DIAGNOSTIC TEST

Exercise 1 DIRECTIONS: Write the subjects and the verbs in the following sentences. EXAMPLE: Rob and Peter have finished their term papers. ANSWER: Rob, Peter---- have finished Subjects Verb

1. You should treat mild burns with ice water. 2. The class elected Jose, the president. 3. Roger baked Maria a cake. 4. Why didnt you go to the awards ceremony? 5. At 5:00 A. M Mark and I headed for the trout stream. 6. There are 30 students in my homeroom. 7. Until last night I had never driven Dads new car. 8. The diamond appeared real to me. 9. Mel and his brother operate a tackle shop and rent boats during the summer. 10. Mrs. Biscotcho made a sand castle.

PART I
Have you ever found yourself in the following situations? Your teacher passes out one of those long standardized tests. Because the test will be timed, you feel great pressure. In your hurry, you skim the directions, reading only part of them. Later you realize that you incorrectly answered most of the questions because you failed to read the complete directions. Needless to say, the results are disastrous. If you include incomplete thoughts in your writing, similar results can occur. Someone can totally misunderstand what you want to really convey. To avoid such a misunderstanding, you need to be able to recognize and to write complete sentences. Why do we speak or write? You have information or ideas other people to know. This information is so important you want to make sure people understand what you are saying or writing.

Let us first RECOGNIZE sentences!

Recognizing complete thoughts as sentences is the first step. But first, we must define what a sentence is. A sentence is a group of words that expresses a complete thought. EXAMPLES: 1. She is beautiful. 2. The dog slept outside. 3. Maria saw the accident.

The groups of words below do not express complete thoughts. They are called sentence fragments. a. The horse in the barn b. Cooked dinner last night. c. After the game was over.

These fragments become sentences when each idea is expressed completely. a. The horse in the barn belongs to Jeff. b. Jamie cooked dinner last night. c. After the game was over, everyone came to my house.

Recognizing Sentences A group of words that does not express a complete thought is called fragment. Notice in the following examples that fragments leave unanswered questions. More information must be added to make fragments to make sentences. FRAGMENT SENTENCE FRAGMENT SENTENCE Listen to the radio (Who listens?) My older sister listens to the radio. A large black crow (What did it do?) A large black crow landed on the barn.

Exercise 2 DIRECTIONS: Identify the underlined words whether it is a subject or a predicate. EXAMPLE: Two loaves of bread are baking in the oven. ANSWER: are baking verb 1. An elephants tasks are rarely giant teeth. 2. In March spring begins. 3. Raccoons will eat frogs, acorns, and many other things. 4. Some flowers do not have a sweet smell. 5. Doesnt the old clock on the bank tower work anymore?

ACTIVITY 1 DIRECTION: Label each group of words. Write S if it is a sentence or F if it is a fragment. ____ 1. Slamming the ball with all her strength. ____ 2. Rushing into the kitchen. ____ 3. Since school has begun. ____ 4. The radio blared. ____ 5. Mr. Henry, my geometry teacher. ____ 6. The phone just rang. ____ 7. A balanced diet is important. ____ 8. Just as the train thundered by. ____ 9. The lightning during the storm. ____ 10. After we ate dinner.

After we studied about a sentence, let us discuss what the different sentence patterns are. To start with, let us define sentence pattern.

WHAT IS SENTENCE PATTERN?

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 SV-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?" This module gives an overview of English sentence patterns. It will help you identify subjects, verbs, and clause connectors so you can analyze your writing style and improve it by using a variety of sentence patterns.

Subjects and Verbs

In its simplest form, an English sentence has two parts: a subject and a verb that express a complete thought when they are together. The subject shows who or what is doing the action. It is always some form of noun or pronoun. Subject + verb. Uses an intransitive verb, that is, a verb requiring no direct object:

For example: 1. Maria dances. S 2. Cielo is playing basketball. S

Now let us have the verb: The verb shows the action or the state of being. It can be an action verb, like "run," or a state verb, like "seem."

What are examples of these two word sentences? 1. Horace walked V 2. Cicero slept. V 3. Dog barks. V

Real sentences are rarely so short.

There

are five basics patterns around which most English sentences are built. We usually want to convey much more information, so we modify the main subject and verb with other words and phrases, as in the sentences below: 1. Unfortunately, Marvin slept fitfully. 2. Dogs bark louder after midnight. 3. Heavy isotopes react slower than light isotopes of the same element. 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.

SENTENCE PATTERN I
The following sentences are examples of the S-V pattern.

