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Composition 3rd Year-Second Semester

The introductory paragraph has three purposes:

1 introduce the topic of the essay.

2 give the general background of the essay.

3 often indicate the over-all plan of the essay.

Now, an introduction I wrote about online dating:

Modern technologies are making it more and more easier

to meet new people, with as little face-to-face interaction as

possible. Do they get to know anything about the other

person on a level deeper than their appearance?

Clauses Sometimes the clause functions as a noun; the clause takes the place of

the noun. It is different from the noun phrase because a noun phrase

doesn’t make a sentence.

That he is smart is clear: it takes the place of the subject.

It is very clear that he is smart: it takes the place of the subject

complement.

A noun clause: is a dependent clause that functions as a noun. It can be a subject, object, or a subject complement. However, in this chapter you will study the noun clause only as it used as an object. Because a noun clause is dependent, it must be connected to an independent clause to form a complex sentence.

A noun clause used as an object is preceded by an independent clause called an introductory clause.

The noun clause is the object of the introductory clause verb, which its often a verb of speaking (say, tell, report) or mental activity (know, believe, wonder).

Ex: I like going with friends. Going with friends is the object of the verb like.

Introductory Clause Noun Clause

Subject Verb Object

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Ex: I know that people have different opinions about capital punishment.

The types of noun clauses:

Ex: It is very clear that he is angry. It is NOT an object noun clause

because it does not take the place of the object.

Ex: It is lovely that we do our homework. It is NOT an object noun

clause because it does not come immediately after the verb.

1 That clauses: are made from statement (when you want to add

up an extra information) and are introductory by the subordinator that.

Ex: The bulletin states that science courses require a laboratory period.

Ex: It also points out that lab attendance is mandatory (obligatory).

2 Wh-word clauses are formed from wh-questions and are introduced by wh- words such as who, whoever, what, whatever, where, wherever, when, which, how, who, much, how many, etc. They are NOT questions, but just statement. We do not put a question

mark at the end, and we do not make the question structure in the noun

clause.

I do not know where the student cafeteria is. I didn’t say: where is

the cafeteria?

The professor explained how shock waves are formed.

Do you know which answer or is correct?

3- if / whether clauses are from yes /no questions (the answer is

just yes or no) and are introduced by the subordinator whether or if. The phrase or not may be added.

I do not know whether (or not) I should take computer sciences (or not) … yes you should. No you should not.

Ex: I am not sure whether she should apologize or not.

The punctuation of sentences with noun clauses is easy:

*No comma is used to separate the introductory clause from the noun clause.

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*The introductory clause (must be independent), which may

be a statement or a question, (it can be a statement or a question) determines the end-of-sentence punctuation.

If the introductory clause is a question, use a question mark at the end

of the sentence.

If the introductory clause is a statement, use a period.

Ex: Do you know when he called? A question mark

I do not know when he called. Period

Sequence of tenses: should the introductory clause and the noun clause match in tenses?

EX: I do not (present simple) whether he called or not (simple past).

So it is not necessarily that they match in tenses together.

- The verb in the introductory clause controls the tense of the verb in the noun clause. If the introductory verb is simple present, present perfect, or future, the verb in the noun clause is whatever tense expresses the meaning that the introductory clause intends.

If the verb in the first is in the present, it doesn’t necessarily that the

verb in the second is in simple present.

Ex: I do not know if he called.

When you try to report something like a general truth, they match.

We will have an exercise. Underline the verbs and tell me whether they

match or not.

1 But when you report information, they both match or don’t match.

2 The prime minister agrees that global warming is a serious world problem.

There is a tense agreement because it is a general fact.

3 They hope that all nations will be responsible for solving this serious problem.

No match in tense

4 Scientists believe that atmospheric warming has already begun.

No match in tense

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5 Measurements have indicated that the average temperature of the earth has risen in the past one hundred years.

There is a match in tense

6 Further research will prove that carbon dioxide is largely responsible.

No match in tense

However, when the verb in the introductory clause is the past tense, the verb in the dependent clause is usually in the past form.

2 The prime minister agreed that global warming was a serious world problem.

3 They hoped that all nations would be responsible for solving this serious problem.

4 Scientists believed that atmospheric warming had already begun.

5 Measurements indicated that the average temperature of the earth had risen in the past one hundred years.

Just pay attention to the verb of the introductory clause whether it is in

the past or in the present. It is like when you make a reported speech; you

do a step backward in the tense.

That-clauses are made from statements and are introduced by the subordinator that. The word that is often omitted if the meaning is clear without it. A that-clause is composed of.

