EF 5/6 Sentence combining "Dad at Home/Backstage"

Dad at Home
1. Jackie's dad is a truck driver who has driven for twenty years, but he is taking a year off to be with her.
Jackie's dad who has been a truck driver for twenty years is taking a year off to be with her.

2. He now works at home with Jackie as a parent which is a full-time job.
His full-time job is at home with Jackie as a parent.

3. They clean and repair the house, cook the meals, shop and have fun.
They have fun cleaning and repairing the house, cooking the meals, and shopping.
We had fun walking in the park.

4. In the afternoon, they paint, picnic, go to movies, and cycle.

In the afternoon, they either paint, picnic, go to movies, or cycle.

5. Jackie, who is four, enjoys each day that is spent with her dad.

Jackie is four, and she enjoys each day that is spent with her dad.

Jackie is four, and she enjoys each day spent with her dad.

Fewer words make denser sentences.- more meaning, more meat, to the point
Jackie, a four-year-old, enjoys each day spent with her dad.

- hyphen
-- dash, informal
: colon

I have two kids: a boy and a girl. FORMAL
I have two kids-- a boy and a girl. INFORMAL

-- one line, not two lines


Jackie, Joan, Jesse, and Dave, who are all four-year-olds, like to play tennis.

four-years-old XX

four-year-olds  many kids

Backstage

1. We were preparing for the second performance of our play, and the dressing room was in a state.

"in a state" messy, very messy
" a pig sty" sty-
Your bedroom is a pigsty.
Your bedroom looks like a bomb hit it.

"My face is a mess."

Because/ While we were preparing for the second performance of our play, the dressing room was in a state.

2. Costume racks
Racks that were for costumes and makeup trays were scattered about/ all over the room.

3. Helpers were dressing cast members and applying their makeup; everyone was nervous.

Everyone was nervous while helpers were dressing cast members and applying their makeup.

4. The female lead could not do something get her wig to stay on properly; also, the male lead was having a tug-of-war with a pair of suspenders that would not cooperate. 

toupee

sock suspenders

5. We wondered if the production would ever come together.
We wondered whether the production would ever come together or not.
We wondered whether or not the production would ever come together.

EF5/6 Verb tenses

Verb tenses- 12, not all useful

Figure out most important ones, high frequency

low frequency- forget them

SIMPLE TENSES ARE ALL HIGH FREQUENCY:

SIMPLE PRESENT
XXXXXXXXXX
everyday, always, usually, never changes, habitual action, habit, routine
"She drinks coffee."

We use simple present all the time.

"I take a bath every night."
fact, truth
"He lives on Fraser Street."
"His sister comes from Korea."

"The sun rises in the east."

"She likes to go skiing."

Important!!!

SIMPLE PAST
one action already finished
"She watched a movie last night."
"John was go went to Japan for a vacation."
"Sarah drived drove to school at 8am."

SIMPLE FUTURE
one action in the future
"will" "be going to" - modals
will + to call
"She will call her sister later today."

"I/You/He/We/They will walk the dog."

modals never change

"I will walk with my son."


PRESENT PROGRESSIVE
CONTINUOUS
"ing"
"We are studying English."
"We studying English." XXX

PAST PROGRESSIVE
"I was working last night."
"Her son was playing computer games until 9PM."
A time indicator helps to make your sentence more meaningful.


FUTURE PROGRESSIVE
"She will be working tomorrow night."
"She will work tomorrow night."

working- more action, focus on the verb, very active, focussing on the action

"I will drive to Surrey tonight."

"I will be driving to Surrey tonight."

"I will help my son do his math homework."

"I will be helping my son do his math homework."

"Sarah will call her sister tonight."

"Sarah will be calling her sister tonight."

"Sarah will talk to her sister tonight."

"Sarah will be talking to her sister tonight."

PRESENT PERFECT

very important, little confusing

started in the past- continues to now

"May has lived in Vancouver for three years."

"Joe has studied French since he was a teenager."

"Sarah and Joan have known each other for ten years."

Very important!!!

 

PAST PERFECT

Nobody uses it!

"She had lived in Vancouver for five years."