1. She sleeps. (Core sentence) 2. She sleeps soundly. (An adverb is added to describe how she sleeps) 3. She sleeps on the sofa. (A prepositional phrase is added to tell where she sleeps)

4. She sleeps every afternoon. (A time expression is added to tell when she sleeps) 5. She is sleeping right now. (Verb tense is changed, but S-V relationship remains the same) 6. Mary will sleep later. (Subject is named and another tense is used) 7. 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.

Exercise 3

DIRECTION: verb.

Underline the subject of each sentence and encircle its

1. Control rods remain inside the fuel assembly of the reactor. 2. The development of wind power practically ceased until the early 1970s. 3. All amplitude-modulation (AM) receivers work in the same way. 4. The cross-member exposed to abnormal stress eventually broke. 5. Only two types of charge exist in nature.

ACTIVITY 2

DIRECTION: Underline the right subject and verb on the following sentences. Put two underlines on the subject and one underline on the verb.

1. Ace slept at the bedroom after he went to the hospital.

2. Jerry jumped at the bridge.

4. Lee cooked a delicious cake.

3. Joana Marie Mina shouted when she saw her dog on the tree.

5. Don walked quickly on the pedestrian lane.

4. Philip reacted when he heard his name as one of the suspects in the Maguindanao massacre.

6. Roland talked about the issue of the massacre.

5. Rhoma clapped loudly when she won the marathon.

7. Charmaine studied so hard because she wanted to finish her study.

6. Bryan snapped when he remembered the password on his email.

An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't. Anatole France (1844 - 1924)

SENTENCE PATTERN II
The following sentences are examples of the S-TV-DO 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)

Note: Only transitive action verbs can be used with this sentence pattern.

Let us first discuss what D.O (Direct Object) is.

A direct object is a noun or a pronoun that receives the action of the verb. To find a direct object, first find the subject and the action verb. Then ask the question What? Or Whom? The answer to either of these questions will be a direct object.

EXAMPLES: 1. I will take Tammy to school today. (I will take whom? Tammy is the D.O (Direct Object)). 2. I ordered a book but I received a calendar instead. (I ordered what? Book is the direct object of ordered. I received what? Calendar is the direct object of received.)

3. Dan painted the table and chairs. (Dan painted what? Table and chairs are both direct objects)

NOTE: Two or more direct objects following the same verb are called a compound direct object.

Exercise 4

DIRECTION: Identify and underline the direct object in each of the sentences.

1. Mavis likes dogs and cats. 2. Some sharks have no natural enemies. 3. Have you ever thrown a boomerang? 4. Mom bakes us apples. 5. Grandmother sends me cards. 6. Mr. Rogers coaches basketball. 7. We gave her roses. 8. We ate watermelon. 9. Pedro taught Barry and me Spanish 10. In the winter snow, monkeys eat vines and tree bark.

Next let us discuss what transitive verb is. All action verbs fall within two generals classes. They can be either transitive or intransitive. An action verb that has an object is transitive. To find an object, say the subject and the verb and then ask the question What? Or Whom? A word that answers either question is called an object. An action verb that does not have an object is intransitive.

EXAMPLES: TRANSITIVE: The boys usually play soccer. (The boys play what? Soccer is the object; Therefore, play is a transitive verb.) Have you seen Ann? (You have seen whom? Ann is the object; therefore, have seen is a transitive verb.

ACTIVITY 4 DIRECTION: Underline ONCE the subject and TWICE the transitive verb, and ENCIRCLE the direct object on the sentences.

1. For many years Grandma Moses embroidered scenes on canvas. 2. Due to arthritis she could no longer hold the needle. 3. She replaced needle and thread with paint and brushes. 4. At the age of 76, she painted her first picture. 5. Grandma Moses never had a single art lesson. 6. With her brush she created realistic drawings from memory. 7. These simple country scenes captured the experiences of her youth. 8. In 1938, an art dealer discovered her paintings. 9. The Museum of Modern Art included her work in a show the following year. 10. Today many art museums display the art of this American primitive painter.

The foundation of every state is the education of its youth. (Diogenes Laertius)

SENTENCE PATTERN III

S- LV- SC (SUBJECT- LINKING VERB- SUBJECTIVE COMPLEMENT) Subject + linking verb + subject complement. Another simple pattern uses the linking verb, any form of the verb without an action verb: The following sentences are examples of the S-LV-SC pattern

He is fine. (Basic sentence with "be" verb) He seems happy. (Basic sentence with another linking verb) Jordan is tall, dark 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.

WHAT IS LINKING VERB?

Not all verbs show action. Verbs that do not show action are called state-of-being-verbs. These verbs make a statement about the subject.

