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Module Language and Journalism

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Module Language and Journalism

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Angel Kaye S. Ceniza

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1

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION, ARTS, AND SCIENCES

MODULE IN

LANGUAGE AND JOURNALISM

CHEZKA DAWNE Q. GREGORIO

ENGLISH INSTRUCTOR
2

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION, ARTS, AND SCIENCES

APPROVAL

This is to certify that this module has been approved for use, exclusively in the School
of Education, Arts, and Sciences of Universidad de Zamboanga in the course
LANGUAGE AND JOURNALISM (S.Y. 2020-2021).

Copyright:
All rights reserved. No part of this module may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written consent of the Author/s
and Universidad de Zamboanga.

Chezka Dawne Q. Gregorio

English Instructor

Approved by:

Dr. Bashiruddin A. Ajihil

Vice-President for Academic Affairs

TABLE OF CONTENTS
3

Cover Page
Approval
Copyright
Course Guide

Modules

Module I- Introduction to English Language

Topic 1- Definition of Language
Topic 2- Language and Communication
Topic 3- Sentence structures
Topic 4- Sound systems

Module II- Introduction to Journalism

Topic 1- Introduction to Communication
Topic 2- Introduction to Communication Theory
Topic 3- Communication Research
Topic 4- Communication in Philippine Society

Module III- Journalism Basics in Philippine Society

Topic 1- Principles and Practices
Topic 2-News writing
Topic 3- Feature writing
Topic 4- Newspaper editing and design (basic formatting)
Topic 5- Broadcasting (Difference with Journalism)
Topic 6- Editorial writing
Topic 7- Investigative Journalism
Topic 8- Photojournalism

Module IV- Elective courses in Journalism

Topic 1- The Community Press (understanding the culture of Philippine Press)
Topic 2- Environmental Reporting
Topic 3- Science Reporting
Topic 4- Sports Writing
Topic 5- Technical Writing
Topic 6- Arts and Culture Reporting

COURSE GUIDE
4

This course aims to equip students with the requisite knowledge, skills and
attitude, and a commitment to uphold professional ethics and standards in the practice
of journalism, as well as the capacity to anticipate and respond to the needs of rapidly
developing media. This course covers the principles and techniques of reporting and
writing news in a range of forms, formats and platforms in a democratic society such as
the Philippines. It also focuses on the essentials, basics, and future learnings in the field
of Journalism. This course includes the understanding of Philippine Press Community
and how Media is influential in our daily lives.

This course is a three-unit subject without laboratory. This is an English subject

and must be taken during the first year of college life. At the end of the course, you are
expected to be able to;

1. Analyze the context and content of the different definitions of Language.

2. Identify the different areas of language and communication and its system.
3. Comprehend the principles of journalism in the Philippine context.
4. Effectively communicate using the various signs and structures in the language
system in application to Journalism.
5. Create basic outputs on the different areas of Journalism.
6. Perform live reporting virtually on matters presently in trend in the society.
7. Apply all the learnings of principles and systems of language and journalism in
future endeavors.

The course focuses on the comprehension of principles and areas of Language

and Journalism and the development of communication skills for different media in the
context of proper and fair Journalism.

All students are expected to comply to collaborative online group requirements and
deadlines set by the teacher. Students are encouraged to consult with their teacher on
class matters.

You are expected to comply with all the requirements and must be submitted on
time. There will be formative assessment and evaluation that will be done in every unit
lesson or topic and a summative assessment at the end of the course. This is to
determine how far have you learn from the lesson and topics presented. Please be
guided by the grading system we observed in this class as follows:

For Assessment and Evaluation:

Pre-Midterm to Pre-Final Period – Final Period – 50%

50% Major Examination - 50%
Major Examination. - 50% Exit Assessment -
Performance Task - 30% 50%
Quizzes - 20%

TOTAL- TOTAL-
100% 100%
Preliminary Period (50%) + Final Period (50%) = Final Grade
5

This module was prepared for you to learn diligently, intelligently, and
independently, thus, your success lies in your hands. However, if you have doubts or
queries, I encourage you to consult me. My contact information is included in this
course guide. Intellectual and academic honesty is expected from every student.
Cheating, plagiarism and patch writing is prohibited. Make it a practice to acknowledge
all sources/ references used in your outputs.