"May had studied French for three months when she was a teenager."

"She had lived in Vancouver for five years."

English speakers use simple past as a substitute + a time indicator

"I had visited Hawaii for three weeks."

"I visited Hawaii for three weeks."

"I had visited Hawaii last July for three weeks."

Past perfect- forget about it! Not important.

Use simple past instead- much more natural sounding

FUTURE PERFECT

XXXXX

"He will have finished his work at 7 o'clock."

"He will finish his work at 7 o'clock."

Use simple future.

"Her plane will have arrived by midnight."

"Her plane will arrive by midnight."

PRESENT PERFECT PROGRESSIVE

"She has lived in Vancouver for three years."

"She has been living in Vancouver for three years."

"ing"- focusses on the action of the verb

"He has been speaking to the manager for 30 minutes."

"She has been waiting for the bus for 25 minutes."

"I have been texting my teenager since 11 o'clock."

PAST PERFECT PROGRESSIVE

XXXX NONO NO

"She had been living in Vancouver for ten years."

"She was living in Vancouver for ten years."

Use past progressive instead.

FUTURE PERFECT PROGRESSIVE

"He will have been driving for six hours by the time he gets to Phoenix." XXXXXXXX NO NO

"It will take him six hours to drive to Phoenix."

English10/EF7 Poem project

POEM PROJECT

Pretend you are one of the animals from Animal Farm.  Write a short four-line poem expressing your thoughts or feelings.  The poem can be serious or funny, but it must rhyme.

       

Four lines   

rhyme- 

-perfect rhyme - sounds are exactly the same 

can fan

ceiling feeling

table cable

fine wine

no rhymes for these words- orange silver

- close rhyme - kind of rhyme

orange garage

silver pilfer

crazy maybe

I just met you

This is craaaaazy

Here's my number

Call me maybe

-eye rhyme - look the same, but don't sound the same

though

bough

older poetry- Shakespeare- change in pronunciation, accent

cot caught

foyer

water

kangaroo "I don't know"

          

Examples from previous classes:

       

I hate living on Animal Farm A

The pigs live in the house and I live in              the barn A
I'm freezing cold- they're nice and warm B

They get the apples- I get none. B

      

 I am Napoleon, the big pig boss A

 Because I'm clever I'm leader of the farm B

       Have to watch out for those who'll do me               harm B

 Especially Boxer the big dumb horse A

popular rhyme schemes AABB ABBA ABAB

ABBA- popular Swedish pop group

Finish for homework.  Email to me by midnight on Thursday:

          ahaley@vsb.bc.ca

EF5/6 adjective forms

adjective forms

basic(1)         comparative(2)           superlative (the most- 3-4-5
cold               colder                          coldest
hot                 hotter                          hottest
new               newer                           newest
happy            happier                         happiest

beautiful        more beautiful             most beautiful
comfortable   more comfortable         most comfortable
complicated   more complicated        most complicated
frustrated
frustrating

tion - noun

frustrated (a) - emotion, feeling "She feels frustrated about her job."
frustrating (a) - object itself "Her job dealing with customers is frustrating."

bored
boring

interested "I am interested in math."
interesting "Math is interesting."

challenged "He feels challenged by the chemistry project."
challenging "The chemistry project is challenging."

fascinated "The little boy is fascinated by trains."
fascinating "Trains are fascinating to him."



good better best
bad worse worst

https://www.englishclub.com/vocabulary/irregular-adjectives.htm


"John is my older brother."
"Joan is my elder sister." FANCIER, MORE FORMAL
"He is a senior citizen." 65+
"People often retire at 65."
double-dipping


seniors' discount- 

"She drove far today."
"She drove farther than yesterday."