That + subject +verb+ complement

We can omit that and it gives a static value قيمه جماليه

It was at the beginning an independent clause, but when we added that it became a dependent.

Here I want you to divide the sentence into s –v-c.

… that the language center of the brain (subject) differs (verb)

in each person (complement).

… that different aspects of language, such as nouns and verbs (subject),

are processed (verb) in different areas of the brain(complement).

Here are examples of complex sentences containing an independent introductory clause and a dependent that-clause.

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Introductory clause That-clause

I think That The study of the

brain is fascinating

The professor explained That The brain is the

master control for

both mind and

body

The following verbs are used in introductory clauses followed by that-

clauses. They are grouped according to whether or not they may take an

indirect object.

(indirect obj): we can put an obj or we cannot.

Introductory Clause verbs:

Group 1

No indirect

object

Group 2

Indirect object

optional; to

required with

indirect object

Group 3

Indirect

object

required

Group 4

Indirect object

optional

Agree

Answer

Assert

Conclude

Know

Notice

Realize

State

Think

Admit

Explain

Mention

point out

prove

Reply

Assure

Convince

Inform

Notify

Remind

Tell

Promise

Teach

Warn

Write

Show

Indirect and direct object:

I gave my mother (the direct object) a gift (the indirect object)

I admitted to police (the direct object) that I stole the bank (the indirect

object)

Ex.

Group 1. I think that I was right. (No indirect object)

Group 2. I explained (to my friends) that I was ill. (Indirect object optional; “to” is required with indirect object).

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Group 3. I convinced my friends that they should attend. (Indirect object required)

Group 4. I promised (him) that I will give him lesson. (Indirect object optional)

*The verbs in Group 1 do not take an indirect object.

Ex: we know that women have higher verbal LOS than men. (No

indirect object)

*The verbs in group 2 may not take an indirect object. However, if an indirect object is used, to must precede it.

Ex: The defense attorney proved (to the jury) that his clients was not guilty.

*The verbs in group 3 must be followed by an indirect object.

Ex: the doctor assured the worried parents that their child would recover.

*The verbs in group 4 may or may not be followed by an indirect object.

Ex: he promised (them) that they could see their child immediately after the operation.

- We just have on group in which we have the indirect object in a must.

Complete the introductory clauses in the following sentences by adding a verb from the table and the subordinator that. Use a different verb in each sentence and use passive voice verbs in sentences 4, 5 and 6.

Researchers know that men’s and women’s brains are different.

It has been proven that men’s and women’s brains are different.

1 experts _______ women learn languages more easily than men do.

2 they _______ a certain area of the brain controls language.

3 a recent study _______ women have more brain cells in the language area more than men do.

4 in the report, it _______ women are more intelligent than men just because they have more cells in the brain’s language area.

5 it _______ men and women have different abilities involving spatial (concerning space) tasks; for example, men can read maps more easily, but women can remember the location of objects better.

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6 it _______ men are, in general, better at math and reasoning than women.

The answers:

1 Experts state that women learn languages more easily than men do. (From group one. No indirect object)

2 they proved that a certain area of the brain controls language. (From group two. Indirect object optional; to required with

indirect object)

3 a recent study shows that women have more brain cells in the language area more than men do. (From group four. Indirect

object is optional)

4 in the report, it has been mentioned that women are more intelligent than men just because they have more cells in the brain’s language area. (We must use simple past because I do not know

when it happened, from group two, Indirect object optional; to required

with indirect object).

5 it has been asserted that men and women have different abilities involving spatial (concerning space) tasks; for example, men can read maps more easily, but women can remember the location of objects better. (Passive voice. From group one. No indirect

object).

6 it has been explained that men are, in general, better at math and reasoning than women. (Passive voice. From group two. Indirect

object optional; to be required with indirect object).

Giving examples:

When it comes to (gerund, noun).

In terms of (gerund, noun).

With respect to; regarding to.

Research has found that... Here you should not write as imaginary

research.

For example. Like. For instance.

Conclusion:

If you are not asked for your opinion:

To summarize

All in all.

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Taking everything into the consideration

Both sides of the argument

The advantages out way (overcome) of the disadvantages.

If you are asked for your opinion:

As far as I concerned.

In my opinion

In my point of view.

Personally speaking.

17 rules to write a good essay:

1 each pronoun should agree with their antecedent.

2 between you and I case is important. (Do not use them)

3 a writer must be sure avoid using specifying in pronouns; when you

refer to Person use him /her, s/he.

