followed by an adjective that functions as
the subjective complement.
See more information on subjective complements form
The adjectival functioning as the subjective complement may
be a prepositional phrase.
3. NP1 + V-be + NP1
The verb of being is followed by a noun that functions as the
subjective complement.
Note: The second NP receives the same numerical
designation as the first NP because the second NP, the subjective
complement, is the same as the subject (Mr. James = teacher).

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4. NP1 + LV + ADJ
The linking verb is followed by an adjective functioning as a
The adjectival functioning as the subjective complement may
be a prepositional phrase.
5. NP1 + LV + NP1
The linking verb is followed by a noun functioning as a
Note: The second NP receives the same numerical
designation as the first NP because the second NP, the subjective
complement, is the same as the subject (Joan = Buddhist).

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6. NP1 + V-int
The action verb takes no direct object.
Even if the action verb is followed by a prepositional phrase,
the verb is still intransitive as long as it does not take a direct
object.
7. NP1 + V-tr + NP2
The action verb is followed by a direct object.
See more-information on direct objects form
Note: The second NP, the direct object, receives a different
numerical designation (NP2) because it is not the same as the
subject (NP1).

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8. NP1 + V-tr + NP2 + NP3
The action verb is followed by an indirect object and then a
direct object.
See more information on indirect objects
Note: The indirect object and the direct object each receive a
new numerical designation because each is different from the
other and both are different from the subject.
9. NP1 + V-tr + NP2 + ADJ
The action verb is followed by a direct object. The direct
object is followed by an adjective functioning as an objective
complement.
See more information on objective complements form
subject (NP1).

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10. NP1 + V-tr + NP2 + NP2
The action verb is followed by a direct object. The direct
object is followed by a noun functioning as an objective
complement.
subject (NP1). The third NP, the objective complement, receives
the same numerical designation as the direct object (NP2) because
it is the same as the direct object (Jacobsen = friend).
Conclusion
Sentence patterns usually describe what part of speech goes
first, second, third. For example, the most common sentence
pattern in English is Subject-Verb-Object, often shortened to S-V-
O, as in "She saw the movie." Another common sentence pattern
is Subject-Verb-Complement, S-V-C, as in "He is cute."
Questions in English are usually V-S, as in "Did they?"
Concluding Sentence Patterns—Compare and Contrast
Paragraph The concluding sentence restates the items that were
compared and contrasted in the paragraph. Examples to

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34
summarize, the car buyer should consider these points as well as
the obvious price difference when deciding which of these cars to
purchase. Now that you know something about the similarities and
differences between souqs and shopping malls, you can decide
where you want to shop. In conclusion, Ali and Fuad are similar
and different in many ways. However, it would seem the
differences outweigh the similarities. Type the sentence that
would make the better concluding sentence for that paragraph and
indicate which function that concluding sentence serves.
………………………………………………..
Exercise
3.1. Please build the sentences by use the whole kinds of verb as
follows:
is are was were
has been have been had been
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................

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35
...........................................................................................................
...........................................................................................................
...........................................................................................................
smell taste look feel seem become appear grow
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
see jump embrace write imagine buy think
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................

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36
3.2 Please write the whole kinds of verb of being or (V. to be) as
follows:
 V-be = verb of being
...............................................................................................
...............................................................................................
 LV = linking verb
...............................................................................................
...............................................................................................
 V-int = intransitive verb
...............................................................................................
...............................................................................................
 V-tr = transitive verb
...............................................................................................
...............................................................................................
 ADV/TP = adverbial of time or place
...............................................................................................
...............................................................................................
 ADJ = adjective
...............................................................................................
...............................................................................................
3.3 Please build the sentences following the structural
forms below:

Advanced English
37
NP1 + V-be + ADV/TP
...............................................................................................
...............................................................................................
..............................................................................................
NP1 + V-be + ADJ
...............................................................................................
...............................................................................................
...............................................................................................
NP1 + V-be + NP1
...............................................................................................
..............................................................................................
NP1 + LV + ADJ
...............................................................................................
...............................................................................................
...............................................................................................
NP1 + LV + NP1
...............................................................................................
...............................................................................................
...............................................................................................

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38
NP1 + V-int
...............................................................................................
...............................................................................................
...............................................................................................
NP1 + V-tr + NP2
...............................................................................................
...............................................................................................
..............................................................................................
NP1 + V-tr + NP2 + NP3
...............................................................................................
...............................................................................................
..............................................................................................
NP1 + V-tr + NP2 + ADJ
...............................................................................................
...............................................................................................
...............................................................................................
NP1 + V-tr + NP2 + NP2
...............................................................................................
...............................................................................................
...............................................................................................

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39
Chapter 4
Elements of Sentence Structuring
1. Elements of Sentence Structuring
2. Independent Clauses and Dependent Clauses
3. Compounding Sentence Elements and Avoiding Fragments
4. Avoiding Comma Splices and Fused Sentences
5. Sentence Types and Punctuation
6. The Value of Punctuation
7. Table Chart of Punctuation Marks
1. Learning to know and understand Elements of Sentence
Structuring
2. Independent Clauses and Dependent Clauses
3. Learning to know and understand Compounding Sentence
Elements and Avoiding Fragments
4. Learning to know and understand Avoiding Comma Splices
and Fused Sentences
5. Learning to know and understand Sentence Types and
Punctuation and the Value of Punctuation
6. Learning to know and understand Table Chart of
Punctuation Marks

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40
Chapter 4
Elements of Sentence Structuring
In this chapter that I will explain and give the example which
it concerned with elements of sentence structuring, there are eight
components to consist of each sentence. Part of speech is the
common name for a word class--a category into which words are
placed according to the work they do in a sentence.23
Here we'll be
introduced to the eight traditional parts of speech. Parts of speech
have specific tasks to perform when they are put together in a
sentence. See an example below:
Table Chart of Parts of Speech
Part of
Speech
Basic Function Examples
Noun names a person, place, or
thing
pirate, Caribbean,
ship
23
http://www.towson.edu/ows/sentpatttrans.html by Margaret L.
Benner, benner@towson.edu.For educational purposes
only. All commercial uses strictly prohibited. Copyright © 2012, 2011, 2010, 2009, 2008,
2007, 2006, 2005, 2004, 2003 Towson University. All rights reserved. Retrieved on
8/4/2012.