EF5/6 Paragraph debrief

Paragraph-
Structure- 
Topic sentence- topic, controlling idea, come from the question, writing prompt

Is Jonas XXXXXX?
People need choice in their lives.= writing prompt

PROCESS
1. Analyze- agree? disagree?

what kind of writing- descriptive, narrative, 
persuasive, expository 

format? paragraph, sentence, essay

2. Generate ideas- list, mindmap, brainstorming, freewriting

NO PLAN Think of something- write it down in the paragraph

3. Organize- TIME, SPACE, IMPORTANCE

4. Rough copy- write sentences
SIMPLE, COMPOUND, COMPLEX

problems challenges- depth of vocabulary, grammar- verb form, verb tense, punctuation, commas (small thing), periods, semicolons, articles (a, an, the)

5. Edit
6. Good copy no need to make it look nice

English 10/ EF7 Essay debrief

Structure-
Introductory paragraph
-grabber
-thesis statement- topic, controlling idea- based on the writing prompt
Into the essay right away- within two sentences
- predictor- previews the points

Avoid "I think" "I say" "I"

"in my opinion" - not necessary, not for academic writing, third-person point of view

Name

"In my opinion, Napoleon was not a good leader."
No qualifier needed

"Napoleon was not a good leader."- strong, confident, argumentation
-academic writing- state your thesis clearly, boldly, with confidence

Avoid one-sentence paragraphs, paragraph is several sentences- 4,5,6,7 sentences

Five-paragraph essay - basic model, works well, utilitarian essay, not fancy, a little boring, 3 points in the body

4 points in the body (six-paragraph)
2 points in the body (four-paragraph essay)- Make sure the two points are good.
1 point - Was anyone that bold in this class?


Quoting material- incorporating material into sentences " " quotation marks

MODEL
Because Squealer was such a good liar and the dogs were so frightening, the animals always listened to Squealer and "accepted his explanation"(39) when he spoke.

(p39)
Incorporated
3-4 words, whole sentence

Balance the quotations through the essay- sprinkle the quotations throughout the essay

Quality of the sentences !!!
SIMPLE, COMPOUND, COMPLEX
Basic skills that everything else relies on.

Sentence combining is very useful. 

EF 5/6 Practice paragraph with ""

What are some ways that Jonas is different from others in his community?


1. Analyze- paragraph
descriptive
different? phyiscally, mentally, spiritually, psychologically, financially, religiously?

physically

mentally

2. Generate ideas

physically - "light eyes"(21)  detail maybe can use

mentally- 
***1. sees things differently- apple, hair, faces- red, colour, others dont see colour, they see black and white "Capacity to See Beyond"(63)

* 2. he doesn't like "Sameness"(85), every else likes it

**3. he feels frustrated - cant share his feeling, cant tell about memories "feeling of frustration"(99)

4. he feels separate from friends and family, different "seemed a little different"(89)

What are some ways that Jonas is different from others in his community?

    Jonas was different from the other people in his community in many ways. There were three main ways. First of all, he didn't like the "Sameness"(85) in his community such as weather and landscape. However, every else liked it. Next, he had a "feeling of frustration"(99) because he couldn't share his feelings, tell his dreams, or talk about the "memories"(107) to anyone else. He felt hopeless. Last but not least, he had the "Capacity to See Beyond"(63). That means he could see colour whereas the ordinary people could see only black and white. In short, Jonas was unique compared to other people in his society in several important ways.

6/6 Ready for English 11.

EF5/6 Using Quotations

using quotations

Here are some key points to remember when using quotations:

1)   Incorporate quotations into your sentences.

 One way that Jonas was different was because he had "light eyes"(21) while everyone else's were darker.

2)   Keep quotations to a few words.  Quotations are like salt in food: a little bit gives flavour; too much ruins the dish.

3)   Use quoted material to support your points.

4)   Don’t use too many quotations.  Pick two or three quotations to support your brainstormed points and leave the rest.

5)   Make sure the quoted material is exactly as written in the story.

6)   Avoid repeating quotations.

7)   After quoting material, go on to explain why the quotation is relevant.

8)   Avoid ending paragraphs with quotations.

EF5/6 Sentence combining quiz "French Fries" "Coffee"

French fries are loaded into a basket, and the french fries are white. OVERWRITTEN
French fries that are white are loaded into a basket. OVERWRITTEN 
White french fries are loaded into a wire basket.

Then they are lowered, and the lowering is slow. XX
Then they are lowered slowly into oil.

Their hot bath crackles and foams.
Their bath crackles and foams because it is hot.

