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Bahan Ajar Sentence Based Writing

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Bahan Ajar Sentence Based Writing

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MINISTRY OF EDUCATION AND CULTURE

UNIVERSITAS NEGERI SEMARANG

Address: H-Building, Sekaran Campus,
Gunungpati, Semarang, 50229 Phone: (+6224)
8508092 Fax: (+6224) 8508093/ 850808
Website: www.unnes.ac.id - E-mail:
[email protected]
SEMESTER LEARNING PLAN (RPS)
FORM
Dokument Revision Page Publish Date
Number Number 1 of... January 21, 2020
FM-01-AKD-05 05

BAHAN AJAR

SENTENCE-BASED WRITING
20P01001
2 SKS

PROGRAM STUDI SASTRA INGGRIS

FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI SEMARANG
2021

Diperiksa oleh :
Dibuat oleh :
Dilarang memperbanyak sebagian atau seluruh isi dokumen
tanpa ijin tertulis dari BPM UNNES
MINISTRY OF EDUCATION AND CULTURE
UNIVERSITAS NEGERI SEMARANG
Address: H-Building, Sekaran Campus,
Gunungpati, Semarang, 50229 Phone: (+6224)
8508092 Fax: (+6224) 8508093/ 850808
Website: www.unnes.ac.id - E-mail:
[email protected]
SEMESTER LEARNING PLAN (RPS)
FORM
Dokument Revision Page Publish Date
Number Number 1 of... January 21, 2020
FM-01-AKD-05 05

VERIFIKASI BAHAN AJAR

Pada hari ini Jumat tanggal 13 bulan Agustus tahun 2021, Bahan Ajar Mata Kuliah
Sentence-based Writing Program Studi Sastra Inggris Fakultas Bahasa dan Seni
telah diverifikasi oleh Ketua Program Studi Sastra Inggris.

Semarang, 13 Agustus 2021

Ketua Prodi Sastra Inggris Tim Penulis

Fatma Hetami, S.S., M.Hum. Sri Sumaryani, M.A.

NIP. 197708272008122002 NIP. 198902252020122010

PRAKATA
Banyak buku sumber untuk mata kuliah Sentence-Based Writing ini. Namun, untuk
mempermudah mahasiswa dalam memahami materi terkait teori jenis-jenis klausa
dan jenis-jenis kalimat, modul ini hadir dalam bahasa yang mudah dipahami oleh
mahasiswa. Selain itu, modul ini juga dilengkapi dengan beberapa latihan yang
dapat membantu mahasiswa memahami materi dengan baik serta
mengaplikasikan pengetahuan yang mereka dapatkan secara langsung.
Modul ini digunakan sebagai acuan dalam mengajarkan teori sentence
patterns, independent and dependent clauses, simple sentences, compound
sentences, complex sentences, compound complex sentences, parallelism,
sentence problems, noun clauses, adverbial clauses (types of adverbial clauses),
relative clauses, dan participial phrases. Untuk penambahan materi dari sumber
lain, dapat disesuaikan dengan kebutuhan pembelajar.
Selamat Membaca!

Tim Penulis

DESKRIPSI MATA KULIAH

The course is designed to provide students with basic theory and practice on
Sentence-based Writing, such as sentences patterns, independent and
dependent clauses, simple sentences, compound sentences, complex sentences,
compound complex sentences, parallelism, sentence problems, noun clauses,
adverbial clauses (types of adverbial clauses), relative clauses, and participial
phrases on contextualizing religious and tolerable values.

DAFTAR ISI

Prakata 3
Daftar Isi 5
Bab I. Types of Clauses 6
Bab II. Simple Sentences 9
Bab III. Compound Sentences 12
Bab IV. Complex Sentences 14
Bab V. Compound Complex Sentences 16
Bab VI. Parallelism in Sentences 18
Bab VII. Sentence Problems 21
Bab VIII. Noun Clauses 25
Bab IX. Adverbial Clauses 28
Bab X. Relative Clauses 33
Bab XI. Participial Phrases 37
Daftar Pustaka 39

BAB I
TYPES OF CLAUSES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
dependent and independent clauses serta latihannya.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 1. Students are able to identify independent and dependent clauses

C. Isi Materi Perkuliahan

1. Dependent and Independent Clauses
An independent clause is a complete sentence. It expresses a complete thought and
can stand alone. A dependent clause is not a complete sentence. It may have a subject
and a verb, but does not express a complete thought. It is a sentence fragment because
it cannot stand alone. When a sequence word or other transition word such as “so, or,
because” is a added to a sentence, it becomes a dependent clause.

Sammy is hungry. → a complete sentence

When Sammy is hungry → a dependent clause
Susan went to the store. → a complete sentence
Before Susan went to the store → a dependent clause

In order to form a complete sentence or thought, a dependent clause must be joined

to an independent clause. Use a comma after the dependent clause if it comes at the
beginning of a sentence. Do not use a comma if the dependent clause comes at the
end of the sentence.