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41
Pronoun takes the place of a noun I, you, he, she, it,
ours, them, who
Verb identifies action or state of
being
sing, dance, believe,
be
Adjective
Adverb
modifies a noun hot, lazy, funny
modifies a verb, adjective,
or other adverb
softly, lazily, often
Preposition shows a relationship
between a noun (or
pronoun) and other words
in a sentence
up, over, against,
by, for
Conjunction joins words, phrases, and
clauses
and, but, or, yet
Interjection expresses emotion ah, whoops, ouch
(See more details about English grammar in part of speech)
Note: Though some traditional grammars have treated
articles (the, a[n]) as a distinct part of speech, contemporary

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42
grammars more often include articles in the category of
determiners.
A noun or pronoun functions as the sentence subject when it
is paired with a verb functioning as the sentence predicate. Every
sentence has a subject and predicate.24
Subject
A subject can be a noun or pronoun that is partnered with an
action verb.
Example:
Sometimes a verb will express being or existence instead of
action.
Example:
24
Learn English Network. “English Grammar – Simple Sentence Construction.”Learn
English: LEO Network. (2007). See more details:
http://www.learnenglish.de/grammar/sentencetext.htm#Object.

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43
Sometimes we use sentences in which a subject is not
actually stated, but is, nevertheless, understood in the meaning.
Example:
A sentence like this gives an order or a request to
someone.
Because we use such statements when we are talking directly
to someone, we omit the word you. It is understood in the
sentence. Therefore, in statements like this one, we say the
subject is
You (understood).
This kind of sentence is an imperative sentence.
Predicate
A predicate is a verb that expresses the subject's action or
state of being.
Example:

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44
Sometimes the predicate will be composed of two or three verbs
that fit together - the main verb preceded by one or more
auxiliary (helping) verbs.
Note: To be a predicate, a verb that ends in -ing must
always have a helping verb with it. An -ing verb without a
helping verb cannot be a predicate in a sentence. A subject and
predicate may not always appear together or in the normal order,
as the following examples show:
Phrases
A phrase is a group of related words that

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45
1. does not express a complete thought
2.does not have a subject and predicate pair
One type of phrase is a prepositional phrase.
Examples:
Another kind of phrase is a verbal phrase.
Examples:
Even though these phrases contain nouns (pronouns) and/or
verb forms, none of the nouns/pronouns/verbs are subjects or
predicates. None of them work as a partnership.
Also, these phrases do not express complete thoughts.
Clauses
Words and phrases can be put together to make clauses.
A clause is a group of related words that contain a
subject and predicate.Note the difference between phrases
and clauses in the following examples:
Only one of the clauses is a sentence.

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46
Clause #1 gives a thought or an idea that is complete, that can
stand by itself, independent of other words.
However, clause #2 gives an incomplete thought or idea, one
that cannot stand by itself, one that needs some more words to
make it whole. The word after changes the meaning, making the
thought incomplete, after reading this clause, we are left hanging.
These two clauses illustrate the two kinds of clauses:
Independent Clauses and Dependent Clauses
An independent clause is a group of words that
contains a subject, a predicate, and a complete thought.
A dependent clause is a group of words that contains a
subject and a predicate, but does not express a complete
thought.
Compounding Sentence Elements
Words, phrases, and clauses may be joined to one another
inside a sentence with a conjunction. The coordinating
conjunctions and, but, or, and nor may join subjects, predicates,
adjectives, adverbs, prepositional phrases or dependent clauses

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47
within a sentence. This process is called "compounding."25
The
following examples show the process of compounding
Words
Phrases
Clauses
25
http://www.towson.edu/ows/sentpatttrans.htmby Margaret L.
Benner, benner@towson.edu.For educational purposes
only. All commercial uses strictly prohibited. Copyright © 2012, 2011, 2010, 2009, 2008,
2007, 2006, 2005, 2004, 2003 Towson University. All rights reserved, Retrieved on
8/4/2012.

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48
When entire independent clauses (simple sentences) are
joined this way, they become compound sentences.
Avoiding Fragments
A complete sentence needs only two elements:
a subject - predicate unit and a complete
thought
In other words, a simple sentence is actually the same
thing as an independent clause.
Dependent clauses or phrases are called fragments
because they are missing one or more parts needed to make a
sentence. Therefore, they are only pieces or fragments of
complete sentences.
Look at these examples:

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49
Avoiding Comma Splices and Fused Sentences
Sometimes two independent clauses (simple sentences) can
be joined to form another kind of sentence: the compound
sentence.26
Two major errors can occur when constructing
compound sentences.
Error #1: The Comma Splice
Writers make this error when they try to separate the two
independent clauses in a compound sentence with a comma
alone. A comma is not a strong enough punctuation mark to
separate the two independent clauses by itself; thus, using it
causes the clauses to be spliced together.
Example of a comma splice:27
This sentence can be repaired in three ways:
1. By adding an appropriate coordinating
conjunction
26
The New Fowler's Modern English Usage edited by R.W. Burchfield. Clarendon Press:
Oxford, England. 1996. Used with the permission of Oxford University Press.
27
Longman Guide to English Usage,Practical English Usage the Oxford Companion to the
English Language,This message has been edited. Last edited by: PromegaX, March 09,
2005.