The potatoes are thinly sliced and release a puff of steam. UNUSUAL

The thinly-sliced potatoes release a puff of steam.
The potatoes that are thinly-sliced release a puff of steam. ADJ CL

They come out crispy brown and streaked with oil.

He sips at his coffee cup that is chipped along the rim. COMPLEX

The taste is bitter, acidic, and faintly soapy.

There is a brown film on the inside of the cup.

He takes extra care, and the care is so that... REP
He takes extra care so that he doesn't spill any on his clothes.

so that - ADV CL

He is afraid, and the fear is that..... REP
He is afraid that it might eat holes in the material.

READING COMPREHENSION

SIMPLE COMPOUND COMPLEX

EF5/6 The Giver Ch 11-12 questions with ""

Ch 11
1. Jonas feels "chilled air"(80) and winter weather.
Jonas also was "filled with energy"(80) when the old man put his hands on his back. 
2. The Giver feels he has lost a "little weight"(83) from his mind.
3. The memories came from "many generations"(83) in the past.
4. Sameness has to do the environment, mostly "climate control"(85) and landscape/ terrain/ typography.
5. The second memory was of a hot sunny day.
6. In the third memory, Jonas felt a "sunburn"(86) on his skin. It was different because it was painful and not nice unpleasant.

Ch12
1. Jonas lied because he was not allowed to talk about his dreams to anyone, including his parents.
2. 

Rainbow
Roy G. Biv
red orange yellow green blue indigo violet

English 10/EF7 Grabbers

l  WtC “Guidelines for Introductory Paragraphs” (pp78-82)

Really about Grabber / Hook 

Attention getting device-  makes us want to read or listen

Choose one of these if you're stuck for a good grabber:

1.  General to specific statement- funnel

2. Fact or statistic- data, %, 3 out of 4

3. Anecdote- short personal story

4. Historical- reference to some event in history

5. Question?- Ask a question. Thesis statement is the answer.

6. Adage, idiom, expression- from any language, translate if you have to

7.Famous quotation from a famous person- 

EF5/6 Sentence Combining Sheet 1

1. The object that measures about 8 inches in length looks long and thin. COMPLEX- ADJECTIVE CL

The object looks long, thin and measures about 8 inches in length. SIMPLE NOT PARALLEL

long, thin and heavy adj adj adj 

The object looks long and thin and measures about 8 inches in length. SIMPLE

The object looks long and thin, and it measures about 8 inches in length. COMPOUND

The object looks long and thin; also, it measures about 8 inches in length. COMPOUND

CHOICE- CHOOSE

2. The object has many flat sides and appears rounded with a diameter that measures about 1/8 inch. COMPLEX- ADJ CL
The object has many flat sides and appears rounded; also, it has a diameter that measures about 1/8 inch. COMPOUND

1/2 one half
1/3 one third
2/3 two thirds
1/4 one fourth, one quarter

fourth f th
force


3/4 three fourths, three quarters

13/ 34 thirteen thirty fourths

To improve pronuciation- technique called Minimal Pairs

focus on specific sounds that are problems for you.

r/l Japanese low row
v/w Punjabi
j/y Spanish yellow, jello, jes, yes

low row repeat 1000 times
initial position

roar roll
end position

forrow follow

though foe

think sink

"Minimal Pairs"


3. It come in many colours outside and inside; in fact, usually the outside is yellow and the inside is black.

4. There is often writing and a number such as a 2 or a 3 along the outside of the object.

5. The top of the object is made of rubber with an aluminum band around it, and the bottom of the object comes to a sharp point. COMPOUND

6. The body of the object appears to be made of wood; however, the inside is actually made of lead.

7. The longer you use the object, the shorter and duller it gets.

8. The object is often used by students, artists, and office workers.
The object is often used by students, artists and office workers.