As soon as Paul ate dinner, he left. dependent clause at beginning of

sentence
Paul left as soon as he ate dinner. dependent clause at end of
sentence
Before Henry goes on a date, he showers and shaves. beginning
Henry showers and shaves before he goes on a date. end
When I study, I always listen to classical music. beginning
I always listen to classical music when I study. end

When writing about the sequence of events, dependent and independent clauses can
be joined together with sequence words to form complete thoughts. Some common
sequence and transition words are: before, after, as soon as, when, but, so, and
because.

2. Latihan
Fill in the blanks in the following paragraph with before, after, as soon as, when,
because, but, or so. Some of the words are used more than once.

The children of Mrs. Peterson’s class went on a field trip to the city’s natural history
museum. __________ they could go however, they had to give the principle their
permission slips that their parents had signed. __________ collecting all the slips,
the children got on the bus. Many of the children had never been to a museum
________ they were very excited about the outing. The drive to the museum took
a long time __________ they had fun. Mrs. Peterson led the children in singing
and playing games __________ time went by quickly. __________ they arrived at
the museum, the group went straight to the dinosaur section. They went to this
section first __________ they had been studying dinosaurs in class.
____________ the children saw the display of dinosaur bones, they began asking

the museum guide questions. __________ the outing was very informative all the
children had a great time.

Look at the sentence fragments below and rewrite them to form complete sentences.
Be sure to use correct punctuation and capitalization.

1. before I go to sleep I
___________________________________________________________________

2. i like English class because

___________________________________________________________________

3. after i take a test I

___________________________________________________________________

4. when Elliot finally got his drivers license

___________________________________________________________________

5. as soon as this class is over

___________________________________________________________________

6. miss kim got a new job but

___________________________________________________________________

7. so I did not pass the test

___________________________________________________________________

BAB II
SIMPLE SENTENCES

A. Deskripsi Singkat
Bagian ini terdiri dari 3 bagian yang masing-masing secara spesifik membahas tentang:
definition, negative form of “be verbs’, dan sentence fragments.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 2. Students are able to identify and write simple sentences.

C. Isi Materi Perkuliahan

1. Definition
A sentence is an expression of a complete thought and contains a subject, verb, and
ending punctuation. In general, sentence names (a subject) and then states something
about that subject. The part of the sentence that “talks” about the subject is the
predicate (at least a verb and possibly more words that help describe the subject). A
sentence also must have ending punctuation.
The subject is a noun or pronoun that identifies the person, place, pr thing the
sentence is about. The subject does the action of an action verb or comes before a
linking verb in a statement. A sentence may contain a compound subject. For example:
1. Mary and Alice went to the store.
2. London and New York City are both large cities.
The verb is an action word that tells what the subject is doing. A sentence may also
contain compound verbs, such as:
1. Bill watches TV and reads every night before going to sleep.
2. Japan manufactures and exports many consumer products.
Some verbs are not action verbs but linking verb. A linking verb is a verb that
connects (or “links”) a subject to a word or words that name or describe it. It indicates

a state of being. The most commonly used linking verbs are be, become, seem, appear,
look, feel, grow, smell, and taste.

Read the following paragraph and circle the subject (s) and underline the verb (s) in
each sentence.
Joshua is a high school student at the Spring Oak college. He lives in Oklahoma, but
he was born in a small town near Nashville. He lives with her father and mother. He has
one brother and one sister. His brother is a doctor and his sister studies English
literature at Brown University. Joshua wants to go to Yale University. He enjoys studying
and he also likes working out at the gym.
studying, and she also likes working out at the gym.

Write an S (subject) or V (verb) where the question marks are to tell what is missing.
Then write the missing words next to the question marks.
Hospitals ? _______ places where people go when they are very sick. People also ?
_______ there when they have been hurt or injured in an accident. ? _______ can be
expensive unless you have insurance. Most ? _______ hope they never have to go to
a hospital.

Some of the simple sentences you will write will use the verb “be”. There are three
simple present tense “be verbs”: is, am, and are.
1. My house is in Jakarta.
2. There are four cars in the garage.
3. I am a student.

2. Negative Form of “Be Verbs”

Some of the most simple sentences you will write will use the verb “be”. Be connects
or links the subject to more than just nouns, as in the previous exercise, but also to an

adjective or a place. No we will practice using it in the negative form.

The negative form: Subject + be + not + adjective/noun/place

Note correct usage of first, second, and third person.

Adjectives Nouns Places
I am (not) tall. I'm (not) a Canadian. I'm (not) at work.
He is (not) handsome. He's (not) a professor. He is (not) here.
We are (not) smart. We're (not) students. We are (not) in Seoul.

3. Sentence Fragments
Many beginning writers frequently write sentence fragments because they look like
sentences, but are not. A fragment is a part of a sentence presented as if it were
complete sentence (subject + verb). A fragment may be missing a subject or verb or
both. A fragment is an incomplete sentence and is grammatically incorrect.
Fragments can be corrected with the following methods:
1. You can correct a fragment, by giving it a subject and/or verb.
2. You can correct a fragment to a sentence.

