Understanding written english

CHAPTER I

INTRODUCTION

1.1  Background

English is the most widely used by the countries in the world and become a commodity that language must be owned and controlled by most people in the world. Many residents in various countries in the world to wear the English language as a communication tool in the important international meetings. Mastery of English is very important because almost all global resources in various aspects of life using English. (Richards & Rodgers, 1999)

Basic sentence construction is something learned in begining English language courses; however, as life happens and time goes by, many of these first learned English fundamentals begin to elude us (Quick Study Academic: English Grammar & Puntuation, 2013)

Learning and understanding English becomes a necessity that can not be avoided. By learning English, someone will open horizons and knowledge internationally. English has the function and big role. One of the implications that looks are more people are trying to learn to master English. (Crystal, 2001)

One of the things that can not be separated from learning to master the English language is to understand the way of writing. Writing in English is a skill that is most difficult because it must have sufficient capacity corresponding rules of the English language. Some of the points that must be understood in writing English that clause, types of sentence, and correction symbol (Anker, Susan. 2009)

Sentence is an organized series of words that allows you to make a statement, ask a question, express a thought, offer an oppinion an ideas (Marchel Danesi, Ph.D., 2006).

The English Sentences is an amazing thing. It has a limited set of distinct part (phrases and clauses), but these parts can be strong together and rearranged in a seemingly endless variety of ways. Furthermore, there is an incredible volume of words from which a writer can draw. This flexibility of parts and variety in vocabulary make it possible to write a sentence that no one has ever written or even spoken before (Brian Backman, 2008).

To achieve a good quality of writing, needed an effort for perfection in accordance with procedures English writing. To produce the correct of writing, is not easy in the process. Certainly found errors in the way of writing. To investigate faults, takes symbol aimed at marking the wrong points (Maarek, 2009

1.2  Purpose

1.2.1 General Purpose

    To demonstrate and explain about the sentence structure in English

1.2.2 Specific Purpose

1. Students can understand the concept of understanding written English

2. Students can understand the concept of understanding written information

1.3  Benefits

Students know and understand penggunaam sentence structure in English and understanding written English

CHAPTER 2

PRESENTATION TOPIC

A. Clause and Sentence Structure

1. Clause

Clauses are the building blocks of sentences. A clause is a group of words that contains a subject and a verb. Adjective: clausal (Sidney Greenbaum and Gerald Nelson, 2009). An examples:

Clauses                                                                       Not Clauses

Subject                     Verb

Ecology    is a science                                     To protect the environment

                Subject        Verb

Because pollution     causes cancer                 A fter working all day

Reference:  Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

1.1 Function of Clause

Clauses that function as verb clause, noun clause, adjective clause, and abverb clause (Hopper, 1999)

1.      Verb Clause

Verb clauses perform verbal function, verbal function correspond to the forms of sentences in English (Marchel Danesi, Ph.D., 2006)

·              Declaration Statement (declarative sentence)

·              Question (interrogative sentence)

·              Command (imperative sentence)

All sentences contain at least one verb clause. Verb clauses are also referred to as main clauses.

2.      Noun Clause

Noun clauses begins with a wh- question word, that whether, and sometimes if. A noun clause acts like a noun; it can be either the subject or an object of the independent clause  (Oshima, Alice and Hogue, Ann. 2007)

For example, the following italicized clauses are examples of noun clauses:

·         The library will send a bill to whoever damaged this book.

·         Whether you will pay for the damage is not even a question.

·         The judge has given that you behaved well after your arrestsome consideration.

Noun clauses perform nominal functions, or functions prototypically performed by noun phrases. The nine main functions of noun clauses in English grammar are: (Nelson, Gerald. 2011)

1.      Subject

2.      Subject complement

3.      Direct object

4.      Object complement

5.      Indirect object

6.      Prepositional complement

7.      Adjective phrase complement

8.      Noun phrase complement

9.      Appositive.

3.      Adjective Clause

Adjective clauses atcs like an adjective; that is, it describes a noun or pronoun. An adjective clausevbegins with a relative pronoun such as: are who,whom, that,  which, whose, when, and where (Oshima, Alice and Hogue, Ann. 2007)

For example, the following italicized clauses are examples of adjective clauses:

·       The woman that works in the cafe  is my aunty.

·       Last year we vacation in Raja Ampat, which features excellent scuba diving

·       The restaurant where you left you purse is known for its unique pasta dishes.