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50
2. By changing the comma to a semicolon
3. By changing the punctuation and adding an
appropriate conjunctive adverb
Error #2: The Fused Sentence
Writers make this error by joining two independent clauses
into a compound sentence without using any punctuation between
them. No punctuation between the two independent clauses causes
them to "fuse" into an incorrect compound sentence.
Example of a fused sentence:28
This sentence is also repaired in three ways:
1. By adding a comma and an appropriate coordinating
conjunction
28
http://www.grammar.about.com/od/fh/g/fusedsentenceterm.htm, fused sentence By
Richard Nordquist, retrieved 5/29/2012. For more guiding:
http://www.americanheritage.yourdictionary.com/fused-sentence, The American Heritage®
Dictionary of the English Language, 4th
edition Copyright © 2010 Published by Houghton
Mifflin Harcourt Publishing Company.

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51
2. By placing a semicolon between the two clauses
3. By adding the needed punctuation and an appropriate
conjunctive adverb
Another way to repair a comma splice or fused sentence is to
make each independent clause into a simple sentence.
Sentence Types and Punctuation
A sentence may be one of four kinds, depending upon
the number and type(s) of clauses it contains.
An independent clause contains a subject, a verb, and a
complete thought.
A dependent clause contains a subject and a verb,
but no complete thought.

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52
A Simple Sentence has one independent clause.
Punctuation note: NO commas separate compound elements
(subject, verb, direct object, indirect object, subjective
complement, etc.) in a simple sentence.29
A Compound Sentence
A Compound Sentence has two independent clauses
joined by
A. a coordinating conjunction (for, and, nor,
but, or, yet, so),
B. a conjunctive adverb (e.g. however, therefore),
or
C. a semi colon alone.
Punctuation patterns (to match A, B, and C above):
29
Fries Charles, Carpenter. (1952). The Structure of English; an introduction to the
construction of English sentences, New York: Harcourt, Brace.

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53
A. Independent clause, coordinating conjunction
independent clause
B. Independent clause; conjunctive adverb,
independent clause.
C. Independent clause; independent clause.
A Complex Sentence
A Complex Sentence has one dependent clause (headed by a
subordinating conjunction or a relative pronouns) joined to an
independent clause.
Punctuation patterns (to match A, B, C and D above):
A. Dependent clause, independent clause
B. Independent clause dependent clause
C. Independent, nonessential dependent
clause, clause.
D. Independent essential dependent clause clause.
A Compound-Complex Sentence
A Compound-Complex Sentence has two independent
clauses joined to one or more dependent clauses.

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54
Punctuation Patterns:
Follow the rules given above for compound and complex
sentences.
A compound-complex sentence is merely a combination of the
two.
Connectors-Compound and Complex Sentences
Two independent clauses may be joined by
1. Coordinating conjunctions (Fan boys) Ic, and ic
2. Conjunctive adverbs Ic; therefore, ic.
A dependent (subordinate) Clause may be Introduced by
1. Subordinating conjunctions (Adverb
Clause) Dc, ic. Or Ic dc.
2. Relative pronouns (Adjective Clause) I, dc, c.
or I dc c.

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55
3. Relative pronoun, subordinating conjunctions, or
adverbs (Noun Clause)
Punctuations
Adverb clause:
Examples:
Because she was sick, she didn’t come to
attend the speech.
She didn’t come to attend the speech
because she was sick.
An adverb clause may precede or follow
an independent clause.
A comma is used if the adverb clause
comes first.
Preposition
Because of her sickness, she didn’t come to attend the
speech.
She didn’t come to attend the speech because of her
sickness.
A preposition is followed by a noun, not by a subject
and verb.

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56
A comma is usually used if the prepositional phrase
precedes the subject and verb of the independent
clause.
Conjunction
She was sick, so she didn’t come to attend the speech.
A conjunction comes between two independent
clauses.
Usually a comma is used immediately in front of a
conjunction.
Transition
He worked very hard. (;) Therefore, he passed his
exams.
He worked very hard. (;) He, therefore, he passed his
exams.
He worked very hard. (;) He passed his exams,
therefore.
Either a period or a semicolon may be used between the two
dependent clauses. A comma may not be used to separate the
clauses.
Commas are usually used to set the transition off from the
rest of the sentence.
Review: Punctuation Marks

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57
Apostrophes
Colons
Commas
Dashes
Italics
Parentheses
Quotation Marks
Semicolons
Apostrophe
1. To show ownership (to form the possessive case of nouns)
Examples
2. To show joint ownership with nouns
Example
3. To show individual ownership with nouns

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58
Example
4. To show ownership with indefinite pronouns
Examples
Note: Do not use an apostrophe to form the possessive case
of the personal possessive pronoun its.
Example
Do use an apostrophe with its to mean it is or it has
Correct
5. To form the plural of letters, numbers, and signs, and of
words referred to as words.
Examples

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59
Parentheses
1. To enclose interrupting elements that added information
or identification
Examples
2. To enclose figures or letters when used for
enumeration within a sentence
Example
Dash
To set off parenthetical matter
Example
Note: Unlike parentheses, which minimize the

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60
importance of the parenthetical material, dashes emphasize
parenthetical material.
Notice the different emphasis in each sentence.
Italics (underlining)
1. For words, letters, and figures referred to as such
Examples
2. For foreign, technical (including mathematical
expressions), or unusual words and phrases.
Examples
3. For titles of books, newspapers, magazines, journals, plays,
movies, radio programs, TV programs, long musical works,
long poems, works of art, names of ships and airplanes.

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61
Examples
Quotation Marks
1. To enclose titles of minor works: articles, essays,
poems, songs, chapters of books,
short stories, episodes of radio/TV programs.
Examples
2. To enclose words used ironically or where the
term so-called could be inserted.
Examples
3. To enclose a direct quotation: a person's exact
words
Example
Note: Do not use quotation marks to enclose indirect
quotations.