Correct these fragments.

1. Jenny attends several classes at her university. For example, English literature,
listening, and speech.
2. Dr. Hanson enjoys teaching classes. And writing books.

BAB III
COMPOUND SENTENCES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang:
compound sentences dan latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 3. Students are able to identify and write compound sentences.

C. Isi Materi Perkuliahan

1. Compound Sentences
A compound sentence contains two independent clauses. A coordinating conjunction
(for, and, nor, but, or, yet, so) often links the two independent clauses and is preceded
by a comma.
Examples:
1. She wanted to go on vacation, so she saved up her money.
2. I like apples, but my sister loves bananas.
3. Tim loves to read, and he also loves to hike.

2. Latihan
Combine each pair of simple sentences to make a compound sentence. Use the right
conjunction.
1. A small kitten followed me home. I gave it a bowl of milk.
__________________________________________________

2. We were lost in the woods. My brother had a map in his backpack.

__________________________________________________

3. The girls were painting animal pictures. Katrina spilled the paint.
__________________________________________________

4. Would you like to go to the movies? Would you rather stay home tonight?
__________________________________________________

5. Mr. Sanchez loved his new office. He didn't like the view.
__________________________________________________

6. Ivana's bicycle had a flat tire. She had to walk to the grocery store.
__________________________________________________

7. José wants to be an astronaut when he grows up. Maria wants to be a nurse.

__________________________________________________

8. Dr. Neu told Greg to floss his teeth every day. He didn't listen.
__________________________________________________

9. The tigers at the zoo are always sleeping. The penguins are fun to watch.
__________________________________________________

BAB IV
COMPLEX SENTENCES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
complex sentences dan latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 4. Students are able to identify and write complex sentences.

C. Isi Materi Perkuliahan

1. Complex Sentences
A complex sentence contains one independent clause and one or more dependent
clauses. A complex sentence will include at least one subordinating conjunction.
Examples:
1. She went to class even though she was sick.
2. As John was arriving to work, he realized he forgot his lunch.
3. While I enjoy classical music, I prefer rock and roll because I play
the drums.

2. Latihan
Complete each complex sentence given below by adding a dependent or independent
clause until it forms a united paragraph.
Example: For the first time,____________________________.
Answer: For the first time, I successfully passed all my classes.
1. In the morning, ___________________________________________________. 2.
For the last time, __________________________________________________. 3.
________________________, we could not take our seats on time. 4. In the afternoon,

__________________________________________________. 5. Because she is

happy, ______________________________________________. 6. Although he was
late, ______________________________________________. 7.
________________________, they were not satisfied with the championship. 8.
________________________, it is the right place to be. 9. After the incident,
________________________________________________. 10. Unless you are here,
_____________________________________________. 11. Until you arrive,
_________________________________________________.

BAB V
COMPOUND COMPLEX SENTENCES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
compound complex sentences dan latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 5. Students are able to identify and write compound complex sentences.

C. Isi Materi Perkuliahan

1. Compound Complex Sentences
A compound-complex sentence combines complex sentence and contains one or more
independent clauses and one or more dependent clauses.
Examples:
1. Although she felt guilty for missing her friend’s birthday, she took
her out to dinner the next day, and they had a great time.
2. I try to eat healthy food, but because fast food is so convenient, I
cannot maintain a healthy diet.
3. If he got the job, he would have to commute 50 miles to work, so he
decided the job was not worth it.

2. Latihan
Identify each sentence below with CD for compound, CX for complex, or CD-CX
for compound-complex.
1. Stay a little longer if you like. ________
2. Although my dog can play the piano, he does not do it well, and nobody asks
him for encores. ________

3. After the last song, the musicians packed up their instruments and got on the bus.
________
4. No one should ride on a motorcycle unless he or she wears a helmet. _______
5. I’ll go if I can, but several events are scheduled for that day. ________
6. Spring came and went quickly, but I was ready for summer. ________
7. When you called, I was reading a book; now I can’t find my place. ________

Identify each sentence below with S for simple, CD for compound, CX for
complex, or CD-CX for compound-complex.
1. My aunt has joined an investment club that investigates and buys stocks, and
she has made a little profit already. ________
2. The Great Barrier Reef forms a natural breakwater for the coast of northeast
Australia and attracts tourists from all over the world. ________
3. Just thinking is not enough; you must think of something. ________
4. We had gone only a little way into the cave before our flashlight went out.
________
5. Although snow was predicted, the temperature has stayed above freezing,
so rain is falling instead. _______
6. Is the universe expanding, or is it contracting? ________
7. After the holiday dinner is over, my brother washes dishes and I dry them.
________
8. The last car of the poky old freight train is just now coming into view. ________
9. Everyone who saw the movie has liked it, so I’m going tonight. ________
10. We tried hard, but the job was harder than we expected. ________

BAB VI
PARALLELISM IN SENTENCES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang:
parallelism dan latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 6. Students are able to identify parallelism in sentences.