You may contact me in the following address, email and numbers:

Chezka Dawne Q. Gregorio

Level 4 Academic Building
UZ Main Campus, Don Toribio Street
Tetuan, Zamboanga City
Cellphone number: 0915-537-9105
Email: [email protected]

MODULE 1
6

INTRODUCTION
INTRODUCTION TO LANGUAGE

Time Duration
Topic # Topic Title
1 Meaning of Language
2 Language and Communication
3 Sentence structures 2 Weeks
4 Sound systems

Learning Objectives:
At the end of Module 1, you must be able to:
1. Analyze the context and content of the different definitions of Language.
2. Identify the different areas of language and communication and its system.
3. Identify the different Language Signs and Sound Systems.
4. Create an activity exhibiting the sentence structure in the English language.

ENGAGE LET’S BEGIN!

Speaking is as natural as waking up each day. It is an unconscious effort that we

don’t really notice we’re doing. With that, we barely don’t imagine our language or any
language for that matter as something that might yield power, cause conflict or spark
relationship. In as much as our daily chores and activities, language also plays a big
role in people’s lives.

Activity 1:

In the box/space provided below, draw a flag of any design of your choice
portraying your life as a whole. Below your drawing, write a two-paragraph explanation
of your drawing. You may color it if you wish.

Name:
Course:
Schedule:
7

Explanation:

EXPLAIN

MEANING OF LANGUAGE
8

Just like stories, television shows, news reporting, and others, language affects
many aspects of human culture: religious, political, social, and economic. Many of the
daily activities of the people involve language and communication. Understanding and
comprehension vary as to what and how you speak of the language.

“Language is the expression of ideas by means of speech-sounds combined into

words. Words are combined into sentences, this combination answering to that of ideas
into thoughts.” (Henry Sweet- English Phonetician and Language Scholar). Every
physiologically and mentally typical person acquires in childhood the ability to use, as
both sender and receiver, of a system of communication that comprises a circumscribed
set of symbols (e.g., sounds, gestures, or written or typed characters). In spoken
language, this symbol set consists of noises resulting from movement of certain organs
within the throat and mouth. In signed language, these symbols may be hand or body
movements, gestures, or facial expressions. By using these symbols, people are able to
impart information to express feelings and emotions. It can also be used to influence the
activities that we are doing and of others.

Different systems of communication constitute different languages the degree of

difference needed to establish a different language cannot be stated exactly. No two
people speak exactly alike; hence, one is able to recognize the voices of friends over
the telephone and to keep distinct a number of unseen speakers in a radio broadcast.
Yet, clearly, no one would say that they speak different languages. Generally, systems
of communication are recognized as different languages if they cannot be understood
without specific learning by both parties, though the precise limits of mutual intelligibility
are hard to draw and belong on a scale rather than on either side of a definite dividing
line. Substantially different systems of communication that may impede but do not
prevent mutual comprehension are called dialects of a language.
Language interacts with every aspect of human life in society, and it can be
understood only if it is considered in relation to society. This article attempts to survey
language in this light and to consider its various functions and the purposes it can and
has been made to serve. Because each language is both a working system of
communication in the period and in the community wherein it is used and also the
product of its history and the source of its future development, any account of language
must consider it from both these points of view.
The science of language is known as linguistics. It includes what are generally
distinguished as descriptive linguistics and historical linguistics. Linguistics is now a
highly technical subject; it embraces, both descriptively and historically, such major
divisions as phonetics, grammar (including syntax and morphology), semantics,
and pragmatics, dealing in detail with these various aspects of language.

FIVE AREAS OF LANGUAGE

AREA OF
DEFINITION EXAMPLE
LANGUAGE
MORPHOLOGY The internal organization of words Free morpheme:
9

that consists of morphemes, which

are the smallest grammatical unit Nouns: Girl, Hat, House
and is indivisible without violating
the meaning or producing Verbs: Walk, Sleep, Say
meaningless units.
Free morpheme- morpheme which Adjectives: Quick, Nice,
can stand alone as word. Fun
Bound morpheme- morphemes Bound morpheme:
which must be combined with ● Modify a Noun: -s (or -es),
another morpheme to form a -'s (or s')
complete word. Also known as ● Modify an Adjective: -er,
Affixes -est
● Modify a Verb: -ed, -ing,
-en