4 verbs have to agree with their subject.

5 do not be a person who confuses; explain everything and be clear.

Never use no-double negatives; do not use much negatives. You work

must be affirmative.

6 never use a proposition to end your sentence with.

7 when writing participles must not be tangled. Do not use them so

much to show that you know them.

8 be careful to never under any circumstances split infinitives. To /verb.

- do not use so much adjectives and adverbs.

9 a writer must not shift your point of view. My job is not to enforce my

opinion

10 lie down and die before using a transitive verb without an object.

11 join clauses good like a conjunction should.

12 the passive voice should be avoided.

13 avoid sentences fragment (cannot stand by itself)

14 do not verb nouns. Do use nouns as verbs.

15 do not use commas that are not necessary.

16 do not use so many quotation marks.

17 contraction (wont, don’t) use do not will not.

18 do not write run-on-sentences.

19 do not forget to end your sentence with a punctuation mark. Full

stop

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20 use apostrophes is its suitable place.

21 do not abbreviate

22 do not over much exclamation mark

23 do not capitalize everything.

24 avoid misspelling

25 avoid everything that can annoy your reader

26 do not use repetitive redundancy; do not repeat words so much.

27 by observing the distinction the verb, adjective, and adverb; do not

use them incorrectly.

28 do not use sentences of one word.

29 do not use foreign words.

30 do not use so many rhetorical questions.

31 do not use idioms that are of your imagination

Shortly before the Allied invasion of Normandy Ernest Hemingway has gone to London as a war correspondent for collier’s.

we have to capitalize (shortly)

we have to say (had had gone) because if we use the present perfect,

it means that it still happens.

The satin steel still used in Massachusetts designed by Paul revere who also designed the first continental congress.

we should say (is still used)

we have two verbs together (used, designed) and this is wrong , so we

can write the first one and end the sentence with a full stop then start the

second one.

we have a problem with the passive voice (designed - the first one)

we should say (was designed)

White snakes Deserts can be founded on all the others continents except Antarctica.

found not founded.

other not others

Antarctica should be capitalized.

Desert; no need for the capitalization.

Florida has become the twenty-seven sate in the united sates on March 3 – 1385.

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we should capitalize Untied States.

the twenty-seventh because it takes the place of an adjective.

has become is not correct because we mention the certain date, so

we should say (became).

Let us have an introductory paragraph and you should tell me where

the thesis statement is.

Despite the popularity of prison as a way to control illegalities, improvements on education have gained social endorsement as means to eliminate the problem from its roots. In my opinion, I disagree that education is the better one as it is rather impossible to compare these two methods’ effectiveness only owning to their distinguished impacts.

The topic is: Despite the popularity of prison as a way to control illegalities, improvements on education have gained social endorsement as means to eliminate the problem from its roots

The thesis statement is: In my opinion, I disagree that education is the better one as it is rather impossible to compare these two methods’ effectiveness only owning to their distinguished impacts.

One the one hand, the reasons why prisons are of indispensable necessity for social security are valued. They are placed to keep people who have broken the law contained insuring the safety of other citizens. Especially dangerous criminals such as murderers or rapists have to be imprisoned for their heinous actions. Furthermore, civil prisons sentences act as a deterrent against crimes knowing there might be a chance of getting caught and condemned in jail which also means losing freedom; once who has the intention of committing illegalities would consider going that path.

On the other hand, education serves as a remedy for the origin of crimes. Education contributes to heighten people intellect and to form a civilized society. With access to better education services, citizens would be well informed of the damage that committing a crime would cause damage to their community and themselves which eventually leads to their

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decline in the crime ways. Additionally, the position of certain qualifications through fundamental education like vocational training puts a secure person stable which would dispel any ideas of committing crimes.

In conclusion, I believe there is no absolute way to deduce whether imprisonment policies or better education would take the place to deal with crime as both tackle the problem just in different ways.

The discussion essay: discussing general information.

Try to find two ideas for each side of the argument.

There are many ways to write discussion essay:

1 Use at least 4 paragraphs. (Introduction, two body paragraphs and the

conclusion)

The introduction:

Sentence 1: paraphrase (write it in other words) the background

information given in the topic.

Sentence 2: state your opinion (which side you are inclined to)

The body:

The first paragraph: the first side of the argument

Sentence 1: the topic sentence

Sentence 2-5/6: Give two reasons and use Specific examples and

explanations to support those reasons.

The second paragraph: your favorable side of the argument

Sentence 1: the topic sentence (restate your opinion here)

Sentence 2 -5/6: Give two reasons and use Specific examples and

explanations to support those reasons.