C. Isi Materi Perkuliahan

1. Parallelism
Parallel structure (also called parallelism) is the repetition of a chosen grammatical form
within a sentence. By making each compared item or idea in your sentence follow the
same grammatical pattern, you create a parallel construction.
Examples:
Not parallel:
Ellen likes hiking, the rodeo, and to take afternoon naps.
Parallel:
Ellen likes hiking, attending the rodeo, and taking afternoon naps.
or
Ellen likes to hike, attend the rodeo, and take afternoon naps.

Below are several examples of how to use parallelism in sentences:

1. With coordinating conjunctions
When you connect two or more clauses or phrases with a coordinating conjunction
(for, and, nor, but, or, yet, so), use parallel structure.
Example:

Not parallel:
My best friend took me dancing and to a show.
Parallel:
My best friend took me to a dance and a show.

2. With correlative conjunctions

When you connect two clauses or phrases with a correlative conjunction (not only..
but also, either..or, neither.. nor, if.. then, etc.), use parallel structure.
Example:
Not parallel:
My dog not only likes to play fetch, but also chase cars.
Parallel:
My dog not only likes to play fetch, but he also likes to chase cars.
or
My dog likes not only to play fetch, but also to chase cars.

3. With phrases or clauses of comparison

When you connect two clauses or phrases with a word of comparison, such as than
or as, use parallel structure.
Example:
Not parallel:
I would rather pay for my education than financial aid.
Parallel:
I would rather pay for my education than receive financial aid.

4. With lists
When you are comparing items in a list, use parallel structure.
Example:

Not parallel:
John Taylor Gatto criticizes public schools because they are compulsory, funded
by the government, and destroy students' humanity.
Parallel:
John Taylor Gatto criticizes public schools because they are compulsory,
government-funded, and normalizing.
or
John Taylor Gatto criticizes public schools because they require students to attend,
receive money from the government, and destroy students' humanity.

2. Latihan
Read the following example sentences and revise any that do not use parallel structure.
Remember that there are many ways to revise a sentence to reflect parallel structure;
if possible, rewrite each incorrect sentence in more than one way.
1. I would rather eat potatoes than to eat rice.

2. Global warming affects humans, the environment, and is scary.

3. It's harder to do long division than dividing with a calculator.

4. Pirates ransacked the mansion, but they didn’t steal all the silver.

5. Merchants receive either money or trade goods with their clients.

6. Bruce Wayne enjoys donning his Batman costume, answering the Commissioner's
phone calls, and saving Gotham City from cruel villains like the Penguin.

BAB VII
SENTENCE PROBLEMS

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
sentence problems dan penerapannya.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 7. Students are able to identify sentence problems.

C. Isi Materi Perkuliahan

1. Sentence Problems
The structure of sentences can be a problem for students. You need to be able to
identify and revise problem sentences so that your writing is technically correct. When
you are communicating in standard English (as required for academic writing),
sentences are used to convey a complete thought. As such, all sentences must have
the correct grammatical elements and punctuation expected of English sentences.
This part will introduce you to two common sentence problems that you should be
aware of in your writing and proofreading:
1. Identifying and revising sentence fragments
Sentence fragments are incomplete sentences, so they make your writing
grammatically incorrect. Most often, punctuation revisions can be used to correct
the problem. Sometimes, you will need to rearrange the sentence order and
structure to correct the problem. There are four different types of sentence
fragments that do not follow the rules for sentence structure.
a. Rule 1: A sentence is a fragment if it DOES NOT have a subject.
Examples:

x By researching in the library or online is part of the assignment writing process.

(no subject)
˅ Researching in the library or online is part of the assignment writing process.
˅ Part of the assignment writing process is to research in the library or online.
b. Rule 2: A sentence is a fragment if it DOES NOT have a main verb.
Examples:
x Undergraduates working through their course and then on to postgraduate
studies. (no main verbs)
˅ Undergraduates worked through their course and then went on to postgraduate
studies.
c. Rule 3: A sentence is a fragment if it DOES NOT have a subject and a main
verb.
Examples:
x Students can achieve a range of marks. From a fail to a high distinction.
˅ Students can achieve a range of marks from a fail to a high distinction.
d. Rule 4: A sentence is a fragment if it does not make complete sense on its
own, EVEN IF there is a subject and a main verb. A sentence must express
at least one complete idea, without which you will be left asking a question:
usually WHAT? or WHY?
Examples:
x The university did not gain the enrolments it was seeking. Although the new
units doubled student numbers. (sentence has a subject and a main verb, but
does not make sense by itself as a unit of meaning)
˅ The university did not gain the enrolments it was seeking even though the new
units doubled student numbers.
˅ Although the new units doubled student numbers, the university did not gain
the enrolments it was seeking.