The primary grammatical function of adjective clauses is noun phrase modifier. Noun phrase modifiers are defined as words, phrases, and clauses that describe or modify a noun phrase. Adjectives clauses may also, although rarely, function as verb phrase modifiers, prepositional phrase modifiers, and noun clause modifiers.

Adjective clauses are also referred to as relative clauses. The subordinating conjunctions that introduce adjective clauses are also called relative pronouns.

4.      Adverb Clause

Adverb clauses acts like an adverb; that is, it tells where, when, why, and how. An adverb clause begins with a subordinator, such as when, while, because, although, if, so, or, that (Oshima, Alice and Hogue, Ann. 2007)

For example, the following italicized clauses are examples of adverb clauses:

·            After she gave the baby a bath, she decided to take a nap.

·            The girl cannot usually eat beef stew because she is allergic to carrots.

·            The couple has been saving money so that they can go on a vacation.

All adverb clauses perform the grammatical function of adjunct adverbial. Adjunct adverbials are words, phrases, and clauses that modify or describe an entire clause by providing additional information about time, place, manner, condition, purpose, reason, result, and concession (Nelson, Gerald. 2011).

1.2 Types of Clause

There are 2 types of clauses in English: Independent Clause and Dependent

Clause (Obrecht, 2000)

 Reference: Obrecht, Fred. 2000. Minimum Essential of English second edition. Chicago. Barron’s Educational Series,Inc

1.2.1 Independent Clause

An Independent clause contains a subject and a verb and expresses a complete thought. It can stand alone as a sentence by it self. An independent clause is formed with a subject and a verb and often a complement (Oshima, Alice and Hogue, Ann. 2007).

Independent clause can stand alone as a sentence, begining with a capital letter and ending with terminal punctuation such as period. An independent clause also known as a main clause at sentence (Gary Lutz, 2005).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Example:

Water     evaporates    rapidly in warm climate zones

1.2.2 Dependent Clause

A dependent clause has a subject and a verb too but does not express a complete thought, so it is not a sentence by it self. A dependent clause is also called a sentence fragment. By it self, it is an incomplete sentence, and it is an error. A dependent clause begins with a sub ordinator such as when, while, if, that or who (Oshima, Alice and Hogue, Ann. 2007).

Dependent clauses are statements that have a subject and predicate but are made subordinate to the independent clause to which they are attached (Obrecht, Fred. 2000)

There are two types of dependent clauses: noun clauses (nominative dependent clauses) and modifiying clauses. Modifiying clauses can be either adverbial or adjectival. Furthermore, if the modifying clause is adverbial, it is introduced by a subordinating conjunction; if the modifying clause is adjectival, it is introduced by a relative pronoun (who, whom, whose, which or that),or by a relative adverb (when, where, why) (Gary Lutz, 2005).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Example:

Because       water        evaporates           rapidly in warm climate zone

           

1. Noun Clause

a noun clause is a subordinate clause used as a noun. Within a sentence, it may be used as the subject, the direct object, a predicate noun, or an objective complement. Noun clauses are usually headed by one of the following words: that, who, whoever, whom, whomever, what, whatever. Because they are nouns, they frequently become part of the basic structure of an independent clause (Obrecht, Fred. 2000).

Noun clauses, which function gramatically as nouns:

Example:

They knew that the gun was loaded

The clause which underline have a functions as the direct object of the verbs in the main clause

What i want for Christmas is a tool box

The clause which underline have a functions as the subject of the verb in the main clause

2. Adjective Clause

An adjective clause is a subordinate clause used as a adjective. Within a sentence, it ussually located adjacent to the word it modifies. Adjective clauses are usually headed by one of the following words: who, whom, whose, which, that. (Obrecht, Fred. 2000).

Adjective clauses, which function grammatically as adjective. Remember that adjective modify (or describe) nouns. In the same way, an adjective clause gives additional information about a noun (Oshima, Alice and Hogue, Ann. 2007).

Example:

The man who is raking the lawn is my uncle Bill

The clause which underline gives additional information about the noun man

Is Stanford the school that you want to attend?

The clause  which underline modifies the noun school

3. Adverb Clause

An adverb clause is a subordinate clause used as an adverb. Adverb clauses are usually headed by a subordinating conjunction such as if, unless, because, before, after, since, as. Because they are adverbs, they are the most movable of modifiers, and can appear in various positions throughout the sentence. Remember that all adverbs, including adverb clauses, answer the questions how, when, where, and why about the verb (Obrecht, Fred. 2000).