The conclusion:

The restatement: restate your opinion

The complete structure of a discussion essay

The introduction:

*Sentence 1: Paraphrase the background information given in the topic.

*Sentence 2: State your opinion (which side you are inclined to)

The body:

*The first paragraph: the first side of the argument.

Sentence 1: the topic sentence

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Sentence 2: 5-6 sentences, Give two reasons and use specific examples

and explanations to support those reasons.

*The second paragraph: the favorable side of the argument.

Sentence 1: the topic sentence

Sentence 2: 5-6 sentences, Give two reasons and use specific examples

and explanations to support those reasons.

The conclusion: restate your opinion.

Ex: the topic about TV channels. We have lots of disadvantages and

advantages.

Like they might depend on deceiving you, and you will waste time on

choosing the program you want to see.

The non-stop progress of the modern TV industry has provided people with permanent access to multiple choices of channels depending on viewers ‘interest. This broad availability instigates many public debates over how the number of TV programs and their quality in tooled. From my prescriptive, it is true that more and more channels have been lunched recently with deteriorating quality in terms of both display and content.

On the one hand, the reasons why people enjoy more choices on TV are valued. Firstly, people believe the upsurge number of programs can satisfy the viewers of different preferences. Compare to the limitation of TV content in the past, cotemporary technology has unfolded the possibility to bring every aspect of life such as science and education to people. Secondly, people now can have more integral approach not only upon their society but also other countries; global and local through TV telecast. In fact, both domestic and foreign issues are updated daily in various sources which equip viewers with more intimate perception on global matters.

On the other hand, I believe as the number of TV channels grows, their quality suffers in comparison. In fact, people are being bombarded with all kinds of source of information. Unfortunately, many publishers are trying to increase their viewership which generates greater profit by deliberately producing programs with low quality interface. This coupled with the acceleration in numbers can engender bewilderment

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among viewers, since they will have difficult time differentiating which channel they can trust from the deceiving ones.

In conclusion, although it is undeniable that the wider range of selections have some certain benefits to people, I think the followed short comings associated with their quality of the topic that people should pay heed to.

Adverbial Subordinator:

*Time: when: a point at time /short duration at any time.

Whenever: at any time.

While: at the same time/ longer duration.

As soon as: immediately at or instantly after the time that.

After: following the time that.

Since: from that time.

As: while.

Before: earlier than the time when.

Until: up to the time of.

Ex I didn’t go out until I had lunch.

*Place: where: a definite place.

Anywhere: any place

Wherever: anyplace

Everywhere: everyplace

*Distance/frequency: as+adverb+as: comparison ex as long as.

*Manner: as: in the way or manner that/like

As if: in the way or manner that/like

As though: in the way or manner that/like

*Reason: because: for the reason that

As: for the reason that

Since: for the reason that

*result : so+ adjective +that with the result that

So + adverb + that with the result that

Such + a(n)+ noun phrase +that with the result that

So much/many/little/few+ noun phrase + that with the result that

Ex: she earns so much money that enable her to travel.

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* Purpose: so that

In order that EX: you have to study hard so that you can pass the exam.

*Concession (unexpected result): although unexpected result

Even though unexpected result

Though unexpected result

Ex: although she didn’t study, she passed the exam.

*Contrast: while direct opposition Ex

Whereas direct opposition

Practice:

Add a time subordinator to the appropriate sentence in each pair to

form an adverbial time clause. Use a different a different subordinator in

each sentence.

1 If you are inside, move away from windows, and get under a desk or table, or stand in a doorway. You feel the floor to shake.

Whenever you feel the floor to shake, if you are inside, move away

from windows, and get under a desk or table, or stand in a doorway.

2 Try to stay calm. The earthquake is happening.

While the earthquake is happening, try to stay calm.

3 Don’t move. The floor stops shaking.

Don’t move before the floor stops shaking.

4 you are sure the earthquake is over. You may begin to move around.

After you are sure the earthquake is over, you may begin to move

around.

5 you have checked carefully for fallen power lines. You may go outside.

After you have checked carefully for fallen power lines, you may go

outside

Place clauses:

Practice:

1 Consumers have a tendency (possible action in a particular way) to buy more. Credits cards are expected for payment of merchandise.

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Whenever credits cards are expected for payment of merchandise,

consumers have a tendency to buy more.

2 you cannot use credits. You shop.

You cannot use credits whenever you shop.

3 there are a few places of business. A credit card is not accepted.

There are a few places of business where credit card is not accepted.