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62
Incorrect
Correct
If the quotation within another quotation is a question
or an exclamation, place appropriate punctuation next to the
item concerned.
Examples
Question quotation inside statement
Quotation:
Statement quotation inside question quotation
Question quotation inside question quotation
Exclamation quotation inside question
quotation or Question quotation inside exclamation
quotation

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63
Note: Punctuation is the system of symbols (. , ! - : etc) that
we use to separate sentences and parts of sentences, and to make
their meaning clear. Each symbol is called a "punctuation mark".30
The Value of Punctuation
An English teacher wrote these words on the board: 31
Woman without her man is nothing.
The teacher then asked the students to punctuate the
words correctly. The men wrote the top line. The women
wrote the bottom line.
30
Robbins, Sonia Jaffe. “Punctuation: A Brief History.” Editing Workshop, Journalism
Department. New York University, Journalism Department, NYU Web (2005, January 16)
See more http://www.englishclub.com/writing/punctuation.htm retrieved on 5/18/2012.
31
Robbins, Sonia Jaffe. “Punctuation: A Brief History.” Editing Workshop, Journalism
Department. New York University,Journalism Department, NYU Web (2005, January 16).
http://www.nyu.edu/classes/copyXediting/Punctuation.html#history,“A Grammar Toolkit
(10.).” The American Heritage Book of English Usage: A Practical and Authoritative Guide
to Contemporary English [Electronic version]. (1996). http://www.bartleby.com/64/10.html

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64
Table Chart of Punctuation Marks
Punctuation Mark Name Example
full stop or
period I like English.
comma
I speak English,
French and Thai.
semi-colon
I don't often go
swimming; I prefer to
play tennis.
colon
You have two choices:
finish the work today
or lose the contract.
hyphen
This is a rather out-of-
date book.
dash
In each town—
London, Paris and
Rome—we stayed in
youth hostels.
question
mark Where is Shangri-La?
exclamation
mark
exclamation
"Help!" she cried. "I'm
drowning!"

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65
point
(AmE)
slash,
forward
slash or
oblique
Please press your
browser's
Refresh/Reload
button.
backslash C:UsersFilesjse.doc
double
quotation
marks
"I love you," she said.
single
quotation
marks 'I love you,' she said.
apostrophe This is John's car.
underline
Have you read War
and Peace?
underscore bin_lad@cia.gov
round
brackets
I went to Bangkok
(my favourite city)
and stayed there for

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66
two weeks.
square
brackets
The newspaper
reported that the
hostages [most of
them French] had
been released.
ellipsis
mark
One happy customer
wrote: "This is the
best program...that I
have ever seen."
(The Table of Summary of Punctuation Marks By
http://www.englishclub.com)
English Tips
Although there are general rules for English punctuation,
there are differences of style between, for example, British and
American English, some publishers and some writers. Anyone
seeking guidance at an advanced level is recommended to consult
a style guide (often included in good dictionaries) for their
particular variety of English or editorial style.
Conclusion
Every word in a sentence serves a specific purpose within the
structure of that particular sentence. According to rules of
grammar, sentence structure can sometimes be quite
complicated. For the sake of simplicity, however, the basic parts
of a sentence are discussed here. The two most basic parts of a
sentence are the subject and predicate. The subject of a sentence

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67
is the person, place, or thing that is performing the action of the
sentence. The subject represents what or whom the sentence is
about. The simple subject usually contains a noun or pronoun and
can include modifying words, phrases, or clauses. The man ....The
predicate expresses action or being within the sentence. The
simple predicate contains the verb and can also contain modifying
words, phrases, or clauses.
For more information on the structure and formation of
sentences, see the following TIP Sheets:
Sentence Types and Purposes32
1. Sentence Fragments
2. Independent and Dependent Clauses: Coordination
and Subordination
3. Prepositions and Prepositional Phrases
4.Other Phrases: Verbal, Appositive, Absolute
5. Comma Splices and Run-on Sentences
6.The Eight Parts of Speech
7.Nouns
8.Pronouns
9.Verbs
10.Adjectives
11.Adverbes
32
Fries Charles, Carpenter. (1952). The Structure of English; an introduction to the
construction of English sentences, New York: Harcourt, Brace

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68
12.Conjunctions
13.Interjections etc.
………………………………………………..
Exercise 1
Writing Skill in Grammar Structures
Directions: Please write these abbreviate of alphabets / words to
be full word and give two examples by writing the full sentence
Ex. S. = Subject = I, You, We, They, He, She, It etc.
1. N.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
..............................................................................................
2. NP.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................

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69
3. VP. Or Gerund ing. To
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
..............................................................................................
4. Nprop. Obarma
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
5. Ncom. bird
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
..............................................................................................
6. Ncount.
...............................................................................................
...............................................................................................

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70
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
7. Nuncount.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
8. Nsing.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
.....................................................
9. Npl.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................

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71
...............................................................................................
...............................................................................................
10. Art.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
11. Art Def.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
12. Art Indef.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
13. Num.

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72
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
14. NumC.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
15. NumO.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
16. Aux.
...............................................................................................
...............................................................................................
...............................................................................................

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73
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
17. Adj.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
18. Adv.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
19. V.
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................

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74
...............................................................................................
...............................................................................................
Exercise 2
Directions: In the text boxes provided below each item, identify
the sentence's simple subject and simple predicate.
1. Four young soldiers led the troops into battle.
Subject =
Predicate =
2. In less than two hours, the entire cake had been eaten.
Subject =
Predicate =
3. For most of his career, Jim has ridden his bicycle to his office.
Subject =
Predicate =
4. Two beautiful goldfish in the pond were eating the insects on
the top of the water.
Subject =
Predicate =
5. Until that last telephone call, I was having a wonderful day.
Subject =
Predicate =
6. Last week's fire was started by an arsonist from a nearby town.

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75
Subject =
Predicate =
7. Her latest statement to the press was carefully worded.
Subject =
Predicate =
8. Novels by E. L. Doctorow are my favorite.
Subject =
Predicate =
9. The farmers in that part of the county are planting their fields
this week.
Subject =
Predicate =
10. You eat your food slowly.
Subject =
Predicate =
Answer Key
Identifying Subjects and Predicates - Exercise 1
The correct answers are given below. For help with subjects and
predicates,
1. Four young soldiers led the troops into battle.
Subject = soldiers Predicate = led
Your answers: subject= predicate=
2. In less than two hours, the entire cake had been eaten.