Examples:

Because it was so cold that night, Stan started up the main  furnace

The adverb clause which underline tells why he start up the main furnace

I will give you a gold pocket watch when you graduate from high school

The adverb clause which underline tells when will give a gold pocket watch

2. Sentence Structure

Grammar deals with the rules for combining words into a larger units. The Largest unit that is described in grammar is normally the sentence. Sentence is an organized series of words that allows you to make a statement, ask a question, express a thought, offer an oppinion an so on. In writing, a sentence starts with capitalized word and ends with a period, a question mark, or an exclamation mark (Marchel Danesi, Ph.D., 2006).

This is a national definition about sentences : it defines a term by the the notion or  idea it conveys. The difficulty with this definition lies in fixing what is meant by a ‘complete thought’ (Sidney Greenbaum, 2009)

The Building blocks of grammar are sentences, clauses, phrases and words. These four units constitute what is called the gramatically hierarchy, So sentences are at the top and the largest units of the grammatical hierarchy (Gerald Nelson, 2011).

And there is a represent the hierarcy schematically: 

A sentence represents an eventuality. An eventuality is an action or an event or a state of affairs: something that happens or something taht is. The sentence represents an eventuality by separating out the type of eventuality from the abstract or concrete things which are involved in the eventuality. The type of the eventuality is prototypically represented by the verb (Nigel Fabb, 2005)

Sentences have two basic parts at least:  a subject and a verb. The subject is the part of sentence that denotes the action or what the sentence about. It is often the first element in a simple sentence such as a direct statement. The verb is the part of a sentence that provides information about the subject, in simple sentences it comes after the subject (Marchel Danesi, Ph.D., 2006).

Each combination of subject and verb is called clause. The sentence consisting of one or more clause (Marchel Danesi, Ph.D., 2006)

Here the sentence as a whole contains the “sentence-like” construction, we refer to this construction as a clause:

Sentences

 

Clause

when the plane landed, the ground crew removed the cargo.

In sentences consisting of more than one clause, there is a main clause, called Independent Clause, and one or more subordinate clauses, called Dependent Clauses (Marchel Danesi, Ph.D., 2006). Different types of sentences are made up of different combinations of these two types of clauses(Fred Obrecht,  2000)

Every sentences is formed from one or more clauses and expresses a complete thought. The four basic basic kinds of sentences in english are simple, compound, complex, and compound-complex. The kind of sentence is determined by the kind of clauses used to from it (Oshima, Alice and Hogue, Ann. 2007).

2.1 Types of Sentence

2.1.1 Simple Sentence

A simple sentence is a sentence is a group of words with a subject and verb expressing one complete thought. The simple sentence has other names: Independent clause is the most common, althought simple clause is frequently used (Fred Obrecht,  2000).

A simple sentence is one independent clause (Oshima, Alice and Hogue, Ann. 2007).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Example:

Freshwater        boils         at 100 degress Celcius

2.1.2 Compound Sentence

The compound sentences consits of at least two simple sentences joined by mean of a coordinating conjuction (Fred Obrecht,  2000).

A compound sentence is a sentence consisting of at least two independent clause and no dependent clause. In a compound sentence, all of the independent clauses receive equal emphasis and are of equal emphasis and are of equal importance (Gary Lutz, 2005).

A compound sentence is two or more independent clauses joined together. There are three ways to join the clauses: (Oshima, Alice and Hogue, Ann. 2007).

1. Compound sentences with coordinator

There are seven coordinators, which are also called conjunction. You can remember them by the phrase FANBOYS (For, And, Nor, But, Or, Yet, So). The following sentences ilustrate the meaning of the seven FANBOYS coordinator. There is comma after the first independent clause (Oshima, Alice and Hogue, Ann. 2007).

A compound sentence can be formed as follow

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Example.:

 

Salt water boils at lower temperature than freshwater, so

 

food cooks faster in salt water

2. Compound sentences with conjunctive adverbs

A second way to punctuate a compound sentences is to insert a logically appropriate conjunctive adverb (or transitional phrase) between the two independent clauses. A semicolon  (;) will precede the conjunctive adverb, and coma will follow it. (Gary Lutz, 2005).