Rules consisting of structure, /b/, /d/, /f/, /g/, /h/, /j/, /k/,
distribution, and sequence of /l/, /m/, /n/, /p/, /r/, /s/, /t/,
speech sounds and syllable /v/, /w/, /y/, /z/, /th/, /ng/, /sh/,
shapes. Language consists of /ch/, /zh/, /wh/, /a/, /e/, /i/, /o/,
phonemes which are the smallest /u/, / ā / (long vowel), / ē /
PHONOLOGY
units of speech sounds that can (long
cue a difference in meaning. vowel), / ī /, / ō /,/ ū /, /oo/
(short), / ō ō /, /ow/, /oy/,
/a(r)/, / ā (r)/, /i(r)/, /o(r)/,
/u(r)/
A system of rules governing the
meaning or content of a word. A toy block could be called
When we are using semantics to a block, a cube, a toy.
SEMANTICS communicate we are categorizing
words together in order to create
connections between similar
concepts.
How we use language to affect
others or to relay information to Will you crack open the
one another. It is also how we door? I am getting hot.
communicate in social
PRAGMATICS
interactions. In other words, it is
the way the language is used
rather than the structure of the
language itself.
SYNTAX The arrangement of words and Agreement: She is a
phrases to create well-formed person. versus She am a
sentences in a language. person.
Case: He took me to the
restaurant. versus He took
I to the restaurant.
Reflexive pronouns: I
bought myself a new shirt.
versus I bought my a new
shirt.
Word order: We ate fish
for dinner. versus For
10

dinner ate we fish.

Language is a purely human and non-instinctive method of communicating ideas,

emotions and desires by means of voluntarily produced symbols (Sapir 1921)

Language and Communication

Language is foremost a means of communication, and communication almost

always takes place within some sort of social context. This is why effective
communication requires an understanding and recognition of the connections between
a language and the people who use it. The connections are complex: for example, they
tell you when to us slang with a friend or formal language with a boss, hot to judge a
candidate’s campaign speeches, and whether to abbreviate an email. All of these acts
require knowledge of the language, as well as the cultural and social forces acting on
that language.
Social context is a major factor that drives our language choices. For example,
consider the language you might have used in an interview situation, perhaps with a
prospective employer or college admissions officer. If you are like many other people, in
the interview you probably were as much concerned with how you spoke as with what
you actually said. You may have even practiced sounding confident, for instance, or
intelligent, so that you would make a good impression during the interview. We make
decisions every day, or have decisions made about us by other people, based on the
language we use. We frequently evaluate a person’s education, socioeconomic level,
background, honesty, friendliness, and numerous other qualities by how that person
speaks. And when we want to make a particular impression on someone else, we
consciously choose our language, just as we choose our hair styles or clothing.

Language is integrally intertwined with our notions of who we are on both the
personal and the broader, societal levels. When we use language, we communicate our
individual thoughts, as well as the cultural beliefs and practices of the communities of
which we are a part: our families, social groups, and other associations.

ELABORATE

FIRST DAY OF CLASS: INTRODUCE YOURSELF

Instructions: Create a 50-sentence paragraph introducing yourself to your

instructor. You may include your hobbies, your family background, your
favorite movies, and etc. Anything that you wish to share.
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

EVALUATE

Instructions: Write different types of conversation that you usually have with your
family members, friends, partner, classmates, teachers, and etc. Write only five (5)
conversations. It may be a 2-line question and answer conversation about anything you
usually converse.
Example:
With a friend: How was your day, my friend?
It was fine and awesome. I went swimming at the beach.

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________
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With : _____________________________________________________

___________________________________________________________
With ______: ___________________________________________________________
___________________________________________________________

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________

With : _____________________________________________________

___________________________________________________________

ENGAGE

Instructions: In the space provided, write your experience when you tried to
communicate with someone about an important situation in your life and how the
person you are talking to responded to you.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
13

EXPLAIN

Communication Process

The process of communication refers to the transmission or passage of

information or message from the sender through a selected channel to the receiver
overcoming barriers that affect its pace.
The process of communication begins with the sender and ends with the sender in the
form of feedback. It takes place up, down and laterally throughout the organization.
The process of communication as such requires a continuous and dynamic interaction,
both affecting and being affected by many variables.
Communication process consists of certain steps where each step forms the essential
of an effective communication.
The following is a brief analysis of the important steps of the process of
communication.