Example of "" for Animal Farm test paragraph

"fell naturally upon the pigs" (9)

The job of organizing all of the other animals fell upon the pigs.
PLAGIARIZING, COPYING

The job of organizing all of the other animals "fell upon the pigs".(9) BETTER, STILL NOT RIGHT

The job of organizing all of the other animals "fell naturally upon the pigs".(9) OPTION 1

The job of organizing all of the other animals "fell naturally ... upon the pigs".(9) OPTION 2
The job of organizing all of the other animals "fell ... upon the pigs".(9) OPTION 2

... ellipsis , shows that words have been removed

...... NOT ENGLISH

... ellipsis


"very round cheeks, twinkling eyes, nimble movements and a shrill voice" (9)

Squealer was a pig that had "very round cheeks, twinkling eyes, nimble movements and a shrill voice" (9) TOO LONG 3-4 words

Squealer was a pig that had "very round cheeks, twinkling eyes, nimble movements and a shrill voice" (9)

Squealer was a pig that had "twinkling eyes ... and a shrill voice" (9) MOST IMPORTANT POINTS

Still have to be grammatical

Squealer was a pig that had "twinkling ... voice" (9) XXXXXXXXX HAS TO BE A SENTENCE

Squealer was a "brilliant talker"(9) who had the ability to trick the other animals with his complicated vocabulary.

He was "very persuasive"(9) when he spoke to the animals on the farm.

Eng10/ EF7 Paragraph with ""

PARAGRAPH PROCESS

PLAN
1.Analyze- what are we writing about
descriptive, narrative, expository, persuasive
2. Generate ideas 
"" quoted material, 3-4 words ""
3. Organize - time, space, importance
WRITE
4. Sentence
Topic sentence- linked to the question 
3-4 points ""
5. Edit- sp, vt, vf, punc
6. Good copy No need to rewrite the rough copy, in-class writing, will be marked as in-class writing

GOOD PARAGRAPH - HIGH PRIORITY

What I'm looking for
1. Format- one block of text, indented, not too long or short
2. Topic sentence- on-topic, addressing the topic, focus
3. Relevant points - support the TS 
"" quoted material
Organized- time, space, or importance
4. Concluding sentence is a good option
5. PROBABLY MOST CRUCIAL- Quality of sentences- SIMPLE, COMPOUND, COMPLEX
Go/No go

Sentences - practice, daily practice, you will learn

Literacy in English is so important to success.  

EF5/6 Modals/ Modal auxiliaries

modal + infinitive - 'to'
can + to go
"She can go to the store."

may
We may leave early today. may + to leave
May we leave early today?

We may leaving early today. X
We may leaves early today. X
We may left early today. X

might
The kids might watch a movie together tomorrow afternoon. might + to watch

should- give advice, give a recommendation/strong suggestion
You should finish your homework today, so you can relax on the weekend. should + to finish, can + to relax

ought to - two-word modal (a little confusing) to
modal + infinitive - "to"
ought to + to walk
You ought to walk the dog around the park.

ought walk X
ought to walk

She ought to call her sister for her birthday.

be going to - three-word modal
He is going to play badminton.
subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

subject + modal + infinitive - "to"

supposed to = obliged to, duty, responsibility

"Parents are supposed to take care of their kids."
"I am supposed to pick up my daughter at 4, so I have to go."
"You are supposed to come to class every day."
"I was supposed to call my sister last night. I forgot."
"I didn't call my sister last night."

Modals show a deeper meaning.

have got to - really necessary, absolutely have to, must must must, no choice, no question
"You have got to lock the door when you leave the house."
"You have got to turn off the stove when you finish cooking."

used to - activity in the past, not the present
"She used to practice yoga, but now she is too busy."
"Jeff used to work at IBM, but now he works at Apple."

SOMETHING DIFFERENT
be used to - not a modal - familiar, comfortable
"She is used to Canada because she has lived here for 25 years."
"She isn't used to her new job yet. It will take a few months to get comfortable with the computer system."

F5/6 Using quotations

Uses of " " quotation marks

1. Title
The Giver
The Giver

Voice in Literature
"Four Directions" -part of a book

2. Direct reported speech
She said, "Come in."
His mother told him, "Be honest and work hard."
I asked you, "Did you read Chapter 4?"

indirect speech
His mother told him to be honest and work hard.
I asked you if you read Chapter 4.

3. Quote text and use it in our own writing.

Asher had to apologize to his class.