A compound sentence can be formed as follow

Reference: Lutz, Gary and Stevenson, Diane. 2005. Grammar Desk Reference: The Definitive Source for Clear and Correct Writing. Ohio. The Writer’s Digest

Example

 

Jennifer work for a mortage company; however,

 

she’s looking for a less stressful job

3. Compound sentence with semicolon

A third way to from a compound sentences is to connect two independent clauses with a semicolon (;)alone. This kind of compound sentence is possible only when the two independent clauses are closely related in meaning. If they are not closely related, they should be written as two simple sentence, each ending with a period (Oshima, Alice and Hogue, Ann. 2007).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Example:

 

Polland was the first Eastern European country to turn away from communism;

 

other soon followed

2.1.3 Complex Sentence

A complex sentences, contains one independent clause and one (or more) dependent clause. In a complex sentence, one idea is generally more important than the other. We place the more important than the other. We place the more important idea in the independent clause ang the less important idea in the dependent clause (Oshima, Alice and Hogue, Ann. 2007).

It is important to keep in mind the effect and importance of subordination in writing. Sub ordinate clauses carry a great deal of information and meaning, and yet allow the subject and verb named in the independent clause to remain dominant and visible as the main idea. (Fred Obrecht,  2000).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education)

Comma Rule:

In a complex sentence, when the dependent clause comes first, separate the clause with a comma. When the independent clause comes first, do not separate them (Oshima, Alice and Hogue, Ann. 2007).

Example:

Anna left the party early    because she was tired.

 

Because she was tired, Anna left the party early.

 

The dependent clause in complex sentence can function as adjectives, as adverbs, or as noun (Gary Lutz, 2005), an Examples:

Mary fried the eggs  which her son had brought from the market

Mary fried the eggs  when her family finaly came downstairs

Mary knew that they all  Were very hungry

2.1.4 Compound – Complex Sentence

A compound-complex sentence has at least three clauses, at least two of which are independen clause. It can use almost any combination of dependent and independent clauses. Just be sure that there is at least one independent clause (Oshima, Alice and Hogue, Ann. 2007).

A compound-complex sentence consists of at least two independent clauses and at least one dependent clause. Punctuation patterns for compound-complex sentences vary from thosewith minimal or liaght punctuation to those with heavy punctuation (Gary Lutz, 2005).

when punctuating a compound-complex sentences, apply the rules for both compound and complex sentence. . (Fred Obrecht,  2000).

 

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education)

Example:

 

When Considering owning a pet, you must calculate the cost,

 

 

or the animal may suffer

2.2 Connecting Words

2.2.1 Coordinating Conjunction

Coordinating conjunctionns connect gramatically equal parts of a sentence. The parts can be words, phrases, or clauses. (Oshima, Alice and Hogue, Ann. 2007).

Coordinating Conjunction	Use	Example
For	Connect a reason to a result	I am a little hungry, for I didn’t eat breakfast this morning
And	Connects equal similiar ideas	John likes to fish and hunt
Nor	Connects two negative sentences	She does not eat meat, nor does she drink milk
But	Connect equal different ideas	I like to eat fish but not to catch them
Or	Connects two equal choices	Do you prefer coffe or tea?
Yet	Connect equal contrasting ideas	It is sunny yet cold
So	Connects a result to a reason	I did not eat breakfast this morning, so I am little hungry

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

2.2.2 Subordinating Conjunction

A subordinating conjunction (or subordinator) is the first word in a dependent clause. Common subordinator include the following. (Oshima, Alice and Hogue, Ann. 2007).

Subordinating Conjunction
To tell a time
After	He goes to school after he finishes work
As	Several overcrowded busses passed as they were waiting
As soon as	She felt better as soon as she took the medicine
Before	Before you apply to college, you have to take an exam
Since	It has been a year since I left home
until	We can’t leave the room until everyone finishes the test
When	When you start college, you sometimes have to take a placement test
Whenever	Whenever I don’t sleep well, I feel sick the next day
while	Several overcrowded busses passed while we were waiting
To give a reason
Because	Jack excels at sports because he trains hard
Since	Since she works out daily, Jill is in great condition
As	As they want to compete in a marathon, they run every day
To tell where
Where	I can never remember where I put my house keys
Wherever	A baby animal follows its motherwherever she goes
To make a contrast
Although	I love my brother although we disagree abbout almost everything
Even though	I love my brother even though we disagree abbout almost everything
Though	I love my brother though we disagree abbout almost everything
While	My brother likes classical music, while I prefer hard rock
Whereas	He dresses conservatively, whereas I like to be a little shocking

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

2.2.3 Relative Pronouns

Subordinating words for adjective clauses are called relative pronouns (Oshima, Alice and Hogue, Ann. 2007).