State-of-being-verbs are often used as linking verbs. These verbs link, or connect, the subject with another word in the sentence. In English the most common linking verb is be. The other word either renames or describes the subject.

EXAMPLES:

Chico was the winner of the race. (Was links winner and the subject Chico. Winner renames the subjects.)

You will be happy with the results. (Will be links happy with the subject you. Happy describes the subject.)

December is the last month of the year. (Is links month with December. Month renames the subject)

Forms of the verb be are the most common linking verbs. Any verb phrase ending in be or been is a form of be and can be used as a linking verb. COMMON FORMS OF BE Shall be Will be Can be Could be Should be Would be May be Might be

Be Is Am Are Was were

Have been Has been Had been Could have been Should have been May have been Might have been Must have been

The verbs in the following list can be used as linking verbs. All these verbs can be used with helping verbs.

ADDITIONAL LINKING VERBS Appear Become Feel grow look Remain Seem smell Sound Stay Taste Turn

Exercise 5

DIRECTION: Underline the linking verb on the following sentences and write the two words that it links.

EXAMPLE: The weather yesterday was very hot. Was- weather, hot

TEMPURA
1. Tempura is a Chinese meal.

2. The carrots look crisp.

3. The mushrooms seem ripe.

4. These vegetables were inexpensive.

5. The shrimp smell very fresh.

6. Mom is the supervisor.

7. Dad was the chief cook last week.

8. The oil in the pan has become hot.

9. The dinner has always been our favorite.

10. The food was absolutely delicious.

SUBJECTIVE COMPLEMENT (ADJECTIVE)

An adjective is a word that modifies a noun or a pronoun. To find an adjective, first find each noun and pronoun in a sentence. Then ask yourself , what kind? Which one/s? How many? Or How much? About each one. The answer to these questions will be adjectives.

What kind? Fresh vegetables

loud noise

Which one? These windows

red ones

How many? Ten seats

one banana

How much? Great relief

much help.

Exercise 6

DIRECTION: Below are sentences that contain an adjective. Underline the adjectives and encircle the noun that it modifies.

EXAMPLE: North Africa is a dry

land.

A CHICKEN FARM
1. Granddad Jones Raise baby chicks. 2. He has a small farm. 3. He has many chicks. 4. The chicks need a warm home. 5. Grandma places them in a large brooder. 6. The chicks have a nutritious diet. 7. Granddad feeds them special grain. 8. The home of the chicks has a constant temperature. 9. A trough provides them with clean water. 10. A pen will be the next shelter for the chicks.

Exercise 7 Finding Adjectives

Write at least five (5) adjectives base on the picture above. AND USE THEM IN A SENTENCE following the correct sentence pattern of S-LV-SC.

1.

2.

3.

4.

5.

ACTIVITY 5 DIRECTION: Underline ONCE the subject and underline TWICE the linking verb, and ENCIRCLE the subject complement or adjective. THE DELICIOUS ACCIDENT

1. The doughnut has been called the most delicious accident in history. 2. Doughnuts were probably first made in a French hamlet in 1917 during the WWII. 3. Nearly 1,000 American soldiers were stationed in a tiny out- of- theway village. 4. Rain, cold and heavy, had been fallen for many days. 5. The morale of the men was low. 6. Two top- notch representatives of the Salvation Army looked for a quick remedy. 7. Creating holes was the easiest way to eliminate soggy middles. 8. Some dinosaurs were rather gentle creatures. 9. The steak might be very tough. 10. The eyes of the horse are unusually large.

Education's purpose is to replace an empty mind with an open one. Malcolm Forbes (1919 - 1990), in Forbes Magazine

SENTENCE PATTERN IV
S- TV- IO- DO (Subject- transitive verb- indirect object- direct object)

Let us first discuss what indirect object is.

An indirect object can be included in a sentence that already has a direct object in it. an indirect object answers the questions To or for whom? Or to or for what? After an action verb.

To find an indirect object, first find the direct object. Then ask, to or for who? Or to or for what? About each direct object. The answer to either of these questions will be an indirect object. Notice on the following examples that an indirect object comes before a direct object.

EXAMPLES: Jennifer built Mom a birdhouse. (Birdhouse is the direct object. I. O D.O

Jennifer built a birdhouse for whom? Mom is the indirect object. )

Jerry gave his car a name. (Name is the direct object. Jerry I.O D.O

gave a name to what? Car is the indirect object.)

Mrs. Reynolds assigned Jeff and me a special project. I.O I.O D.O

(Projects are the direct object. Mrs. Reynolds assigned a project to whom? Jeff and I are the compound indirect object.