4 they are accepted. Travelers can use credit cards in foreign countries.

Travelers can use credit cards in foreign countries wherever they are

accepted

Manner, Distance, and Frequency Clauses:

Adverbial clauses of manner, distance, and frequency are introduced

by

As+adverb+as

As

As if\ as though

Adverbial clauses of manners answer the question “(How)?”

Adverbial clauses of distance answer the question “(How far)?”

Adverbial clauses of frequency answer the question “(How often)?”

Ex The demonstrators left as the police had ordered (manner)

Ex The students completed the experiment as quickly as they could (manner)

Ex Pat jogs on the beach as far as she can. (Distance)

Ex she jogs on the beach as often as she can. (Frequency)

Ex Kathleen spoke as if (as though) she were an authority on the subject. (manner)

Practice:

1 The public must conserve energy.

…………………………….. the president has required (manner)

2 Many Americans want to move.

…………………………….they can from polluted cities (distance)

3 We should not consume our natural resources.

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…………………………….we have in the past (manner –

wastefully)

4 Citizens should make a strong effort to conserve all natural resources.

…………………………….the government has advised.

5 The EPA (environment protection agency) must remind people.

……………………………..they can about the dangers of pollution. (Frequency)

6 No nation in the world can afford to act.

……………………………. Pollution were not its problem. (Manner- use as if or as though )

1 The public must conserve energy as the president has required

2 Many Americans want to move as far as they can from polluted cities

3 We should not consume our natural resource as wastefully as we had

in the past.

4 Citizens should make a strong effort to conserve all natural resources

as the government has advised

5 the EPA must remind people as much as they can about the dangers

of pollution.

6 No nation in the world can afford to act as if Pollution were not its problem.

Reason Clauses: An adverbial reason clause answers the question “why? “ A reason

clause is introduced by the subordinator because, since, and as.

Ex Europeans are in some ways better environmentalists than North

Americas because they are more used to conserving energy.

Ex since many Europeans live, work and shop in the same locale, they are quite accustomed to riding bicycles, trains, and streetcars to

get around.

Ex as the price of gasoline has always been quite high in Europe, if a European owns an automobile; it is likely to be a high-mileage

model that uses diesel fuel.

Practice:

1 Europeans experienced hardship and deprivation during and after World War II. They are used to conserving.

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Since/as Europeans experienced hardship and deprivation during and

after World War II, they are used to conserving.

2 Europeans nations are trying to reduce the level of carbon dioxide in the atmosphere. Carbon dioxide in the atmosphere causes global warming.

Europeans nations are trying to reduce the level of carbon dioxide in the atmosphere because Carbon dioxide in the atmosphere causes global

warming.

3 Goal pollutes the air and gives off a lot of carbon dioxide. Most European nations have switched to natural gas or nuclear power to produce electricity.

Since Goal pollutes the air and gives off a lot of carbon dioxide, most

European nations have switched to natural gas or nuclear power to produce

electricity.

“To be, or not to be…that is the 1) question” This 2) popular utterance

has been the source of both mystery and wonderment for students around

the world since the turn of the 16th century - arguably the zenith of

Shakespeare’s creative output. The sheer ubiquity of this phrase belies 3) it’s

rather inexplicable import. Where did it come from? What does it mean?

The 4) first of these questions (where does it come from?) can be answered

fairly easily: from Shakespeare’s famous play, “Hamlet”. 5) As for the last

of the two questions, a complete answer would require a more 6) deep 7)

look at Shakespearean culture and nuance. 1) A. question?” B. question”? C. question.” D. question”. E.

question,” F. Correct as

2) A. Well known B. Well-known C. wellknown D.Well know.

3) A. it is B. its C. a D. the E. Correct as is

4) A. first of these questions B. first interrogative C. first of these

questions D. first one E. Correct as is

5) A. As for the former question, B. As for the latter question, C.

As for the second one of the two, D. Correct as is

6) A. in depth B. deeper C. extended D. serious 8) A. probe of B.

investigation of C. thought about D. talk about.

7) A. probe of B. investigation of C. thought about D. talk about

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The answers:

1. C. question.”

2. B. Well-known

3. B. its

4. E. Correct as is

5. B. As for the latter question

6. A. in depth

7. B. investigation of

8. Relative Pronouns as Objects: 9. It is subjected to the action. Object pattern relative clauses are

formed as follows:

10. Whom

11. Which + subject + verb+ complement

12. That

13. Ø

14. Ø: Relative pronoun can be left out

15. Ex the address that he gave me was incorrect.

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