Relative Pronouns
To refer to people
Who	People who live in glass houses should not throw stones
Whom	My parents did not aprove of the man whom my sister married
That (informal)	He’s man that everyone in our towb respects
To refer to animals and things
Which	My new computer, which I bought yesterday, stopped working today
That	Yesterday I received an e-mail that I did not understand
To refer to a time
When	Thanksgiving is a time when families travel great distances to be together

Reference: Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

2.2.4 Conjunctive Adverb

Here are the most commonly used conjunctive adverbs and transitional phrases. (Gary Lutz, 2005).

Function	Conjunctive Adverb
To express an additive relationship	Also, in additionally, furthermore, first, second, finally
To express a contrastive relationship	However, neverthless, on the other hand in contrast
To expresss a cause-and-effect relationship	Therefore, thus, consequently, as a result
To introduce an example	For example, for instance
To intesify	In fact, indeed, after all
To make a comparison	Similiarly, likewisw, in like manner
To express a time relationship	Meanwhile, soon, then, afterward, later, now
To introduce a clarification	In other words, taht is, that is to say
To introduce a conclusion or summary	In conclusion, in short, to sum up, in sum, in brief

Reference: Lutz, Gary and Stevenson, Diane. 2005. Grammar Desk Reference: The Definitive Source for Clear and Correct Writing. Ohio. The Writer’s Digest

B. Correction Symbols

SYMBOL	MEANING	INCORRECT	CORRECT
P	Punctuation	P   I live work, and go to school in Walnut.	I live, work, and go to school in Walnut.
^	Missing word	am I working in a restaurant  ^	I am working in a restaurant
=	Capitalization Needed	=   The dodgers play in los angeles.	The Dodgers play in Los Angeles.
VT	Verb Tense	VT   I never work as a cashier until I got a job there.	I never worked as a cashier until I got the job there.
#SV	Subject-verb Agreement	SV   The manager work hard.	The manager works* hard. *This is just one correct tense that can be used. Depending on the time of the action, conjugate accordingly.
TS	Tense Shift	TS   After I went to the store, I eat the ice cream I bought.	After I went to the store, I ate the ice cream I bought.
	Close Space	Every one works hard.	Everyone works hard.
#	Space Needed	#   Goingto class is awesome.	Going to class is awesome.
SP	Spelling	SP   The maneger is woman.	The manager is a woman.
PL	Plural	PL   Apple are the most nutritious fruit.	Apples are the most nutritious fruit.
ᴓ	Unnecessary Word	ᴓ                              The student she studies all the time.	The student studies all the time
ᴏ	Missing Word	o   Please don’t me that question anymore.	Please don’t ask me that question anymore.
WF	Wrong Word Form	WF                              Her voice is delighted.	Her voice is delightful.
WW	Wrong Word	WW   The food is delicious. Besides, the restaurant is always crowded. WW   The apple is delighted.	The food is delicious. Therefore, the restaurant is always crowded. The apple is delicious.
	Wrong Word Order	Friday always is our busiest day.	Friday is always our busiest day.
PN	PN   Pronoun Reference Error	The restaurant’s specialty is fish. They are always fresh.	The restaurant’s specialty is fish. It is always fresh.
RO	Run-on (Fused Sentences)	RO   Lily is hardworking she is employee of the month.	Lily is hardworking, so she is employee of the month. OR Lily is hardworking: therefore, she is employee of the month. OR Because Lily is hard worker, she is she is employee of the month. OR Lily is employee of the month because she is hard worker.
CS	Comma Splice	Lily is a hard worker, she is employee of the month.	Same as above run-on corrections.
Frag.	Fragment	Frag.   She was selected. Because she sets a good example.	She was selected because she sets a good example.
T	Transition Needed	Mt. SAC has many great services.  The Writing Center helps students improve their writing.	Mt. SAC has many great services. For example, the Writing Center helps students improve their writing.
S	Subject Needed	Is open from 6 p.m. until the last customer leaves.	The restaurant is open from 6 p.m. until the last customer leaves.
V	Verb Needed	V                              The employees on time and work hard.	The employees are on time and work hard.
Prep.	Preposition Needed	Prep.   We start serving dinner 6.p.m.	We start serving dinner at 6
Conj.	Conjunction Needed	The garlic shrimp, fried clams,   broiled lobster are the most popular dishes.	The garlic shrimp, fried clams, and broiled lobster are the most popular dishes.
Art.	Article Needed	Art.   Art.   Diners expect glass of water when they first sit down at table.	Diners expect a glass of water when they first sit down at the table.
//	Faulty Paralleism	He enjoys watching movies, //   riding his bike, and to go to Disneyland.	He enjoys watching movies, riding his bike, and going to the movies.
Coll	Slang/Colloquialism	Coll   I am going 2 class right now Coll	I am going to class right now.
DM	Dangling Modifier	DM   Going to the store, the traffic was unusually heavy.	Going to the store, I noticed the traffic was unusually heavy. OR I realized the traffic was unusually heavy as I went to the store.
Syn.	Syntax	Syn.   I to the store with Dan went.	I went to the store with Dan.
Awk.	Awkward	Awk.   The house of my brother is always clean.	My mother’s house is always clean.
ww	Wrong word	ww The food is delicious. Besides, the restaurant is always crowded	The food delicious. Therefore, the restaurangt is always crowded

