Moods

There are 5 moods in English.

• Declarative

– to make a statement or to give information about someething.

THE WORLD IS NOT FLAT.

– to ask in order to find out the answer/truth.

• Yes- No Interrogative

HAVE YOU WATCHED THE MOVIE?

• Wh- Interrogative

-to elicit an item of information.

WHO IS THAT MAN?

• Imperative

-to get someone to do something or to stop someone from doing something.

DRINK A LOT OF WATER.

• Exclamative

– to exclaim or express feelings.

THAT IS A WONDERFUL MOVIE!

Now as for exercise, let’s look at this picture.

Can you come out with five sentences from each mood?
*****
This is mine :
Declarative : There are some many people having their picnic.
Yes-No interrogative : Can you see the woman in yellow dress?
Wh-Interrogative : Where is this place?
Imperative : Parents should guard their children!
Excalamative : What a beautiful scenery!

By : Aqilah (Byqie)

Analyzing Sentence Structure

Hye, I am Aqilah. I’m going to share with all of you some parts of my second assignment on analyzing sentence structure.
I chose an academic article and tried to analyze the sentences used in it.

So, here is the text :

During adolescence, about 8% of boys and 6% of girls report engaging in some same-sex activity or feeling strong attractions to individuals of their own sex. Males are more likely than females to experiment with same-sex partners as adolescents, but females are more likely to experiment later, often in college. Fewer adolescents actually have a homosexual or bisexual orientation-about 4% of adolescents identify themselves as gay (males who chose male partners), lesbian (females who chose female partners), or bisexual (people who have partners of both sexes). This number increases to between 5% to 13% for adults (Savin-William, 2006).

Scientists debate origins of homosexuality. Most of the research has been with men, so less is known about women. Evidence so far suggests that both biological and social factors are involved. For example, sexual orientation is more similar to identical twins than for fraternal twins, but not all identical twins have the same sexual orientation (Ruble et al., 2006)

There are quite a few models describing the development of sexual orientation as part of identity. Generally, the models include the following or similar stages (Yarhouse, 2001).

• Feeling different- Beginning around age 6, the child may be less interested in the activities of other children who are the same sex. Some children may find this difference troubling and fear being “found out.” Others do not experience these anxieties.
• Feeling confused- In adolescence, as they feel attractions for peers of the same sex, students may be confused, upset, lonely, and unsure of what to do. They may lack role models and may try to change themselves by becoming involved in activities and dating patterns that fit heterosexual stereotypes.
• Acceptance- As young adults, many individuals sort through sexual orientation issues and identify themselves as gay, lesbian, or bisexual. They may or may not make their sexual orientation public, but might share the information with a few friends.

 

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Sentence:

• During adolescence about 8% of boys and 6% of girls report engaging in some same-sex activity or feeling strong attractions to individuals of their own sex.

Explanation:

The underlined parts are the independent clauses, while the bold word is a conjunction. It is a compound sentence as there are two independent clauses that are connected with conjunction “or” and both clauses share the same subject.

Sentence:

• Males are more likely than females to experiment with same-sex partners as adolescents, but females are more likely to experiment later, often in college.

Explanation:

Two independent clauses are underlined in this sentence, while the bold word is a conjunction. Meanwhile, the italic clause is a subordinate element. This sentence is a compound complex sentence as there are two independent clauses that are connected with conjunction “but” and there is also a subordinate element at the end of the sentence.

Sentence:

• This number increases to between 5% to 13% for adults.

Explanation:

This is a simple sentence with “this number” as the subject, followed by “increases to between 5% to 13% for adults” as the predicate.

Sentence:

• Scientists debate origins of homosexuality.

Explanation:

It is a simple sentence in which “scientists” is the subject and the rest of the sentence is the predicate.

Sentence:

• Most of the research has been with men, so less is known about women.

Explanation:

Both independent clauses are underlined in this sentence, while the conjunction “so” is bold. This is a compound sentence where two independent clauses are joined by a coordinating conjunction “so”.

Sentence:

• For example, sexual orientation is more similar to identical twins than for fraternal twins, but not all identical twins have the same sexual orientation.

Explanation:

The subordinate element is in the italic font, while the independent clauses of this sentences are underlined. Plus, the bold word is the conjunction. As conclusion, this is a compound complex sentence. It contains a subordinate element at the beginning of it and followed by two independent clauses that are joined with coordinating conjunction “but”.

Sentence:

There are quite a few models describing the development of sexual orientation as part of identity.

Explanation:

This is a complex sentence where the independent clause is underlined and the dependent clause is in the italic form.

 

Sentence:

• Beginning around age 6, the child may be less interested in the activities of other children who are the same sex.

Explanation:

At the beginning of this sentence, the italic words is all a dependent clause, while the underlined clause is the independent one. So, this is a complex sentence.

Sentence:

• Some children may find this difference troubling and fear being “found out.”

Explanation:

This is a compound sentence in which the underlined clauses are the independent ones, both clauses are joined with a coordinating conjunction “and”.

Sentence:

• Others do not experience these anxieties.