Emphasizing the Importance of Communication

Communication is used every day almost everywhere, including in the

workplace. Whether you wave your hand or nod your head in agreement or present
information to a group or audience. Communication is certainly important when building
relationships, sharing ideas, delegating responsibilities, managing a business and
much more.
Learning and developing good communication skills can help you succeed in your
career, make you a competitive candidate for a job or in building your network.
Although it takes time and practice, communication and interpersonal skills are
certainly important to increase.
14

There are four main types of communication we use on a daily basis: Verbal, Non-
verbal, Written and Visual. Let’s take a look at each of these.

The Different Elements in The Process of Communication

1. Sender
The very foundation of the communication process is laid by the person who
transmits or sends the message. He is the sender of the message which may be a
thought, idea, a picture, symbol, report or an order and postures and gestures, even a
momentary smile. The sender is the initiator of the message that needs to be
transmitted. After having generated the idea, information etc. the sender encodes it in
such a way that can be well-understood by the receiver.

2. Message
Message is referred to as the information conveyed by words as in speech and
write-ups, signs, pictures or symbols depending upon the situation and the nature and
importance of information desired to be sent. Message is the heart of communication. It
is the content the sender wants to convey to the receiver. It can be verbal both written
and spoken; or non-verbal i.e. pictorial or symbolic, etc.

3. Encoding
Encoding is putting the targeted message into proper medium which may be
verbal or non-verbal depending upon the situation, time, space and nature of the
message to be sent. The sender puts the message into a series of symbols, pictures or
words which will be communicated to the intended receiver. Encoding is an important
step in the communication process as wrong and inappropriate encoding may defeat
the true intent of the communication process.

4. Channel
Channel(s) refers to the way or mode the message flows or is transmitted
through. The message is transmitted over a channel that links the sender with the
receiver. The message may be oral or written and it may be transmitted through a
memorandum, a computer, telephone, cell phone, apps or televisions.

5. Receiver
Receiver is the person or group who the message is meant for. He may be a
listener, a reader or a viewer. Any negligence on the part of the receiver may make the
communication ineffective. The receiver needs to comprehend the message sent in the
best possible manner such that the true intent of the communication is attained. The
extent to which the receiver decodes the message depends on his/her knowledge of
the subject matter of the message, experience, trust and relationship with the sender.
The receiver is as significant a factor in communication process as the sender is.
It is the other end of the process. The receiver should be in fit condition to receive the
message, that is, he/she should have channel of communication active and should not
15

be preoccupied with other thoughts that might cause him/her to pay insufficient
attention to the message.

6. Decoding
Decoding refers to interpreting or converting the sent message into intelligible
language. It simply means comprehending the message. The receiver after receiving
the message interprets it and tries to understand it in the best possible manner.

7. Feedback
Feedback is the ultimate aspect of the communication process. It refers to the
response of the receiver as to the message sent to him/her by the sender. Feedback is
necessary to ensure that the message has been effectively encoded, sent, decoded
and comprehended.
It is the final step of the communication process and establishes that the receiver
has received the message in its letter and spirit. In other words, the receiver has
correctly interpreted the message as it was intended by the sender. It is instrumental to
make communication effective and purposeful.

The Model of Communication Process

Types of Communication

1. Verbal communication
Verbal communication is the use of language to transfer information through
speaking or sign language. It is one of the most common types, often used during
presentations, video conferences and phone calls, meetings and one-on-one
conversations. Verbal communication is important because it is efficient. It can be
helpful to support verbal communication with both nonverbal and written
communication. Here are a few steps you can take to develop your verbal
communication skills:
16

· Use a strong, confident speaking voice. Especially when presenting

information to a few or a group of people, be sure to use a strong voice so that
everyone can easily hear you. Be confident when speaking so that your ideas are
clear and easy for others to understand.

· Use active listening. The other side of using verbal communication is

intently listening to and hearing others. Active listening skills are key when
conducting a meeting, presentation or even when participating in a one-on-one
conversation. Doing so will help you grow as a communicator.

· Avoid filler words. It can be tempting, especially during a presentation, to

use filler words such as “um,” “like,” “so” or “yeah.” While it might feel natural
after completing a sentence or pausing to collect your thoughts, it can also be
distracting for your audience. Try presenting to a trusted friend or colleague who
can call attention to the times you use filler words. Try to replace them by taking
a breath when you are tempted to use them.

2. . Nonverbal communication

Nonverbal communication is the use of body language, gestures and

facial expressions to convey information to others. It can be used both
intentionally and unintentionally. For example, you might smile unintentionally
when you hear a pleasing or enjoyable idea or piece of information. Nonverbal
communication is helpful when trying to understand others’ thoughts and
feelings.