MORE EXAMPLES:

1. We are sending you the balance of the payment in this letter. S T.V I.O D.O

2. I am writing her about a number of problems that I have had S T.V I.O D.O

with my Exec comp word processor.

3. The supervisor mailed the applicant a description of his job S T.V I.O D.O

4. I am finding you a job.

TV

IO

DO

5. Austin, Texas, has recently built its citizens a system of bike lanes.

T.V

I.O

D.O

Exercise 7

FINDING INDIRECTS AND DIRECT OBJECTS

DIRECTIONS: Encircle the direct object and put a box on the indirect object on each sentences. EXAMPLE: Cleverta gives me Cards
.

______1. Mr. Leary assigned Mary a report on the many hazards of smoking.

______2. Mother promised us chicken for dinner.

______3. Joseph sold four quarts of paint to Mr. Baum ______4. Dont give Muffin or Tiger a snack now.

______5. The faculty awarded a special prize to Carmen.

______6. Make me an offer for my old bicycle.

______7. My cousins loaned Patsy and me their tennis rackets.

______8. Draw the directions for me on this paper.

______9. Did Ben give you his class due?

______10. Mr. Norris sold Elizabeth and Tad his slide projector.

ACTIVITY 6 DIRECTION: Label the correct sentence pattern on the following sentences. 1. Some people have an extra rib.

2. The Harrisons bought Barbara a sterling- silver bracelet for her graduation.

3. Tell Bart and him the joke about the elephants.

4. City Banks gives free investments advice to all its customers.

5. The Manx cat, originally from the Isle of Man, has no external tail.

6. A small cave gave the hikers shelter from the storm.

7. My grandparents sent some oranges to us from Florida.

8. Please do me a big favor.

9. Mrs. Megan is teaching Lou and me Spanish.

10. A python needs a good meal only about once a year.

Education has for its object the formation of character. Herbert Spencer (1820 - 1903)

SENTENCE PATTERN V
S- TV- DO- OC
We have already discussed about subject, transitive verbs and direct object. Now we have something new to discuss, which the o.c is or object complement. Subject + verb + direct object + object complement. The sentence pattern using the [direct object] and object complement is not common but worth knowing): To start with, what is Objective Complement.

OBJECT COMPLEMENT The object complement (OC) refers to and renames the direct object. A word, usually a noun or adjective, used after the direct object of certain verbs and intended to complete the meaning of the sentence or of the verb.

EXAMPLE:

1. They named the football star Rookie of the Year. S T.V DO OC

2. Alma baked a cake which is delicious. S T.V DO OC

Exercise 8

DIRECTION: UNDERLINE the Object Complement of the following. 1. The walls are usually painted black. 2. The plant shutdown left the entire area an economic disaster. 3. The committee declared the new design a breakthrough in energy efficiency. 4. The low cost of the new computer made competition much too difficult for some of the other companies. 5. Most people think the space shuttle to be a major step in space. exploration. ACTIVITY 7 DIRECTION: Answer these following sentences by labeling the correct STV-DO-OC pattern. 1. His sister calls him a genius.

2. Her flattery made him embarrassed.

3. The local residents called the travelers intruders. 4. Experts consider the presidents environmental policy disastrous.

5. Vacationers found the year-round residents antagonistic.

Objectives
To identify and to be able to correct sentence fragment. To distinguish the difference between an action and linking verbs. To identify a direct object in sentence. To identify an indirect object in a sentence. To make writing more interesting by using vivid verbs rather instead of dull and overused verbs. To identify adjectives as modifiers of noun. To make writing more lively and interesting by communicating and practicing, specific adjectives this conveys meaning.

BIBLIOGRAPHY PUBLISHED MATERIALS/ ONLINE RESOURSES

Bergman, Carol Ann. Health Grammar and Composition (Introductory Course). Copyright 1987 by D.C Health and Company

Bergman, Carol Ann. Health Grammar and Composition (Four Course). Copyright 1987 by D.C Health and Company Avalos, Adelaida G. From Grammar to fluency in 30 Days. Published by FPR Publishing. Los Baos, Laguna Pugsley, Jenny. An International Journal for Teacher to Speaker of other Language.Rose Wood Drive, Danvers Massachusetts: Copyright Licensing Agency, 2005 http:/ eltj. Oup jouranls

From Online Teaching English to Speaker of Other Language Online at http:// languageinstinct documents. html Conant, James B. The American High School Today (New York: Macgraw Hill, 1959) Chapter IX From an Introduction to the Study of Language 1914