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76
Subject = cake Predicate = had been eaten
3. For most of his career, Jim has ridden his bicycle to his office.
Subject = Jim Predicate = has ridden
4. Two beautiful goldfish in the pond were eating the insects on
the top of the water.
Subject = goldfish Predicate = were eating
5. Until that last telephone call, I was having a wonderful day.
Subject = I Predicate = was having
6. Last week's fire was started by an arsonist from a nearby town.
Subject = fire Predicate = was started
7. Her latest statement to the press was carefully worded.
Subject = statement Predicate = was worded
8. Novels by E. L. Doctorow are my favorite.
Subject = novels Predicate = are
9. The farmers in that part of the county are planting their fields
this week.

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77
Subject = farmers Predicate = are planting
10. Eat your food slowly.
Subject = "you" understood Predicate = eat

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78
Chapter 5
Expansion of Phrases to Clauses
1. Expansion of Phrases to Clauses
1.1. What are Phrases and Clauses?
1.2. How Can We Identify Phrases and Clauses?
1.3. Five Basic Structures of Simple Sentences
1.4. Samples of Patterns Expanded with Clauses and Phrases
1.5. Subject/Verb expanded with a dependent relative clause
and a prepositional phrase
1.6. Subject/Verb/Object expanded with a participial phrase
and Subject/Verb/Object expanded with a dependent
adverbial clause
1.7. Subject/Verb/Object expanded with a dependent relative
clause
1.8. A Guide to Phrases and Clauses
1. Learning to Know and Understand Expansion of Phrases to
Clauses
1.1. What are Phrases and Clauses?
1.2. How Can We Identify Phrases and Clauses?
1.3. Five Basic Structures of Simple Sentences
1.4. Samples of Patterns Expanded with Clauses and Phras

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79
1.5. Subject/Verb expanded with a dependent relative clause
and a prepositional phrase
1.6. Subject/Verb/Object expanded with a participial phrase
and Subject/Verb/Object expanded with a dependent
adverbial clause
1.7. Subject/Verb/Object expanded with a dependent relative
clause
1.8. A Guide to Phrases and Clauses

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80
Chapter 5
Expansion of Phrases to Clauses
This chapter I would like to give you understanding the
definition of phrases and clauses, how can we identify phrases and
clauses included with explaining and giving the example about the
structure of simple sentences throughout guiding to phrases and
clauses, here we’ll continue what are phrases and clauses.
What are Phrases and Clauses?
Phrases and clauses are groups of related words that serve as
building blocks of sentences on a larger scale than parts of speech.
A clause contains both a subject and a verb whereas a phrase does
not. Understanding phrases and clauses and knowing how to
recognize them help writers create varied sentences and avoid
problems such as run-on sentences, fragments, and punctuation
errors.33
How Can We Identify Phrases and Clauses?
A phrase, which generally consists of multiple parts of
speech, behaves as a unit like a single part of speech. In the
following examples, note how phrases take on the roles of nouns,
verbs, adjectives, and adverbs. (Phrases that begin with a
33
http://web.cn.edu/kwheeler/gram_clauses_n_phrases.htmlCopyright Dr. L. Kip Wheeler
1998-2012. Permission is granted for non-profit, educational, and student reproduction. Last
updated 2 January, 2013

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preposition—called “prepositional phrases”—can fulfill various
functions, particularly as adjective phrases, adverb phrases, or part
of noun phrases.34
)
Noun phrases name a person, place, thing, or idea.
Buying a home can be a stressful ordeal.
My elegant Aunt Ida adores that mangy one-eyed mutt
of hers.
Verb phrases express action or state of being.
We may have been mistaken about the car’s reliability.
The Sampson twins will be traveling in Belize all next
month.
Adjective phrases describe nouns.
The bird, a beautiful yellow grosbeak, is chirping
gleefully.
The tree on your left is a popular haven for such
species.
Adverb phrases describe verbs, adjectives, other adverbs, or
even whole sentences.
Because of the recent rainfall, our vegetable garden is
thriving.
I wish all people could live with music in their hearts.
Clauses fit into two main categories: independent and dependent.
34
http://www.eslgold.com/grammar/clauses_phrases.html/Last updated: 15 February, 2010.

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82
An independent clause may stand alone as a complete
sentence because it contains a
subject and a verb and forms a complete idea. A sentence made of
one independent clause is called a “simple sentence.”35
A sentence
made of two or more independent clauses is called a “compound
sentence.”36
Note that these distinctions rely on the particular
combination of subject (underlined) and verb (double-underlined)
rather than the length of the sentence.
(Uncle Jay’s two Siamese kittens kept me awake all
night long with their constant mewing and wrestling.)
(I sing,] and [she dances.)
A dependent clause contains a subject and a verb but does not
form a complete idea.
(When Laney scratched off the final number on the
lottery ticket)
Do you feel the suspense?
A dependent clause needs an independent clause to
finish the thought and become a complete sentence. This type
of sentence is called a “complex sentence.”37
A sentence with
35
Omaggio, Alice C. 1986. Teaching language in context : Proficiency-oriented
36
http://www.orl.devry.edu/tutoring/Phrase,%20Clause,%20Sentence.html retrieved on
3/3/2012.
37
http://www.englishpractice.com/improve/phrases-clauses/ EnglishPractice.com © 2013 –
All rights Reserved. Posted on 18.3.12.24.30

Advanced English
83
at least one dependent clause and at least two independent
clauses is called a “compound-complex sentence.”38
(When Laney scratched off the final number on the
lottery ticket,) she remembered the reason for her
nickname, Luckless Laney.
The movie (that I saw last weekend) wasn’t nearly as
good as the popcorn.
Mr. Wu will not visit tomorrow (unless he can get his
car repaired this afternoon).
Five Basic Structures of Simple Sentences
Recognizing the five basic structures of simple sentences can
be helpful as you later begin to identify subordinate structures that
expand these simple structures. At the heart of any complete
sentence, you will find one or more of these basic patterns.
Sometimes the patterns are not obvious as they appear when listed
together. However, as you become familiar with these structures,
you will become skilled in recognizing and expanding them with
subordinate structures.
38
All rights Reserved. Posted on 18.3.12.24.30