˅ The university did not gain the enrolments it was seeking in spite of doubled
student numbers in new units.

2. Identifying and revising run-on sentences

Run-on sentences occur when simple sentences (independent clauses) are joined
incorrectly, so they make your writing grammatically incorrect. Most often,
punctuation revisions can be used to correct the problem. Sometimes, you will need
to rearrange the sentence order and structure to correct the problem. There are
three main types of run-on sentences that do not follow the rules for
sentence structure.
a. Rule 1: A sentence is a fragment if it DOES NOT have a subject.
Examples:
x By researching in the library or online is part of the assignment writing process.
(no subject)
˅ Researching in the library or online is part of the assignment writing process.
˅ Part of the assignment writing process is to research in the library or online.
b. Rule 2: A sentence is a fragment if it DOES NOT have a main verb.
Examples:
x Undergraduates working through their course and then on to postgraduate
studies. (no main verbs)
˅ Undergraduates worked through their course and then went on to postgraduate
studies.
c. Rule 3: A sentence is a fragment if it DOES NOT have a subject and a main
verb.
Examples:
x Students can achieve a range of marks. From a fail to a high distinction. (no
subject, no main verb)
˅ Students can achieve a range of marks from a fail to a high distinction.

d. Rule 4: A sentence is a fragment if it DOES NOT make complete sense on

its own, EVEN IF there is a subject and a main verb. A sentence must
express at least one complete idea, without which you will be left asking a
question: usually WHAT? or WHY?
Examples:
x The university did not gain the enrolments it was seeking1. Although the new
units doubled student numbers. (sentence has a subject and a main verb, but
does not make sense by itself as a unit of meaning)
˅ The university did not gain the enrolments it was seeking even though the new
units doubled student numbers.
˅ Although the new units doubled student numbers, the university did not gain
the enrolments it was seeking.
˅ The university did not gain the enrolments it was seeking in spite of doubled
student numbers in new units.

BAB VIII
NOUN CLAUSES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
noun clauses dan latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 10. Students are able to identify and write noun clauses.

C. Isi Materi Perkuliahan

1. Noun Clauses
A noun clause is a subordinate clause used as a noun in the sentence. A noun clause
may be used as a subject or direct object of the verb, as a predicate noun, as object of
the preposition, or as an appositive.
Words that introduce noun clauses:
How What where Which Whoever
If Whatever Whichever whoever Whomever
That When Whether Who, which Why

Noun clauses with Wh-words are indirect questions. They have statement word order,
even when thet occur within questions.
[ Wh + subject + verb]

Examples:
1. I don’t know what he is doing.
2. I wonder how he feels today.
3. Where I put my book is a mystery

Noun clauses can be used as the following:

Function Noun or Pronoun Noun Clause
Subject His speech was clear. What he said was clear.

Direct object I don’t know his contact I don’t know how he can be
number. reached.

Indirect object Give her the message Give whoever answers the
message.

Object of a preposition I sent the notice to her.I se I sent the notice to whoever was
interested

Predicate/ complement That is my plan That is what I plan to do

noun

4. Latihan
Underline the noun clause in each sentence.
1. Do you know who is the governor of Ohio?
2. Susan thinks that she will get the job at Martin's Store.
3. Whoever phoned us didn't let the phone ring long enough.
4. Andy promised that he'd be on time for the party.
5. Whether or not she should go camping worried Jane.
6. Mr. Sims mentioned that he'd be late for the meeting.
7. Whoever sent us this letter should have signed his or her name.
8. Who your ancestors were makes no difference to me.
9. Mr. Barnes swore that he would tell the truth.
10. That anyone else could be doing the same experiments never occurred to him.

11. The old man knew where the treasure was kept.
12. I'll never forget what happened on our way to the carnival.
13. I knew that the safe was behind the picture.
14. Amy assured Miss Jordan that she understood the problems.
15. What happened on June 30, 1973, will never be forgotten in our town.
16. We knew that we were in for a spell of hot, humid weather.
17. Whoever visits us will be assured of a freshly painted room.
18. Whoever sent us this Christmas card forgot to sign his or her name.
19. We all believe that Jim will be elected class president.
20. Mr. Norman regrets that he didn't travel more in his youth.

BAB IX
ADVERBIAL CLAUSES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
adverbial clauses dan contoh-contohnya.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 11. Students are able to identify and write adverbial clauses.