If they are displaying “closed” body language, such as crossed arms or hunched
shoulders, they might be feeling anxious, angry or nervous. If they are displaying
“open” body language with both feet on the floor and arms by their side or on the
table, they are likely feeling positive and open to information.

Here are a few steps you can take to develop your nonverbal communication
skills:

· Notice how your emotions feel physically. Throughout the day, as you
experience a range of emotions (anything from energized, bored, happy or
frustrated), try to identify where you feel that emotion within your body. For
example, if you’re feeling anxious, you might notice that your stomach feels tight.
Developing self-awareness around how your emotions affect your body can give
you greater mastery over your external presentation.

· Be intentional about your nonverbal communications. Make an effort to

display positive body language when you feel alert, open and positive about your
surroundings. You can also use body language to support your verbal
communication if you feel confused or anxious about information, like using a
furrowed brow. Use body language alongside verbal communication such as
asking follow up questions or pulling the presenter aside to give feedback.
17

· Mimic nonverbal communications you find effective. If you find certain facial
expressions or body language beneficial to a certain setting, use it as a guide
when improving your own nonverbal communications. For example, if you see
that when someone nods their head it communicates approval and positive
feedback efficiently, use it in your next meeting when you have the same
feelings.

3. Written communication

Written communication is the act of writing, typing or printing symbols like

letters and numbers to convey information. It is helpful because it provides a
record of information for reference. Writing is commonly used to share
information through books, pamphlets, blogs, letters, memos and more. Emails
and chats are a common form of written communication in the workplace.

Here are a few steps you can take to develop your written communication skills:

· Strive for simplicity. Written communications should be as simple and clear as

possible. While it might be helpful to include lots of detail in instructional
communications, for example, you should look for areas where you can write as
clearly as possible for your audience to understand.

· Don’t rely on tone. Because you do not have the nuance of verbal and
nonverbal communications, be careful when you are trying to communicate a
certain tone when writing. For example, attempting to communicate a joke,
sarcasm or excitement might be translated differently depending on the
audience. Instead, try to keep your writing as simple and plain as possible and
follow up with verbal communications where you can add more personality.

· Take time to review your written communications. Setting time aside to re-
read your emails, letters or memos can help you identify mistakes or
opportunities to say something differently. For important communications or
those that will be sent to a large number of people, it might be helpful to have a
trusted colleague review it as well.

· Keep a file of writing you find effective or enjoyable. If you receive a certain
pamphlet, email or memo that you find particularly helpful or interesting, save it
for reference when writing your own communications. Incorporating methods or
styles you like can help you to improve over time.

4. Visual communication

Visual communication is the act of using photographs, art, drawings,

sketches, charts and graphs to convey information. Visuals are often used as an
aid during presentations to provide helpful context alongside written and/or verbal
communication. Because people have different learning styles, visual
communication might be more helpful for some to consume ideas and
information.
18

Here are a few steps you can take to develop your visual communication skills:

· Ask others before including visuals. If you are considering sharing a visual aid
in your presentation or email, consider asking others for feedback. Adding visuals
can sometimes make concepts confusing or muddled. Getting a third-party
perspective can help you decide whether the visual adds value to your
communications.

· Consider your audience. Be sure to include visuals that are easily understood
by your audience. For example, if you are displaying a chart with unfamiliar data,
be sure to take time and explain what is happening in the visual and how it
relates to what you are saying. You should never use sensitive, offensive, violent
or graphic visuals in any form.

To make improvements to your communication skills, set personal goals to work

through the things you want to accomplish step by step. It might be helpful to
consult with trusted colleagues, managers or mentors to identify which areas
would be best to focus on first.

ELABORATE

Instructions: Look around your house and observe what are the different ways
you and your family communicate with each other. List down your observations
in the chart provided below.

Ways of Communicating Type of Communication How often is it used?

(Rate 1-10)
19

EVALUATE

Instructions: On the space provided below on the second column, indicate whether
the given examples on the first column is Verbal, Nonverbal, Visual, or Written. And on
the third column, write examples that correspond with the type of communication
indicated.