Explanation:

This is a simple sentence in which “others” acts as the subject, while the rest of the sentence is the predicate.

Sentence:

• In adolescence as they feel attractions for peers of the same sex, students may be confused, upset, lonely, and unsure of what to do.

Explanation:

This complex sentence contains both one independent clause and one dependent clause. The independent one is underlined; meanwhile the dependent one is in the italic form.

Sentence:

• As young adults, many individuals sort through sexual orientation issues and identify themselves as gay, lesbian, or bisexual.

Explanation:

Compound complex sentence.

Sentence:

• They may or may not make their sexual orientation public, but might share the information with a few friends.

Explanation:

This is a compound sentence because those two underlined independent clauses that share the same subject are connected by coordinating conjunction “but”.

 

 

 

I hope now you can clearly the difference between those forms of sentences. If there is any mistake, please let me know. Thank you!

Sentence Structure

Hye everyone. This time around, the three of us are here!! 
We are so excited to share with all of you on this new topic called as Sentence Structure.
It is not an easy topic, so we are here to explain it to you in a simple way.

There are four types of sentences we have learnt so far.
Simple, Compound, Complex and Compound-Complex.
But, WHAT ARE THEY? HOW DO THEY DIFFER FROM EACH OTHER?
Now, let’s hear from Ajeerah first.

Ajeerah: Simple sentence is basically a sentence that only expresses about one thing, or one idea. It consists of ONLY ONE INDEPENDENT CLAUSE. Simple, right?
But bear in mind that there are several patterns of this SIMPLE SENTENCE type.
 First pattern : SUBJECT + VERB = Anne cries.
Second pattern: SUBJECT + VERB (VERB-TO-BE) + COMPLEMENT = She is gorgeous.

Third pattern: SUBJECT +VERB + INDIRECT OBJECT = I wrote the letter.

Fourth pattern: SUBJECT + VERB + INDIRECT OBJECT + DIRECT OBJECT = Bryan gave Lily a rose.

Fifth pattern : SUBJECT + VERB + OBJECT + COMPLEMENT = They appointed her secretary.

So that’s all about SIMPLE SENTENCE. 

Now, me,  Fatin Ameerah will proceed with Compound Sentence.
Compound sentence is when TWO independent clauses are joined by  a conjuction.
There are several ways of joining these two clauses.
 1- Using semi-colon (;) – I waited for him the whole day. He did not come.  = I waited for him the whole day ; he did not come.

2- using a semi-colon, followed by a connecting adverb – I waited for him the whole day. He did not come = I waited for him the whole day : however, he did not come.

3- Using a co-ordinating conjunctions such as  “and”, “but”, “so” and etc.
I waited for him the whole day but he did not come.

Now, let’s move on to Complex sentence.
I am Aqilah, I will explain on complex sentence.
Complex sentence consists of one independent clause and one or more dependent clause (subordinate element )
Example : After finishing his homework, Ali went to the tuition center. 
After finishing his homework =Dependent clause
Ali went to the tuition center = Independent clause

So, now let’s talk about Compound-complex sentence.

Compound-complex sentence is a sentence with TWO INDEPENDENT CLAUSES and ONE OR MORE DEPENDENT CLAUSES and it may contain a conjunction.

Example : I would have take you to the park that you like, unfortunately it was raining.

I would have take you to the park – independent clause

that you like – dependent

unfortunately it was raining – independent.

So that’s all from us – Aqilah, Ajeerah and Fatin Ameerah. Thank you for reading!

Ellipsis

Hye guys, Aqilah aka Byqie in the house! 😀

How are you guys doing? Fine, right? 

Okay now, I’m going to explain on Ellipsis. 
Ellipsis is on of the topics that is covered in this semester.

So, what is ELLIPSIS? Have you ever heard about it? No? 
So did I when the first time my lecturer taught about it.

Ellipsis talks about omitting some parts of a sentence.
But wait, it has its’ own rules. You cannot simply omit the words.

• The words that are omitted are not necessarily required in the sentence as the sentence is still makes sense without those words.
• We eliminate words that are repeated.
• We usually omit the words to avoid redundancy and to make the sentence clearer.
• Eliminate words that explain the obvious or provide excessive detail.

 

Example :

Ali likes to eat banana but Abu does not like it.

Explanation : Both sentences contains some similar words.
In this case, we can omit the words because they are repeated, so the sentence becomes…

“Ali likes to eat banana, but Abu does not.”

• —We can also leave out repeated subjects in later clauses after “then” and “yet” but we don’t usually leave out subjects (and auxiliaries) after subordinating  conjunctions. 

Example: She walks to the stall and then she buys some food. 
——>She walks to the stall and then buys some food. 

Example: They baked some biscuits before they left. (This is the right one, where the subject “they” is not omitted after the conjuction “before” .

They baked some biscuits before left . (This is incorrect)

• —After an auxiliary verb in the second or later clause, we usually leave out a repeated verb phrase.

“She thought that they would arrive on time, but they were not.”