"standard apology" (3)
Asher gave the "standard apology" (3) to his class.

Using the quoted words as proof, evidence that my idea is good.

"words and phrases" (3)
The community is very careful about the "words and phrases" (3) that they use.

Quote special words, special phrases. We want to quote very important words and phrases.

Jonas was Asher's "friend". (3) X

Jonas was Asher's friend.

EF5/6 Active and passive voice

Voice- verb form

ACTIVE VOICE
"She ate the apple."
subject does the verb She-ate
The subject is active, does the action of the verb

"Joe reads a book."
"Mary will fix the computer."
past, present or future- all ok


PASSIVE VOICE
"She ate the apple." ACTIVE
"The apple ate by her."
passive voice verb - past participle
eat- eaten
"The apple was eaten by her."
was- auxiliary verb, AUX, extra, shows tense
"The apple is eaten by her."
"The apple will be eaten by her."

present                    past                     participle
go                            went                     gone
take                          took                     taken
eat                            ate                       eaten
see                           saw                      seen
put                           put                       put
cut                           cut                        cut
read                         read                      read
drive                        drove                   driven
give                         gave                     given


Google - verb past participle list

ACTIVE
The Elders watch the children.
The Birthmothers born the babies. XX
The Birthmothers have the babies.
The children require to volunteer. XX
The Elders require the children to volunteer.
The citizens don't choose their own jobs.

PASSIVE
The children are watched by the Elders.
All babies are born to Birthmothers.
The children are required by the Elders to volunteer.
The jobs are chosen/picked/assigned for them by the Elders.

PREP
My daughter's classes are chosen by her/ for her.
by her- she chooses
for her- school chooses


Nine-year-olds = children who are nine years old

Nine-year-olds are given their bicycles by the government. PASSIVE
The government gives nine-year-olds bicycles.
The government gives bicycles to nine-year-olds. ACTIVE

There is one ten-year-old in our house.
There are 12 ten-year-olds in our neighbourhood.

ten-years-old XXX
ten-years-old

This class is two hours long.
This is a two-hour class.
This is a two hour class. X

This is a two-hours class. X

This is a two hours class. X

She is twenty years old.

She is a twenty-year-old woman.

twenty-year-old- adjective

tall

She is a tall twenty-year-old nurse.

hyphen - hyphenated (several words but one thing)

twenty-year-old

Exercise #1

Change passive voice to active voice in the following sentences.

1. The new computer chips are sold at XYZ Computer.

XYZ Computer sells the new computer chips.

2. The formula was prepared.

The mother prepared the formula for the three-month-old.

3. Computers for the lab have been provided by DEF, Inc.

4. This coupon cannot be used.

5. The house was built poorly.

6. The English test will be given tomorrow.

7. The English test is being completed by the students.

8. The English test has been marked.

9. These rules must be followed.

10. Changes were made.

Vancouver Trustee By Election

https://vancouver.ca/your-government/2017-by-election.aspx

EF5/6 Clause practice

A) The cat is chasing after a mouse.
B) The mouse is running away.

1. subject verb verb SIMPLE
The mouse is being chased by the cat and is running away.
"is being chased" PASSIVE VOICE
"is running" ACTIVE VOICE
The cat and the mouse are running and chasing.
Jonas is volunteering in the House of the Old and is being observed by the Elders. SIMPLE

2. main clause; main clause COMPOUND
The cat is chasing after a mouse; as a result, the mouse is running away.
therefore / fortunately / also / for that reason /however

3. subject verb, coordinating conjunction subject verb COMPOUND
The cat is chasing after a mouse, so the mouse is running away.
but / and 

4. main clause subordinate clause (adverb or noun clause)
The mouse is running away because the cat is chasing it.

5. adverb clause, main clause
When the cat chased the mouse, the mouse ran away.

6. subject, adjective clause, verb (subject pronoubeinn)
The mouse, that is chasing being chased by the cat, is running away. 

ADJECTIVE CLAUSE The mouse is chasing after a mouse that is running away.

The mouse, which is running away, is being chased by the cat.
Jonas, who is volunteering in the House of the Old, is being watched/observed by the Elders.

