写作Chapter 3.docx

写作Chapter 3.docx

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写作Chapter3

ChapterThree

WritingSentences

1.BuildingSimpleSentences

1.1Simplesentence

Simplesentences（independentclauses）aresentenceswithonesubject-verbcombination.Aclausehasaminimumofonesubject-verbcombination.

1.2Constructingsimplesentences

Simplesentencesconformtooneofthefivebasicpatterns.

（1）Subject+IntransitiveVerb（S+V）

Themostbasicsimplesentenceconsistsofjustasubjectandaverborverbphrase（themainverbplusallitsauxiliaryverbs）.

e.g.Thepriceofgoldrose.

Stockpricesmayfall.

Heretheverbsroseandmayfallareintransitive—thatis,theydonotneedanobjecttocompletetheirmeaning.

（2）Subject+TransitiveVerb+DirectObject（S+V+DO）

Anotherkindofsimplesentenceconsistsofthesubject,averb,andadirectobject.

e.g.VanGoghcreatedTheStarryNight.

CarolinesavedJake.

Heretheverbscreatedandsavedaretransitive---eachrequiresanobjecttocompleteitsmeaninginthesentence.Ineachsentence,thedirectobjectindicateswheretheverb’sactionisdirectedandwhoorwhatisaffectedbyit.

（3）Subject+TransitiveVerb+DirectObject+ObjectComplement（S+V+DO+OC）

Somesimplesentencesincludeanobjectcomplement,awordorphrasethatrenamesordescribesthedirectobject.

e.g.TheclasselectedBridgettreasurer.

Ifoundtheexameasy.

（4）Subject+LinkingVerb+SubjectComplement（S+V+SC）

Anotherkindofsimplesentenceconsistsofasubject,alinkingverb（averbthatconnectsasubjecttoitscomplement）,andthesubjectcomplement（thewordorphrasethatdescribesorrenamesthesubject）.

e.g.Theinjectionwaspainless.

TonyBlairbecameprimeminister.

Notethatthelinkingverbislikeanequalsign,equatingthesubjectwithitscomplement（TonyBlair=primeminister）.

（5）Subject+TransitiveVerb+IndirectObject+DirectObject（S+V+IO+DO）

Somesimplesentencesincludeanindirectobject,whichindicatestowhomorforwhomtheverb’sactionwasdone.

e.g.CyranowroteRoxanneapoem.

TheofficerhandedFrankaticker.

Exercise

Directions:

Ineachofthefollowingsentences,underlinethesubjectandtheverb.Then,labeldirectobjects,indirectobjects,subjectcomplementsandobjectcomplements.

sc

Example:

IsaacAsimovwasasciencefictionwriter.

1.IsaacAsimovfirstsawsciencefictionstoriesinhisparents’Brooklynstore.

2.Hepracticedwritingbytellinghisschoolmatesstories.

3.AsimovpublishedhisfirststoryinAstoundingScienceFiction.

4.Themagazine’seditor,JohnW.Campbell,encouragedAsimovtocontinuewriting.

5.Theyoungwriterresearchedscientificprinciplestomakehisstoriesmoreaccurate.

6.Asimov’s“Foundation”seriesofnovelsisa“futurehistory”.

7.TheWorldScienceFictionConventiongavetheseriesaHugoAward.

8.SometimesAsimovused“PaulFrench”asapseudonym.

9.BiochemistryandHumanMetabolismwasAsimov’sfirstnonfictionbook.

10.Asimovcoinedthetermrobotics.

2.BuildingCompoundSentences

Speakersandwritersdon’talwaysusesimplesentencesorindependentclauseswhentheycommunicate.Theyoftenputthesesentencesorclausestogethertomakebiggersentences.

Acompoundsentenceiscreatedwhentwoormoreindependentclausesarejoinedwithcoordinatingconjunctionsandtransitions.

2.1.Coordinators

Youcanjointwoindependentclauseswithacoordinatingconjunction/coordinator,precededbyacomma.

Therearesevenwordsinthisgroup:

Coordinatingconjunctions（Coordinators）:

for/and/nor/but/or/yet/so

Addition:

andContrast:

but/yet

Result:

soReason:

for

Choice:

orNegative:

nor

2.1.1.Patternofcoordinators

Positionandpunctuation:

clause,coordinatorclause

e.g.SomepeoplebelieveinIQtests,butothersdon’ttrusttheresults.

Inshortsentences,thecommamaybeleftout.

2.1.2.ImportantTips

（1）Sometimesyouwillfindthesecoordinatorsatthebeginningofasentence.ThisisacceptableininformalEnglishandinsomekindsofwriting.Whenyouarewritingforschool,trynottobeginsentenceswiththeseconjunctions.

（2）Usingnor:

Subject-verborderchangesinthesecondclausewhennorconnectstwoclausesthatstatenegative.

e.g.Somepeopledonotlearnthroughtheauditorylearningstyle,nordotheylearnthroughvisualmethods.

（3）Ifasentencehastwoindependentclausesthathavethesamesubject,itisnotalwaysnecessarytorepeatthesubjectortouseacomma.

e.g.SomepeoplearenotsureaboutIQtestsandquestiontheirfairness.

（4）Ifasentencehasmorethantwoindependentclauses,putacommaaftereachclauseandincludeacoordinatorbeforethelastclause.

e.g.SomepeoplebelieveinIQtests,othersdonotbelieveinthem,andsomeareundecided.