I think that is all brief explanation on ellipsis. 
Thanks for reading!

Indeed

Dreams

Non-Finite Clause :D

Happy Friday everyone! On this blissful day, it’s my pleasure to post about another topic which is twins of Finite Clause named, NON-FINITE CLAUSE 🙂

It is a clause that is dependent on another clause. It has FOUR categories:
:: bare infinitives ::
:: to infinitives ::
:: -ing participles ::
:: -ed participle ::

*the verbs don’t carry tense* *may/may not contain subject*

e.g.

[I called him] [ to tell that]

– the first part is Finite Clause while the next part is Non Finite Clause.

The examples of the categories are:

1. David leaves [to see her mother]

2. [Born in 1989], he was a poor boy in his village.

3. We made [Jacobs jump into the pool]

4. [Leaving home] can be very traumatic.

For more examples, you can search on the Internet. I hope you’ll learn new thing today. till we meet again !

An object complement

In the previous post, I talked about subject complement. Now, I’m going to take about another interesting topic which is called as object complement.

If a subject complement is an adjective, noun or pronoun that follows a linking verb,

object complements mean another thing. An object complement is a noun, pronoun, or adjective which follows a direct object and renames it or tells what the direct object has become.

Is there any difference between painting a red door and painting a door red? Can you tell me? 🙂

When the word follows the direct object and it tells what it direct object has become, it is the object complement. So know you can see the difference, don’t you? Painting a door red is an object complement because a door is a direct object and red is an adjective. Therefore, it describes what colour the door is being painted with. Hence, we can say that red in this sentence is the object complement.

It’s easy to learn and understand this type of complement as long as you understand how to look for a direct object. That’s all from me. Happy reading!

 

Finite Clause in the house !

It’s me Tenmeera. We meet once again here. I hope you’re fine 🙂

This time, I’ll share with you about a topic called Finite Clause. Before we proceed with the contents, let’s have some recap on Clause.

Do you still be friend with CLAUSE? No, clause here doesn’t has any connection with Santa Claus! Haha. Clause in the context of grammar refers to a part of a sentence. The structure is:

CLAUSE = Subject + Predicate

Basically, FINITE CLAUSE is a clause that contains A FINITE VERB.

“Finite Verb: Verbs that are marked to show relation”

It is dependent on :
1. SUBJECT (Person/Number)
:: 1st/2nd/3rd person singular  e.g. He is cheerful.
:: 1st/2nd/3rd person plural  e.g. They are pretty.

2. TENSE
:: Present tense
:: Past Tense

What are the features ??
To identify whether a clause is a finite clause, you can see whether it is :

a. Independent clause (can stand on its own)
b. Dependent (cannot stand on its own/depends on another clause)

e.g.
a. She is beautiful and he is handsome.

b. Melly is kind when Molly is helpful.

There’s some tips to be share with you !
– There must be one independent and one dependent clause in a sentence of two clauses.
– It has no sense if both are independent or both are dependent clauses.

With that, I hope you can learn something from this entry. Happy learning !

Subject complements

Hello everyone!! Ajeerah’s here.

“The hardworking man is rich”. Woopss why I suddenly talk about a man who’s hardworking and rich? Any guess? Well as for today I’m going to introduce and explain to my dearest readers about a new topic, known as subject complements. During my school years, I’ve never heard about this topic. But know, I think I can explain to all of you about the usage and functions of subject complements.

A subject complement is the adjective, noun or pronoun that follows a linking verb. Hurmm, I know there are some of you might staring at the screen thinking, “What’s a linking verb?”

Linking verbs are any forms of the verb be (am, is, are, was, were, has been, are being, might have been) become and seem. These true linking verbs are always linking verbs. There’s also another type of linking verb that can be linking or action. For example, appear, feel, grow, look, prove, remain, taste, sound, smell and turn.

I’m going to provide a few examples to make it look clearer.

1) Brandon is a gifted athlete.

Brandon is the subject. Is is a linking verb. Athlete is a noun. Since noun comes after a linking verb, therefore the noun is the subject complement.

To make it easier for you to define whether it’s a subject complement or not, try to replace the linking verb with an equal sign (=) and if the sentence makes sense, it’s definitely a subject complement.

Brandon = gifted athlete (Does the sentence make sense to you? think about it)

Let’s try another example, now by using a linking verb that also acts as an action verb. Given here is, felt. The past tense for feel. Feel is one of the linking verbs that can act as an action verb, remember?

• When Michelle woke up this morning, she felt sick.

—-> She = subject; felt = linking verb; sick = subject complement. (Felt is linking because if you substitute this verb with an equal sign, the sentence still makes sense.)

She = sick (/)

• Michelle felt her forehead but she didn’t detect a temperature.

—-> Michelle = subject; felt = action verb. She felt what? Forehead = direct object. (Felt is action because if you substitute this felt with an equal sign, the sentence does not make sense.)

Michele = her forehead but she didn’t detect a temperature (X)

I think that’s all from me, I hope you guys understand what I’ve explained. If you have any questions, do leave comment. Peace!