Advanced English
84
Basic Pattern Pattern Example
1. Subject/Verb Edward laughed.
The baby crawls and coos.
Spring rain and flowers abound.
2. Subject/Verb/Direct Object Margaret recalled a
memory.
Susan shovels snow.
President Obama gave a speech.
3. Subject/Verb/Complement The consultant seemed
pleasant.
All applicants were UM
graduates.
Our house is sturdy.
4. Subject/Verb/Indirect Object/ The new candidate give
me hope.
Direct Object I offered the
candidate my support.
He gave the child a stern
look.

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85
5. Subject/Verb/Direct Object/ The girl thinks herself
intelligent.
Object Complement The children made David
“it.”
Squirrels drove the dogs
mad.
You will notice that these basic sentence types can be
expanded by dependent (subordinate) structures like dependent
adverbial clauses, dependent relative clauses, and the variety of
phrases made up of dependent prepositional, participial,
appositive, and absolute phrases. These are all strategies of
sentence expansion.
Samples of Patterns Expanded with Clauses and Phrases
Subject/Verb expanded with a prepositional phrase:
A herd of elk gathered (beside the stream.)
New students arrive (at the end of August).
Subject/Verb expanded with a dependent relative clause
and a prepositional phrase:
The house, (which was originally built in the 1920s),
stood (next to an old mill).
Her computer, (which was donated by a colleague),
crashed (during a data analysis).

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86
Subject/Verb/Object expanded with a participial phrase:
(Hearing a loud clap of thunder), the campers gathered
their gear.
(Intending to garner support for his campaign), the
politician delivered his speech.
Subject/Verb/Object expanded with a dependent
adverbial clause:
The campers packed their gear (while rain soaked the
ground).
(Although the forecast calls for freezing temperatures),
she planted her garden.
Subject/Verb/Object expanded with a dependent relative
clause:
The athlete, (who knew her own prowess), scored a
goal.
Her father, (who could hardly contain his excitement),
let loose a cheer.
Subject/Verb/Object expanded with all of the above:
(Using all her strength), the athlete, (who knew her own
prowess), scored a goal (while her father cheered from
the stands).

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87
The other three basic sentence patterns can also be
expanded in the same manner.
A Guide to Phrases and Clauses
Phrases
1.Prepositional phrases (over the rainbow)
a. as adjectives
b. as adverbs
2. Adjectival phrases (free from government
control)
3. Verbal –ing phrase [present participle] (running
five miles each day)
a. as adjective
b. as noun
c. as adverb (sometimes)
4. Verbal –ed phrase [past participle] (written in
2001)
a. as adjective
5. Verbal to phrase [infinitive] (to win the game)
6. Truncated clause [subordinating conjunction +
five structures {adj phrase, -ing phrase, -ed phrase,
prepositional phrase, noun} ] (when in Rome)

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88
7. Noun absolute [noun or pronoun + five
structures] (his knees shaking)
8. Noun appositive (the reserve catcher)
Clauses
9. Dependent adjectival clause (she slept in the
barn)
a. as a restrictive that clause
b. as a nonrestrictive which clause
c. as a restrictive and nonrestrictive
who/whom/whose clause
10. Dependent adverbial clause (because he
enjoyed the special effects)
11. Dependent noun clause (that he would prevail)
(See more concerned details in chapter 4 pp.19-25)
Conclusion
The definition of phrases and clauses, how can we identify
phrases and clauses included with explaining and giving the
example about the structure of simple sentences throughout
guiding to phrases and clauses, by continue what are phrases and
clauses. Phrases and clauses are groups of related words that serve
as building blocks of sentences on a larger scale than parts of
speech. A clause contains both a subject and a verb whereas a

Advanced English
89
phrase does not. Understanding phrases and clauses and knowing
how to recognize them help writers create varied sentences and
avoid problems such as run-on sentences, fragments, and
punctuation errors. How Can We Identify Phrases and Clauses? A
phrase, which generally consists of multiple parts of speech,
behaves as a unit like a single part of speech. In the following
examples, note how phrases take on the roles of nouns, verbs,
adjectives, and adverbs. (Phrases that begin with a preposition—
called “prepositional phrases”—can fulfill various functions,
particularly as adjective phrases, adverb phrases, or part of noun
phrases.Clauses fit into two main categories: independent and
dependent.
A dependent clause needs an independent clause to finish the
thought and become a complete sentence. This type of sentence is
called a “complex sentence.”39
A sentence with at least one
dependent clause and at least two independent clauses is called a
“compound-complex sentence.”40
And “Five Basic Structures of
Simple Sentences” Recognizing the five basic structures of simple
sentences can be helpful as you later begin to identify subordinate
structures that expand these simple structures.41
At the heart of
39
Omaggio, Alice C. 1986. Teaching language in context : Proficiency-oriented
40
All rights Reserved. Posted on 18.3.12.24.30.
41
All rights Reserved. Posted on 18.3.12.24.30.