2.2.Transitions

2.2.1.Linkingtransitions

Youcanjointwoindependentclauseswithatransitionalwordorphrase,precededbyasemicolonandfollowedbyacomma,thiskindofconnectorscalledlinkingtransitions.

2.2.2.Frequentlyusedlinkingtransitions:

Moreinformation:

inaddition,also,furthermore,moreover.

Time:

then

Result:

therefore,thus,asaresult,consequently

Example:

forexample,forinstance

Summary:

inotherwords

2.2.3.Punctuation:

semicolon,comma

e.g.Somepeopleareconcernedaboutthesideeffectsofmanymedications;inaddition,theymayhaveadistrustofthetraditionalhealthcaresystem.

2.2.4.Positioninsentence:

Clause;transition,clause

Whenyouuseanyofthesewordsorexpressionstolinkclauses,besureyouhaveacompleteclausebeforeandafterthelinkingtransition.

e.g.Manypeopleuseamother’sorgrandmother’scureforacold;forexample,theymighteatchickensoup.（correct）

e.g.Manypeopleuseamother’sorgrandmother’scureforacold;forexample,chickensoup.（incorrect）

2.2.5.Introductorytransitions

Sometimesyouwillfindatransitionatthebeginningofasentence.Thiskindoftransitiondoesnotlinkclauses.Itisanintroductorytransitionandisusuallyfollowedbyacomma.

e.g.Inaddition,theseremediesmayhelpwithawidevarietyofillnessandconditions.

2.2.6.Frequentlyusedintroductorytransitions:

Moreinformation:

inaddition,also,furthermore,moreover.

Time:

first,second,third,later,finally,last,next,then.

Conclusion:

inconclusion,finally

Example:

forexample,forinstance

Result:

therefore,thus,asaresult,consequently

Summary:

inotherwords,insum,inshort,insummary

Noticethatthesamewordsandexpressionscansometimesbeusedasintroductorytransitionsorlinkingtransitions.Otherwordsorexpressionsareusuallyonlyasintroductorytransitions.

3.BuildingComplexSentences

Acomplexsentenceconsistsofoneindependentclauseandatleastonedependentclause.

Adependentclausecannotstandalone;itmustbecombinedwithanindependentclausetoformasentence.Asubordinatingconjunction/subordinatororrelativepronounlinkstheindependentanddependentclausesandindicatestherelationshipbetweenthem.

3.1.Subordinators

Asubordinatorisawordthatconnectstwodifferentkindsofclauses:

anindependentclause（mainclause）andadependentclause（subordinateclause）.Adependentclausealwaysbeginswithasubordinator.

3.2.Twopatternsofsubordinators

Asubordinatingconjunctioncanbeinthemiddleofasentenceoratthebeginningofasentence.Noticethetwopatterns:

1.mainclausesubordinatorsubordinateclause（nocomma）

e.g.HetraveledtoEnglandafterhewrotethebook.

Inthiscaseyoudonotneedacommawiththesubordinatingconjunction.

2.subordinatorsubordinateclause,mainclause

e.g.Afterhewrotethebook,hetraveledtoEngland.

Inthiscaseyoushouldputacommabetweenthetwoclausesinordertoseparatethem.Thecommashowsthereaderexactlywherethefirstclauseendsandthesecondclausebegins.

3.3.Frequentlyusedsubordinatingconjunctions:

Subordinatorsoftime

Othersubordinators

after=laterthan

before=earlierthan

until=uptothattime

since=fromthattime

while=duringthattime

when=atthattime

whenever=everytime

as=atthetimethat,when

assoonas=immediatelyafter

althoughthough

becauseeventhough

onceinorderthat

sothatnowthat

ratherthanthat

asthoughasif

unlesswhere

wherever

Note:

Somesubordinatingconjunctions（before,after,until,since）canalsoactasprepositions.Trytorecognizewhenthesewordsareprepositionsandwhentheyareconjunctions.Theyaresubordinatingconjunctionawhentheybeginadependentclausewithasubject-verbcombinationfollowingthem.

e.g.Afterhewrotethebook,hetraveledtoEngland.

e.g.Afterwritingthebook,hetraveledtoEngland.

3.3.1.Relativepronouns

Relativepronounsassubjects

Arelativeclausecanbeusedifthetwosimplesentencesyouwanttocombinehaveanounorpronounthatisthesame（arepeatednounorpronoun）.

Arelativeclausedescribesorgivesmoreinformationaboutanounorpronounintheotherclause.

Step-by-stepprocesstocombinesentencesbymakingarelativeclause

Stepone.Startwiththetwosentencestobecombinedandfindtherepeatednounorpronoun.

e.g.Alloftheceremoniesarepreformedunderthedirectionofapriestpractitioner.

Thepriestpractitioner（orhe）isknowninNavajoashatathli.

Steptwo.Replacetherepeatednoun（inthesecondsentence）witharelativepronoun.Inthiscase,usewho,thesubjectpronounforaperson.

e.g.Thepriestpractitioner（orhe）

subject=who

isknowninNavajoashatathli.

Stepthree.Placetherelativeclausenexttothenounitisdescribinginthefirstsentence.

e.g.AlloftheceremoniesarepreformedunderthedirectionofapriestpractitionerwhoisknowninNavajoashatathli.

Relativepronoun:

which,that

Whentherepeatednoun