10 Creating Sentences

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Creating Sentences

Start-Up Activity

For best results, use this chapter when students have a piece of their own writing in front of them. Then they can apply what they learn directly to their writing.

Introduce your sentence study by reading and discussing the introductory page. Next, download and distribute the warm-up activity, ask students to decide which word groups are complete sentences:

  • We had pizza for lunch. (complete sentence)

  • Ate lunch earlier than usual. (fragment, missing a subject)

  • Drink your milk. (complete sentence with understood subject)

  • Joe likes pepperoni pizza, Maria likes cheese pizza. (comma splice)

  • Ice cream is a favorite dessert. (complete sentence)

  • At the end of lunch hour. (fragment, missing a subject and verb)

Point out that this chapter covers sentences issues like these.

Think about it.

“A sentence should read as if its author, had he held a plough instead of a pen, could have drawn a furrow deep and straight to the end.”

—Henry David Thoreau

Chapter Opening Downloads: 

Page 080 from Write on Course 20-20

Understanding Sentence Basics

Review with students the basic parts of sentences. Then download and distribute the activity, asking students to underline subjects and highlight (or circle) verbs. Remind students that both subjects and verbs can be compound.

  • The boys track team won the conference meet.
  • Joe Jackson and Larry Smith placed first in their events.
  • The athletes ran and jumped to victory.
  • The girls track team will compete tomorrow.

(Refer to the Write on Course 20-20 SkillsBook for additional practice activities.)

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Page 081 from Write on Course 20-20

Using Different Types and Kinds of Sentences

Have a volunteer read about the different types of sentences on page 81. Then ask students to write their own examples of each type. Display some of these sentences for discussion.

Next, have a volunteer read about the different kinds of sentences. Ask students to write their own examples of each kind. Display some of these sentences for discussion.

(Refer to the Write on Course 20-20 SkillsBooks for additional practice activities.)

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Page 082 from Write on Course 20-20

Writing Correct Sentences

These two pages cover the following sentence problems: fragments, comma splices, run-on sentences, rambling sentences, and wordy sentences. Divide students into groups to cover these problems. (Some groups may address the same problem.) Have each group study the information on page 82 or 83 about their problem and then decide how they will introduce the problem to the rest of the class. The groups may review the information in the handbook, display examples for discussion, create a poster or flash cards, and so on. Then have each group present their minilesson.

(Refer to the Write on Course 20-20 SkillsBooks for additional practice activities.)

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Page 084 from Write on Course 20-20

Writing Sentences That Agree

These two pages cover the following agreement situations: sentences with compound subjects, unusual word order, indefinite pronouns as subjects, and collective nouns as subjects. After reviewing each special situation, have students write example sentences based on the ones in the handbook. Display some of these sentences for discussion. Also note that the “Proofreader’s Guide” contains information about these special types of sentences.

(Refer to the Write on Course 20-20 SkillsBooks for additional practice activities.)

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Page 086 from Write on Course 20-20

Writing Clear Sentences

These two pages cover the following sentence problems: pronoun-antecedent problems, confusing pronoun references, double subjects, misplaced modifiers, double negatives, and using of instead of have. Download and distribute the activity and ask students to identify the error in each sentence.

  • No one at my table liked their lunches. (pronoun-antecedent error)
  • My brother he runs every morning, without fail. (double subject)
  • This winter is not hardly as cold as it was last year. (double negative)
  • Saul would of liked to play the drums instead of the trumpet. (incorrectly using of for have)
  • The store sells combs for active people with unbreakable teeth. (misplaced modifier)

Then review pages 86-87 with students. Provide additional practice with the special problems as needed. (Refer to the Write on Course 20-20 SkillsBooks for practice activities.)

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Page 088 from Write on Course 20-20

Combining Sentences

Read and discuss these two pages with students. Then ask students to rewrite the following paragraph by combining some of the sentences to make them read more smoothly. Download and distribute the activity. (The text is an adapted from Ishi, Last of His Tribe by Theodora Kroeber.)

Three deer moved. Four rabbits moved. They all moved in the direction of the squeals and bleats. Quail were hurrying. There were several. They were hurrying toward Tushi. Their topknots were bobbing up and down. A crow answered Tushi’s call. It answered from the top of a tree. It was a banyan tree. A red fox sat at the edge of the sedge grass. The fox was small. His bush-tail was waving. A blue jay, crying its harsh warning, flew overhead. It flew low. A moment later, a brown bear walked from the trees into the open. It was fat.

Upon completion, have students compare their rewrites, which will vary. (Refer to the Write on Course 20-20 SkillsBooks for additional practice activities.)

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Page 090 from Write on Course 20-20

Sentence Checklist

Review with students the checklist on this page and have them apply it to sample texts. Download and distribute the checklist for their use whenever they are checking their sentences for correctness and clarity.

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