Phrases, Clauses, &

Sentence Structure
English Center Tutor Training
ESOL
Table of Contents
 Unit 1: Parts of Speech
 Unit 2: Phrases, Clauses, and Sentence
Structure
 Unit 3: Simple & Progressive Verbs
 Unit 4: Perfect & Passive Verbs
 Unit 5: Complex Sentences
 Unit 6: Overview of City ESOL Program
Introduction
This could be the single most important unit
to assist ESOL students’ success. Difficulty
with sentence structure is often times what
results in incomprehensible sentences and
failure to convey meaning.
 Combine the noun phrases
and verb phrases to make
Phrases complete sentences.

1. a noun (and its modifiers)

many culturally diverse students
the City College book fair
my magically delicious Lucky Charms
bands
those poisonous red apples on the table
an interesting dream
the drawer next to the bed
talented and helpful tutors

2. a verb (and the words that follow)

have been playing all night long
attend this school
has been on my mind all day
will be in high demand
open were for Snow White and not for you
is always in October were eaten by the boy next door
 when I go to the store
Clauses
A clause is a subject / verb combination. Clauses can
be dependent or independent (More explanation on this
later)  First, let’s practice distinguishing phrases and
clauses. Determine which of the examples are phrases
and which are clauses.

Phrases Clauses
Clauses
There are two types of clauses: independent and
dependent. An independent clause, or main
clause, is a subject/verb combination that makes a
complete sentence. A dependent clause cannot
stand alone, and must be attached to an
independent clause.
In the following sentence, which one is the main
clause?

Example 1: As soon as I woke up, I made the coffee.

If you said I made the coffee, then you are correct!

Complete Sentences
A complete sentence includes:
1. Subject (noun)
2. Verb (may need a direct object or complement)
3. Complete Thought/Idea
3. Example 1: Marcel understands the importance of
attending class regularly.

subject verb

Example 2: Shu, Tony, and Ana studied together

after class.

verb 7

subject
Not all complete sentences have a stated subject.
The command form (also known as the imperative)
has you as the implied subject. This sentence
structure is not common in academic writing…
except perhaps as a “hook” in an introductory
paragraph. For example: Be careful!
Moreover, certain authors and genres do not
adhere to traditional sentence structure and may
use phrases and dependent clauses as complete
sentences. For example: Because I said so.
Subjects
he subject may be
College is challenging.
The English Center can help you succeed.
single noun
It is open Monday through Friday.

Rose, Todd, Humberto, and Jess are all tutors there.

noun phrase

Online tutoring is available on weekends.

pronoun
To err is human.

wo or more nouns, noun phrases or pronouns

9
ESOL students frequently have incorrect sentence
structure due to missing subjects in their
sentences. It is often times the “dummy” it or
there that is missing. For example: It is raining
outside.
Additionally, it is common for ESOL students to use
a prepositional phrase as a subject. For example:
In the morning is a good time to take classes.
Scene One

A student’s sentence is In the article says global health

is important. There are many ways to assist him in
correcting this error. Here’s one:

Tutor: What is the subject of this sentence?

Student: “Article.”

Tutor: Not quite. What part of speech is “in?”

Student: A preposition.

Tutor: Correct. Prepositions need a noun for an object, and “article” is the
object of the preposition. So it can’t be the subject of the sentence. So what is
the subject of the sentence? This is a trick question.
Scene Two

A student’s sentence is In the article says global

health is important. There are many ways to assist
him in correcting this error. Here’s another:

utor: What is the subject of this sentence?

tudent: “Article.”

utor: Not quite. What is the verb of the sentence?

tudent: says.

utor: Correct. So what is the subject?

Verbs
There are different categories of verbs,
some of which require a direct object or
complement to make the sentence
complete. These are called transitive verbs.
(Memory trick: Transitive verbs are like a
train; they need a caboose.) Intransitive
verbs do not require a direct object or
complement.
Note: ESOL students don’t need to know
the terms “transitive” and “intransitive.”
Direct Objects
A direct object is the noun that is receiving
the action of the verb.
1.Some verbs must take an object
*We analyzed. We analyzed the data.
2. Some verbs may take an object. It’s correct
with or without.
We wrote.