C. Isi Materi Perkuliahan

1. Adverbial Clauses
Adverbial clause is used to modify a verb, an adjective, an adverb. Since the adverbial
clause is a dependent clause, it cannot stand alone. It must be combined with an
independent clause to form a complex sentence. The adverbial clause can come either
before or after an independent clause. If it comes at the beginning of the sentence, a
comma is placed after it. There are several different kinds of adverbial clauses:
1. Adverbial clause of time
An adverb of time states when something happens or how often. An
adverb of time often starts with one of the following subordinating conjunctions:
after, as, as long as, as soon as, before, no sooner than, since, until, when or while.
Examples:
a. when (at the time) - e.g. I can see you when I finish my work.
b. while (during that time) - e.g. She was reading a book while the dinner was
cooking.
c. before - e.g. They will leave before you get here.
d. after - e.g. After John’s employer warned him about his careless work, he was
more careful.

e. by the time (one event is completed before another event) - e.g. By the time
the lecturer explained about Newton’s theory, the students had already read a little
about it at their own houses.
f. since (from the time to present) - e.g. I haven’t seen her since she left this
morning.
2. Adverbial clause of place
An adverb of place states where something happens. An adverb of place often
starts with a preposition (e.g., in, on, near) or one of the following subordinating
conjunctions: anywhere, everywhere, where or wherever.
Examples:
a. where (definite place) - e.g. We live where the road crosses the river
b. wherever (any place) - e.g. The mad man usually goes wherever he wish to go.
c. everywhere (any place) - e.g. Everywhere I meet him, I always want to be angry
d. anywhere (any place) - e.g. I will find you anywhere you are.
3. Adverbial clause of condition
An adverb of condition states the condition for the main idea to
come into effect. They are introduced by the subordinating conjunctions if, whether,
provided that, so long as and unless.
Examples:
a. If I like it, I will buy it.
b. If you heat ice, it melts.
c. If it rains, we will stay at home.
d. You may come if you want to.
e. You won’t pass unless you work hard.
f. You will be shot unless you give me the keys of the locker.
g. There will be no problem provided that you keep your mouth shut.
h. You will have to take the medicine whether you like it or not.

4. Adverbial clause of result

They are introduced by the subordinating conjunctions that, so...that,
so that and such...that.
Examples:
a. The famine was so severe that thousands perished.
b. They fought so bravely that the enemy fled.
c. He is such a good man that all respect him.
d. He spoke in such a low voice that few people could hear him.
She was so weak that she could hardly stand. OR She was so weak she could
hardly stand.
(That is often omitted)
e. It was so hot we didn’t go out. OR It was so hot that we didn’t go out.
5. Adverbial clause of concession
An adverb of concession offers a statement which contrasts with
the main idea. They are introduced by the subordinating conjunctions though,
although, even though, while, whereas and even if.
Examples:
a. Though I am poor, I am honest.
b. I will be able to get in although I have no ticket.
c. Even if it rains, I will come.
d. The men managed to survive even though they were three days without water.
e. John is very social whereas his brother is an introvert.
f. Though he is young, he occupies an important position in the firm.
6. Adverbial clause of degree or comparison
An adverb of degree states to what degree something
is done or offers a comparison. It answer the question how much, how little or how
many. The conjunctions used to introduce adverb clauses of degree are as, as...as,
so...as , the...the and than.

Examples:
a) She is older than her husband.
b) She is as intelligent as she is beautiful.
c) You are later than I expected.
d) She is as pretty as a doll.
e) She is not so intelligent as her sister.
f) The older you grow the wiser you become.
g) The more he earns the more he spends.
7. Adverbial clause of purpose
The clause tells us the purpose of the action the verb states. They
are introduced by the subordinating conjunctions that, so that, in order that and lest.
Examples:
a. We eat that we may live.
b. He works hard so that he will become a millionaire.
c. Put on your warm clothes lest you should catch a chill.
d. Schools were closed early in order that students might reach home before the
thunderstorm.
e. He reads so hard so that he can graduate top of his class.
f. You need to shed off some weight lest you should become obese.
g. The ceremony was rounded off in order that attendees might get to their
destinations on time.
h. We work that we may earn and have to give.
i. We should work smarter and not harder so that we will not wear out our bodies.
8. Adverbial clause of reason (cause)
An adverb of reason offers a reason for the main idea. They
are introduced by the subordinating conjunctions because, as, since and that.
Examples:

a. I sing because I like singing.

b. He thinks he can get anything because he is rich.
c. Since he has apologized, we will take no further action against him.
d. As he was not there, I left a message with his mother.
e. I am glad that you have come.
f. My parents were disappointed that I didn’t get the scholarship.
g. He was furious that his book was criticized by most reviewers.
9. Adverbial clause of manner
An adverb of manner states how something is done. An adverb of
manner often starts with one of the following subordinating conjunctions: as, like, or
the way.
Examples:
a. The man was talking as if she was the leader of the group.
b. The choir sang as though the heavens would fall.
c. She performed so excellently that she got a scholarship.
d. Please do it (exactly) as I instructed.
e. (Just) as sugar attracts an ant (so) her beauty and congeniality attract
customers to her shop.
f. He acts like it is a joke.
g. We don't have conversations. You talk at me the way a teacher talks to a
naughty student.
h. Except for an occasional heart attack, I feel as young as I ever did.

BAB X
RELATIVE CLAUSES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
definisi dan penggunaan relative clauses.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 12. Students are able to identify and write relative clauses.