Advanced English
90
any complete sentence, you will find one or more of these basic
patterns. Sometimes the patterns are not obvious as they appear
when listed together. However, as you become familiar with these
structures, you will become skilled in recognizing and expanding
them with subordinate structures.
You will notice that these basic sentence types can be
expanded by dependent (subordinate) structures like dependent
adverbial clauses, dependent relative clauses, and the variety of
phrases made up of dependent prepositional, participial,
appositive, and absolute phrases. These are all strategies of
sentence expansion.
…………………………………………………………….
Exercise
Using the examples as a guide, expand each sentence or word
group below by adding an appropriate adjective clause.
Examples:
(1) I admire the person who _____.
Sample sentence #1: I admire the person who first dared to
eat a tomato.
Sample sentence #2: I admire the person who has the
courage to speak her mind.
(2) The house in which _____ was run down and smelled like

Advanced English
91
boiled cabbage.
Sample sentence #1: The house in which my teacher lived
was run down and smelled like boiled cabbage.
Sample sentence #2: The house in which the body was
found was run down and smelled like boiled cabbage.
A simple sentence may be converted into a complex
sentence by expanding a word or phrase into a subordinate noun
clause, adjective clause or adverb clause.
Study the following examples
By expanding a noun into a noun clause
A noun may be expanded into a noun clause.
He admitted his mistake.
He admitted that he had made a mistake. (Here the noun
mistake is expanded into the noun clause ‘that he had made a
mistake’.)

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92
We heard of his death. (Simple)
We heard that he had died. (Complex)
A noun phrase can also be expanded into a noun clause.
He seems to be a fool. (Simple)
It seems that he is a fool. (Complex. Here we expand the
phrase ‘a fool’ into the clause ‘that he is a fool’.)
I would like to know the secret of your success. (Simple)
I would like to know how you succeed. (Complex)
By expanding a word or phrase into an adverb clause
A word or phrase can be expanded into an adverb clause.
It is too hot to go out without an umbrella. (Simple)
It is so hot that we cannot go out without an umbrella.
(Complex)
Seeing the snake, the boy shouted.
When the boy saw the snake, he shouted.

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93
We didn’t go out because of the rain.
We didn’t go out because it rained.
By expanding a word or phrase into an adjective clause
A simple sentence may be converted into a complex sentence
by expanding a word or phrase into an adjective clause.
Prudent boys work hard. (Simple)
Boys who are prudent work hard. (Complex)

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94
Chapter 6
Sentence Pattern Transformations
1. Sentence Pattern Transformations
1.1. Transform to Passive Voice
1.2. To Create the Transformation
1.3. Transform to the Expletive there is / there are
1.4. Transform to Negative and Transform to
Interrogative with yes-no Answer
1.5. Transform to Interrogative
1.6. Transform to Emphasis / Emphatic
1.6.1. Transform to Imperative
1.6.2. Transform to Exclamatory
1. Learning to know and Understand Sentence Pattern
Transformations
1.1. Transform to Passive Voice
1.2. To Create the Transformation
1.3. Transform to the Expletive there is / there are
1.4. Transform to Negative and Transform to
Interrogative with yes-no Answer
1.5. Transform to Interrogative
1.6. Transform to Emphasis / Emphatic

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1.6.1. Transform to Imperative
1.6.2. Transform to Exclamatory

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96
Chapter 6
Sentence Pattern Transformations
In this chapter I will try to give an easily example and make a
shortly explanation about the sentence pattern transformation
show to write a sentence or clause, by changing the form of the
sentence, the other forms, by trying to preserve the original
meaning or may change the meaning some what, depending on the
purpose of the author himself. Is there a way to convert the
sentence with a collection of them? The ideas presented are not
well enough. The basic sentence patterns in the English language
may be transformed in the following ways:
Transform to Passive Voice
This transformation requires using a sentence with an action
verb and a direct object.
The sentence may be any of the following patterns:42
NP1 + V-tr + NP2 The dog ate the bone.
NP1 + V-tr + NP2 + NP3 Joe gave Mary a ring.
NP1 + V-tr + NP2 + Adj We consider Joe intelligent.
42
http://www.towson.edu/ows/sentpatttrans.htmby Margaret L. Benner, benner@towson.edu.
For educational purposes only. All commercial uses strictly prohibited. Copyright © 2012,
2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004, 2003 Towson University. All rights
reserved, Retrieved on 8/4/2012.

Advanced English
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NP1 + V-tr + NP2 + NP2 The people made Olaf king.
To Create the Transformation,
1. Make the direct object into the subject,
2. Add the "be" auxiliary and the -en ending to the main
verb, and
3. Place the original doer of the action into a
prepositional phrase beginning with by.
Examples:

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Note: Do not change verb tense when transforming
sentences from active to passive.
Ate = was eaten
Gave = was given
Consider = is considered
Made = was made
Transform to the Expletive there is / there are
This transformation requires using a sentence with a verb of
being as the main verb. The sentence pattern must be
NP1 + V-be + ADV/TP. A fly is on the wall.
Two dogs were at the
park.
To Create the Transformation,
1. Place there at the beginning of the sentence and
2. Reverse positions of the subject and verb.
Examples:

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Note: Do not change verb tense when creating there is /
there are transformation.
is = there is
is = There was
are = there
were = there were
Transform to Cleft/Divide
This transformation allows the writer to emphasize the
sentence subject or object. This transformation may be used with
any of the sentence patterns. There are two ways to create this
transformation.
Method 1
1. Begin the sentence with It and the appropriate
number and tense of the verb of being,
2. Focus on either the subject or direct object, and

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3. Create a second half for the sentence that begins
with who, whom, or that.
Examples:
In the above example, the first cleft transformation
emphasizes the subject, dog, using three words to refer to the
dog: it, dog, and that.
The second cleft transformation emphasizes the direct object,
bone, using three words to refer to the bone: it, bone, and that.
In the above example, the first cleft transformation
emphasizes the direct object, Joe, using three words to refer to
Joe: it, Joe, and whom.
The second cleft transformation emphasizes the subject we,
using three words to refer to us it, we, and who.

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Method 2
1. Begin the sentence with What,
2. Follow with the subject and verb, and
3. Insert the appropriate tense of the verb of being
and follow with the direct object.
Examples:
In the above example, the cleft transformation emphasizes
the direct object, bone, using two words to refer to bone: what
and bone.
This cleft transformation emphasizes the direct object, ring,
using two words to refer to the ring: what and ring.
Note: Do not change verb tense when creating the cleft
transformation.
Past Tense:
The dog ate the bone.