Examples Type of Type of TExamples

Communication communication

1. Online 1.Written
meeting

2. Body 2. Visual
language

3. Emails 3. Verbal

4. Texting 4. Nonverbal

5. Waving of 5. Verbal
hands

6. Module 6. Written
writing

7. Throwing of 7. Written
garbage

8. Class 8. Nonverbal
discussion

9. Running 9. Visual
20

10. Drinking of 10. Verbal

water

ENGAGE

Sentence Structures

What is a Sentence?
Sentences are just the source of expressing our emotions. Now what exactly a
sentence is, it is a group of words put in an order to give a meaningful result. For
example if I say Ram working office an in. Does it make sense? No, now if I say Ram
is working in an office. That makes sense.

There may be multiple ways to write a sentence while maintaining the rules of grammar,
but younger students require a set structure for the simple sentences they learn. These
youngsters certainly don’t need to learn how to express the same idea in active and
passive voice until they’re older.

They develop fluency and variety in their own writing style. Students can explore
sentence variety, length, parallelism, and other syntactic devices by comparing their
sentences with sentences from other writers. They also discover the decisions writers
make in revising for style and effect.

EXPLAIN

There are two major parts of a sentence, as follows:

1. Subject

In general, the subject refers to the part of the sentence that tells who or what the
sentence is about. The subject is a noun, pronoun or noun phrase. For example:
21

● Kelly walked down the street.

● They went to school.
● The black cat is sleeping.

While "Kelly" and "They" are single-word subjects, "The black cat" is a noun phrase that
includes an adjective to provide additional information about the subject.

There are a few different types of subjects. A simple subject is just one word, without
any modifiers, usually a noun or pronoun. A complete subject is the simple subject
plus all modifiers. A compound subject is made up of more than one subject element.
For example:

1. Simple subject: Kate is a thin girl.

2. Complete subject: Jeffrey's poem about his mother made the class cry.
3. Compound subject: Paul and Tommy joined the soccer team at the same
time.

2. Predicate

The predicate of a sentence includes the verb and everything that follows it. This
typically tells what the subject does with an action verb or describes the subject using a
linking verb and a complement.

Let's return to the first example sentence:

● Kelly walked down the street.

In this sentence, "walked" is the action verb that tells the reader what Kelly is doing, and
"down the street" is an adverb phrase that modifies the verb by describing where she
22

walked. All of these words make up the complete predicate of the sentence. The verb
alone is the simple predicate.

As with subjects, it's also possible to have a compound predicate that consists of two
different actions. Take a look at the examples below to note the differences:

● Simple predicate: Harry cried.

● Complete predicate: The mouse slowly ran towards the food.
● Compound predicate: She laughed at the dog's tricks and decided to adopt him.

Predicates can contain a good deal of information and may be quite long.
Predicates often have several parts in addition to the verb, including objects and
complements.

There are 4 types of sentence structure. Let’s explore them.

1. Simple sentences
2. Compound sentence
3. Complex sentences
4. Compound-complex sentence

Simple Sentence Structure

A simple sentence consists of one independent clause. (An independent clause

contains a subject and verb and expresses a complete thought.)

● I like coffee.
● Mary likes tea.
23

● The earth goes round the sun.

● Mary did not go to the party.

Compound Sentence Structure

A compound sentence is two (or more) independent clauses joined by a conjunction or
semi-colon. Each of these clauses could form a sentence alone.

● I like coffee and Mary likes tea.

● Mary went to work but John went to the party.
● Our car broke down; we came last.

There are seven coordinating conjunctions:

● and, but, or, nor, for, yet, so

Complex Sentence Structure

A complex sentence consists of an independent clause plus a dependent clause. (A
dependent clause starts with a subordinating conjunction or a relative pronoun, and
contains a subject and verb, but does not express a complete thought.)

● We missed our plane because we were late.

● Our dog barks when she hears a noise.
● He left in a hurry after he got a phone call.
24

● Do you know the man who is talking to Mary?

Here are some common subordinating conjunctions:

● after, although, as, because, before, how, if, once, since, than, that, though, till, until,
when, where, whether, while

Here are the five basic relative pronouns:

● that, which, who, whom, whose

Compound-Complex Sentence Structure

A compound-complex sentence consists of at least two independent clauses and one
or more dependent clauses.

● John didn't come because he was ill so Mary was not happy.
● He left in a hurry after he got a phone call but he came back five minutes later.

ELABORATE

Instructions: Create sentences and indicate what type of

sentence it is. Use real-life situations you often experience in your household.

1. ________________________________

Sentence type:___________________
25

2. ________________________________