SOME GOOD BASIC STYLES

Eng10/EF7 Quiz sentence combining Waterskiing

vocabulary- new?
water skiing
bobbed (v) floated gently up and down
fishing- bobber

outboard motor-
75-horse- horse power, how strong an engine is

1.Ike vividly remembers his first experience water skiing
Ike vividly remembers his first water skiing experience 

with his uncle who lives on the Lake of the Woods, and he remembers it vividly.

AVOID REPETITION, KEEP THE SENTENCES DENSE

2. Ike bobbed up and down in the cold water and tried to keep his oversized skis pointed at the boat while his life jacket was floating him high out of the water. COMPLEX

Ike bobbed up and down in the cold water and tried to keep his oversized skis pointed at the boat; at the same time, his life jacket was floating him high out of the water. COMPOUND

SIMPLE COMPOUND COMPLEX

3. The 75-horse outboard screamed alive and pulled Ike forward out of the water.  SIMPLE

The 75-horse outboard screamed alive, pulling Ike forward out of the water.

4. He felt a sense of flying for a moment; then he fell forward and came out of his skis; he was pulled along bouncing on his stomach.

dhdhdhd; djdjdjjd; jdjdjjd.

First, he felt a sense of flying for a moment; then he fell forward and came out of his skis and was pulled along bouncing on his stomach.

He felt a sense of flying for a moment before he fell forward and came out of his skis; then he was pulled along bouncing on his stomach. COMPOUND COMPLEX

He felt a sense of flying for a moment before falling forward and coming out of his skis; then he was pulled along bouncing on his stomach. VERY NATURAL SOUNDING

He was pulled along and bouncing on his stomach. X 'pulled' is passive voice, 'bouncing' is active THEY ARE PARALLEL

He was pulled along and was bouncing on his stomach.

He was pulled along bouncing on his stomach. 

GERUND

He walked down the street smiling and laughing. NATURAL PHRASING

COMMAS ARE VERY PERSONAL.

SIMPLE COMPOUND COMPLEX

DEVELOP YOUR OWN STYLE AS YOU PROGRESS. DEVELOP OUR OWN STYLE AS WE PROGRESS

5. He didn't know why he held on NOUN CLAUSE

He didn't know why he held on and swallowed what seemed like gallons of water; he found himself unable to breathe. X NOT BEAUTIFUL

He didn't know why he held on as he swallowed what seemed like gallons of water and found himself unable to breathe.

6. He let go when he went under; then he came to the surface wondering why people thought that this was fun. GERUND STYLE

7. He tried again and tried later.... REP

When he tried again later, he stayed up for a minute; then he knew that he was hooked on this sport.

Later, when he tried again, he stayed up for a minute; then he knew that he was hooked on this sport.

Later, when he tried again and stayed up for a minute, he knew that he was hooked on this sport.

COMPLEX

CHOICE- SIMPLE COMPOUND COMPLEX

SMALL EDITING BUSINESS- COLLEGE STUDENTS CAN'T DO THIS

TA- teaching assistant for English, math

EF7/ Eng10 Using Quotations- some pieces of advice

USING QUOTATIONS

Here are some key points to remember when using quotations:

1) Incorporate quotations into your sentences.

2) Keep quotations to a few words.  Quotations are like salt in food: a little bit gives flavour; too much ruins the dish.

3) Use quoted material to support your points.

4) Don’t use too many quotations.  Pick two or three quotations to support your brainstormed points and leave the rest.

5) Make sure the quoted material is exactly as written in the story.  Use … and [] to make minor grammatical or stylistic changes.

6) Avoid repeating quotations.

7) After quoting material, go on to explain why the quotation is relevant.

8) Avoid ending paragraphs with quotations.

EF7.Eng7 '" examples

The animals' lives were very difficult because they were "forced to work"(3) without proper rest or food.
The animals' lives were "miserable, laborious, and short"(3).
The animals were very "poor"(3) in that they did not own anything.
They were forced to survive on just the "bare minimum"(4) of food.
The animals were close to "starving"(4) due to the lack of food on the farm.
Mr. Jones made them work hard every day, but he did not respect their "labour in the fields"(4).