3. Some verbs cannot take an object

She disappeared.
*She disappeared the dog.
ESOL students may have difficulty understanding
these differences as there isn’t a logical reason why
certain verbs take direct objects and others do not.
Helping them identify and memorize common
verbs and how they are used will improve their
writing.
Complements
A complement is a word or words that follow the
verb but aren’t direct objects. Depending on the
verb, some are obligatory.

Example 1: Rufus seems.

Example 1 is not a complete sentence because the
verb requires a complement. The example should
be: Rufus seems extraordinarily sleepy.

Example 2: Rufus walks.

This is a complete sentence. However, we can add
a complement if we want to be more precise. The
example could be: Rufus walks with vigor.
Complements

There are three types of phrases that can act as

complements.

. A noun or noun phrase

George Michael is a brilliant lyricist.

. An adjective or adjective phrase

George Michael is brilliant.

. A prepositional phrase
It’s important to distinguish between direct objects
and complements as knowing which verbs take a
direct object is vital when forming the passive.
Example 1: Rufus is a good dog.
A good dog is not the direct object as it is not
receiving the action of the verb. Thus, it cannot be
made passive.
Example 2: Rufus fetched the ball.
Here, the ball is the direct object, and the sentence
can be made passive: The ball was fetched by
Rufus. (More explanation on this later.) 
The verb of a sentence must be complete or
include all necessary verb parts. Often times ESOL
students leave out part of the verb.

Example 1: She working in the lab.

This would be incorrect as the progressive requires
the verb to be. It should be: She is working in the
lab.
A sentence can consist of more than one verb.
However, parallel structure is important. ESOL
students frequently use different verb forms or
tenses when consistency is needed.

Example 1: She works, studies, and is taking care of

her children.
The three verbs are not the same form. The
example should be: She works, studies, and takes
care of her children.
 Complete Sentences?
1. Choosing a major is an important decision.
2. Because I study a lot.
3. In my college have a cafeteria and several snack
areas.
4. It is difficult to study on the weekend.
5. There three things to do to be a successful student.
6. While I was in my ESOL 30 class.
7. My college has many buildings, so easy to get lost.
Types of Sentences
here are four types of sentences.

Roxie isSentences
. Simple a dog.

Roxie is a dog, and Rufus is her friend.

. Compound Sentences
Rufus loves Roxie because she is adorable.

. Complex Sentences
Rufus loves Roxie because she is adorable, and
she defers to him.
Simple Sentences
imple sentences are single, independent clauses.
Subject + verb + object or
Subject + verb complement

Rufus runs. Roxie is a dog.

Compound Sentences
Compound sentences consist of two independent
clauses that are combined with a coordinating
conjunction.
Formula: IC, cc IC.

Coordinating Conjunction = cc
Independent Clause = IC
I like ice cream, and Judy likes cookies.
IC , cc IC.
Coordinating Conjunctions
F or = because I like ice cream, for it is delicious.

A nd = more information I like ice cream, and Judy likes cookies.

N or = two negative options Neither ice cream nor cookies are good for your
health.
B ut = contrast I like ice cream, but I don’t like cake.

O r = alternative I could eat ice cream, or I could eat carrots.

Y et = contrast I could carrots, yet I wouldn’t feel happy.

S o =result/consequence I will eat ice cream, so I can feel happy.

The coordinating conjunctions for and nor are not
very common. Thus, it would be a better use of
time to assist students with the other coordinating
conjunctions.
It’s important to focus on mastering simple
sentence structure before tackling compound or
complex. If a student is struggling with more
difficult grammar, go back to the basics. Make
sure that they can identify and produce
comprehensible phrases, then clauses, then simple
sentences before compound or complex.

omplex sentences will be explored more fully in

unit five.
Sentence Structure
 Each of the sentences on the next slide has
a problem with sentence structure. Find
and correct the one sentence-structure
error in each of the sentences.
Correct the Sentence Structure
Error
1. In my opinion, speaking in English easier than
writing in English. is

1. Is a very interesting point you have raised.

It

1. My summer internship, for example, it is one

way for me.

1. At present, I am finishing a project, and I also

am starting a new one.

1. I felt happy. Because I moved to the U.S.

I felt happy because I moved to the U.S.