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It was the dog who ate the bone.
It was the bone that the dog ate.
What the dog ate was the bone.
Present Tense:
We consider Joe intelligent.
It is Joe whom we consider Intelligent.
Past Tense:
Joe gave Mary a ring.
What Joe gave Mary was a ring.
Transform to Negative
This transformation may be used with any of the sentence
patterns.
To Create the Negative Transformation
1. with a verb of being as the main verb: Add not to the
verb.
Example

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2. with an action or linking verb that has an auxiliary verb
(have or be): Add not to the verb
Example - action verb
Example - linking verb
3. With an action or linking verb that does not have an
auxiliary verb: Add not and the appropriate number and tense of
do.

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Transform to Interrogative with yes-no answer
This transformation may be used with any of the sentence
patterns. To transform sentences into the interrogative with yes-no
answer,
1. with a verb of being as the main verb: Transpose the
position of the subject and the verb
2. with an action or linking verb that has an auxiliary verb
(have or be): Transpose the position of the subject and the
auxiliary verb
3. With an action or linking verb that does not have an
auxiliary verb: Add the appropriate number and tense of do

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Example - Action verb
Example - Linking verb
Transform to Interrogative
This transformation provides questions that will produce
more than a yes/no answer. It may be used with any of the
sentence patterns.
To create the transformation,
1. Place an interrogative word at the beginning of the
sentence,
2. Reverse positions of the subject and verb, and
3. Add do/does/did if needed (action or linking verb
without auxiliary verb).
Interrogative Words:
how when where why what which who
whom

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Example - verb of being
Example - action verb with auxiliary verb
Example - linking verb with auxiliary verb
Example - action verb without auxiliary verb
Example - linking verb without auxiliary verb

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Note: Sentences using which or whose to create the
interrogative may not require adding do/does/did or transposing
the positions of the subject and verb.
Transform to Emphasis / Emphatic
This transformation may be used
 With all sentence patterns except the verb-of-being
patterns.
 With action or linking verbs that do not have
auxiliary verbs.
To make the emphatic transformation, place do, does, or did
in front of the verb, as tense and number dictate.
Examples
Transform to Imperative
This transformation creates a command. It may be used with
all sentence patterns. To make the imperative transformation,

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replace the sentence subject with you understood and change the
verb form to its infinitive form without to
Examples:
Note: There is only one tense, simple present, for the
imperative transformation.
Transform to Exclamatory
This transformation creates a surprise statement. It may be
used with all sentence patterns. To make the exclamatory
transformation,
 place what or how at the beginning of the sentence
 rearrange words in the sentence as needed
 place an exclamation point at the end of the sentence
Examples:
In many cases, more than one transformation may be
performed at a time on a given sentence.
Example - passive and interrogative

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109
Example - passive, negative, and interrogative yes-no
Example - cleft, emphasis, and interrogative yes-no
Answer the Question Active and Passive
Examples: Change the following active sentences into
passive form.
She wrote a letter.
A letter was written by her.
2. Julia rescued three cats.
Three cats were rescued by Julia.
2. Steven has forgotten the books.
The books have been forgotten by Steven.
3. The teacher will not open the window.
The window will not (won’t) be opened by the
teacher.
4. Susan is baking a cake.

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A cake is being baked my Susan
5. Tim washed many cars.
Many cars were washed by Tim.
Examples: Change the following passive sentences into
active form.
Pasta is being cooked by Jim.
Jim is cooking Pasta.
1. The words were explained by the teacher yesterday.
The teacher explained the words yesterday.
2. Many dishes were not washed by my little
brother.
My little brother didn’t wash many dishes.
3. Photos are taken by me.
I take photos.
4. Housework is done by her.
She does housework.
5. Kevin asked Dennis a question.
Denis was asked a question by Kevin.(here change
Active to be Passive)

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111
Conclusion
According to the sentence pattern transformations it makes a
shortly explanation about the sentence pattern transformation
show to write a sentence or clause, by changing the form of the
sentence, the other forms, by trying to preserve the original
meaning. Or may change the meaning some what, Depending on
the purpose of the author himself. Is there a way to convert the
sentence with a collection of them? The ideas presented are not
well enough.
…………………………………………………………..
Exercise
The Answer keys of Active and Passive
1. Exercise: Change the following active sentences into passive
form.
0. She wrote a letter.
A letter was written by her.
1. Julia rescued three cats.
Three cats were rescued by Julia.
2. Steven has forgotten the books.
The books have been forgotten by Steven.
3. The teacher will not open the window.
The window will not (won’t) be opened by the teacher.

Advanced English
112
4. Susan is baking a cake.
A cake is being baked my Susan
5. Tim washed many cars.
Many cars were washed by Tim.
2. Exercise: Change the following passive sentences into active
form.
0. Pasta is being cooked by Jim.
Jim is cooking Pasta.
1. The words were explained by the teacher yesterday.
The teacher explained the words yesterday.
2. Many dishes were not washed by my little brother.
My little brother didn’t wash many dishes.
3. Photos are taken by me.
I take photos.
4. Housework is done by her.
She does housework.
5. Kevin asked Dennis a question.

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Denis was asked a question by Kevin. (here it is changedActive
voice to bePassive voice)
3.Complete the correct verb form with the passive.
1. A song ..(sing)..........................by Ann now.
2. Rice (usually eat) .............................by Thai people nationwide.
3. English (teach).......................................by me for more than 20
years.
4. Two snakes (kill).................................by my dog yesterday.
5. My birthday party (hold) ...............................next Saturday.
…………………………………………………

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114
Chapter 7
Clause and Sentence Structure
Scope of Study in Chapter 7
1. Clause and Sentence Structure
1.1. The Simple Sentence
1.2. The Compound Sentence
2. Special Cases of Compound Sentences
2.1. Compound-Complex
2.2. The Complex Sentence
1. Learning to know and understand the Clause and Sentence
Structure
2. Learning to know and understand Special Cases of
Compound Sentences

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