C. Isi Materi Perkuliahan

1. Definition
A relative (or adjective) clause modifies a noun or pronoun and is introduced by a
relative pronoun (who, whom, whose, which, or that) or occasionally a relative adverb
(usually when, where, or why). Relative clauses function as subordinate or dependent
clauses and therefore cannot stand alone as complete sentences. The relative pronoun
(or adverb) is used to connect the relative clause to an independent clause by referring
to the noun or pronoun being modified.
Relative clauses are extremely useful because they enable writers to be more
specific and make writing more sophisticated. At the same time, they are confusing to
many writers and often used incorrectly.

2. The Use
The three most common relative pronouns are who, which, and that, but the choice of
pronoun depends upon the noun or pronoun modified by the clause.

The relative pronoun “who”:

• refers to a person or people

• may be used with a clause that makes a noun specific (a restrictive clause)
• may be used with a clause that adds information (a nonrestrictive clause)
Examples:
1. People who live in New York lead very busy lives.
2. My sister, who works for the YMCA, leads a very active life.

The relative pronoun “which”:

• refers to a thing or concept
• is most often used in clauses that add information
• is sometimes used in a clause that makes a noun specific (usually when a speaker
or writer wants to sound more formal)
Example:
1. The Empire State Building, which used to be the tallest building in the world,
is still a popular tourist attraction.

The relative pronoun “that”:

• most often refers to a thing or concept
• is used only in clauses that make a noun more specific
• is sometimes used to refer to a person or people (usually only in informal writing or
in speaking)
Example:
1. The lessons that we have learned are no more important than the lessons that we
have yet to learn.

In academic or formal writing, the relative pronoun “who” is preferred when referring
to a person or people: “The girl who lives next door was accepted into the nursing
program.” However, some writers as well as speakers will interchange “who” with
“that.” It is best to use “that” when referring to things or concepts with the exception of

a group or class of people.

Examples:
1. The favorite to win the tournament was the team that was disqualified.
2. Selection of the jury that would hear the case was time consuming.
3. The class that scored highest on the exam was acknowledged by the
administration.

The relative pronouns “where” and “when”:

• are used for a clause that refers to a place or time
• may be used for clauses that make a noun more specific
• may be used for clauses that add information
Examples:
1. New York is a place where people of many different cultures live and work
together.
2. New York City, where millions of immigrants live, is sometimes called a
Melting Pot.
3. The 1960s was a time when many Americans began to question the actions of
their government.
4. In the 1970s, when many new rights and freedoms had been gained, people
began to lead quieter, more private lives.

In academic or formal writing, the relative pronouns who (or whoever), whom (or
whomever), and whose are used to refer to people. The appropriate word choice is
determined by the grammatical function of the pronoun within the clause.
Using the relative pronoun “who” or “whoever”:

• If the relative pronoun functions as a subject or subject complement, use “who” or

“whoever”:

Examples:
1. I know a woman who has two children.
In the sentence above, “who” introduces a restrictive relative clause that modifies the
word “woman” and functions as the subject of the clause and “has” is the verb.

2. The director will choose whoever has the best audition.

In this sentence, “whoever” is the subject of the verb “has” and introduces the relative
clause.

Using the relative pronoun “whom” or “whomever”:

• If the relative pronoun functions as the object of a verb or preposition, use “whom” or
“whomever”:
Examples:
1. My friend has two children, whom she loves very much.
In this sentence, “whom” replaces “children” as the object of the verb “loves” and
introduces a nonrestrictive relative clause.

2. I will support whomever the committee recommends for the position.

This sentence includes a restrictive relative clause introduced by the pronoun
“whomever,” which is the object of the verb “recommends.”

Using the relative pronoun “whose”:

• If the relative pronoun functions as a means to show possession, use “whose.”
Examples:
1. She was a distinguished public servant, whose reputation was impeccable.

In this sentence, the relative pronoun “whose” replaces the pronoun “she” to form a
nonrestrictive relative clause: i.e., her reputation was impeccable.

BAB XI
PARTICIPIAL PHRASES

A. Deskripsi Singkat
Bagian ini terdiri dari 2 bagian yang masing-masing secara spesifik membahas tentang
participial phrases dan Latihan.

B. Capaian Pembelajaran Mata Kuliah

1. Sub-CLO 13. Students are able to identify and write participial phrases.

C. Isi Materi Perkuliahan

1. Participial Phrases
The participial phrase is always used as an adjective phrase to modify a noun or
pronoun. It includes the participle together with its modifiers, objects, or predicate
words. The present participle form always ends in -ing, but the endings for past perfect
and passive perfect participles may vary.
Examples:
1. Walking rapidly, we reached the town in fifteen minutes.
2. Annoyed by the noise, the teacher spoke sharply to the class.
3. Tom, having won the chess game, looked up happily.
4. Having won every game but one, Ohio State now led the Big Ten.

2. Latihan
Underline the participial phrase in each of the following sentences.
1. Having been on the road for four days, the Todds were exhausted.
2. That hymn, sung by many generations of churchgoers, is my favorite.
3. Climbing slowly, we approached the top of the hill.
4. Surprised by my question, Mrs. Osmond blushed.

5. Phil, worn out by his long trip, slept for twelve hours.
6. Watching me closely, the dog came toward me.
7. Staring out the window at the rain, Bob became more and more impatient.
8. Having been hurt in the first game, Al sat on the bench for the rest of the
season.
9. The plates, brought from Denmark by my grandmother, are on display in the
dining room.
10. The cookies, baked this morning, were all gone by five o'clock.
11. Having come out in the cool night air, Mr. Troy looked up at the sky.
12. The children, waiting for the play to begin, grew bored.
13. Working hard all day, the boys finished the job by dinner time.
14. Driven from their homelands, many people each year seek refuge in the
United States.
15. Jumping up and down, the cheerleaders urged the team on.
16. The basketball team, encouraged by its performance in the semifinals, went
on to the finals.
17. Having recorded the results of the experiment, Kate closed her notebook.
18. We saw an old woman walking up the path.
19. Having been told of her job offer, Kathy smiled happily.
20. Having spent each afternoon at the beach, Alice soon had a nice tan.

Daftar Pustaka
Oshima, Alice & Hogue, Ann. (2017). Longman Academic Writing Series: Paragraph to
Essays. New York: Pearson.
https://teflbootcamp.com/SentenceWriting.pdf
https://www.sjsu.edu/writingcenter/docs/handouts/Sentence%20Types%20and%2
0Functions.pdf
https://www.eriesd.org/site/handlers/filedownload.ashx?moduleinstanceid=14939&dat
aid=14035&FileName=2.%20%20Compound%20Complex%20Sentences.pdf
https://www.superteacherworksheets.com/sentences/compound-
sentences_COMPO.pdf
https://www.evergreen.edu/sites/default/files/writingcenter/handouts/grammar/parall
el.pdf
https://pdfcoffee.com/completing-complex-sentences-worksheetpdf-pdf-free.html
https://www.une.edu.au/__data/assets/pdf_file/0004/9805/WC_Sentence-
problems.pdf
https://www.panthercountry.org/userfiles/358/Classes/4914/NOUN%20Clause%20Prac
tice.pdf
https://www.kau.edu.sa/files/0053506/files/62522_level5-
grammar3_adjective%20and%20noun%20clauses-rules%20and%20practice.pdf
https://learningatb104.files.wordpress.com/2018/10/types-of-adverbial-clauses.pdf
http://www.hunter.cuny.edu/rwc/repository/files/grammar-and-mechanics/sentence-
structure/Understanding-Relative-Clauses.pdf
https://wdms8la.weebly.com/uploads/2/5/9/5/25956852/phrase_participial.pdf

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MINISTRY OF EDUCATION AND CULTURE

UNIVERSITAS NEGERI SEMARANG

PROGRAM STUDI SASTRA INGGRIS

VERIFIKASI BAHAN AJAR

Semarang, 13 Agustus 2021

Fatma Hetami, S.S., M.Hum. Sri Sumaryani, M.A.

DESKRIPSI MATA KULIAH

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

Sammy is hungry. → a complete sentence

In order to form a complete sentence or thought, a dependent clause must be joined

As soon as Paul ate dinner, he left. dependent clause at beginning of

2. i like English class because

3. after i take a test I

4. when Elliot finally got his drivers license

5. as soon as this class is over

6. miss kim got a new job but

7. so I did not pass the test

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

2. Negative Form of “Be Verbs”

adjective or a place. No we will practice using it in the negative form.

Note correct usage of first, second, and third person.

Correct these fragments.

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

2. We were lost in the woods. My brother had a map in his backpack.

7. José wants to be an astronaut when he grows up. Maria wants to be a nurse.

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

__________________________________________________. 5. Because she is

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

Below are several examples of how to use parallelism in sentences:

2. With correlative conjunctions

3. With phrases or clauses of comparison

2. Global warming affects humans, the environment, and is scary.

3. It's harder to do long division than dividing with a calculator.

5. Merchants receive either money or trade goods with their clients.

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

x By researching in the library or online is part of the assignment writing process.

2. Identifying and revising run-on sentences

d. Rule 4: A sentence is a fragment if it DOES NOT make complete sense on

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

Noun clauses can be used as the following:

Predicate/ complement That is my plan That is what I plan to do

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

4. Adverbial clause of result

a. I sing because I like singing.

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

The relative pronoun “who”:

The relative pronoun “which”:

The relative pronoun “that”:

a group or class of people.

The relative pronouns “where” and “when”:

• If the relative pronoun functions as a subject or subject complement, use “who” or

2. The director will choose whoever has the best audition.

Using the relative pronoun “whom” or “whomever”:

2. I will support whomever the committee recommends for the position.

Using the relative pronoun “whose”:

B. Capaian Pembelajaran Mata Kuliah

C. Isi Materi Perkuliahan

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