Rep.	Repetitive	This error occurs, often times, when a writer repeats the same idea, word(s), concepts, ets.	Take out repetitive material and revise accordingly.
???	Confusing Passage	Ideas are not clear to the reader.	Clarify ideas and revise accordingly.

	Begin a New Paragraph	Paragraph covers unrelated/new topic.	Look for a break in thoughts/ideas and revise accordingly
→	Indent	The beginning of each paragraph should be indented.	Hit the “tab” button on the keyboard.

Reference:

Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Maarek, Samia. 2009. The Effectiveness of Correction Symbols as Feedback in Enhancing Self Correction in Writing The Case of First-Year Students. Constantine: Mentouri University

CHAPTER 3

CLOSING

3.1  Conclusion

Sentence is an organized series of words that allows you to make a statement, ask a question, express a thought, offer an oppinion an so on. In writing, a sentence starts with capitalized word and ends with a period, a question mark, or an exclamation mark (Marchel Danesi, Ph.D., 2006).

A sentence represents an eventuality. An eventuality is an action or an event or a state of affairs: something that happens or something taht is. The sentence represents an eventuality by separating out the type of eventuality from the abstract or concrete things which are involved in the eventuality. The type of the eventuality is prototypically represented by the verb (Nigel Fabb, 2005)

To achieve a good quality of writing, needed an effort for perfection in accordance with procedures English writing. To produce the correct of writing, is not easy in the process. Certainly found errors in the way of writing. To investigate faults, takes symbol aimed at marking the wrong points (Maarek, 2009).

         

3.2  Suggestion

From this paper, we hope that the students can understand and know about written structure of a sentence in English

REFERENCE

Anker, Susan. 2009. Real Essay with Readings with 2009 MLA Update: Written Projects for College, Work, and Everyday Life. New York 

Apriyanti, Ida Dkk. 2014. Symbols In Teacher’s Written Feedback And Their Meanings. Surabaya

Brian Backman.2008. Building Sentence Skills: Tools for Writing the Amazing English Sentence. USA. Teacher Created Resources,inc.:

Burton, Barbara S.,MA. 2001. English Grammar Comprehension dwibahasa. Jakarta. Grasindo

Crystal, David. 2001. Language and the Internet.Cambridge. Cambridge University Press.

Danesi, Marcel. 2006. Basic American Grammar and Usage: An ESL/EFL Handbook. New York. Barron’s Educational  Series.

Fabb, Nigel.2005. Sentence Structure: Second Edition. USA. Routledge

Greenbaum ,Sidney and Gerald Nelson. 2016. An Introduction to English Grammar, 4th ed. New York. Pearson Education.

Hopper, Paul J. 1999. A Short Course in Grammar. New York: W. Norton & Company

Huddleston, Rodney. 1984. Introduction to the grammar of English. Cambridge: Cambridge University Press.

Lutz, Gary and Stevenson, Diane. 2005. Grammar Desk Reference: The Definitive Source for Clear and Correct Writing. Ohio. The Writer’s Digest

Maarek, Samia. 2009. The Effectiveness of Correction Symbols as Feedback in Enhancing Self Correction in Writing The Case of First-Year Students. Constantine: Mentouri University.

Nelson, Gerald. 2011. English an Essential Grammar 2^nd edition. New York. Routledge

Obrecht, Fred. 2000. Minimum Essential of English second edition. Chicago. Barron’s Educational Series,Inc.

Oshima, Alice and Hogue, Ann. 2007. Introduction to Academic Writing, Forth Edition. New York. Pearson Education

Richards, J. ; Rodgers . 1999. Teaching Approaches and Methods in Language Teaching: The Nature of Approaches and Methods in Language. Cambridge. Cambridge University Press.

Shanks, Janet. 2004. TOEFL Paper-and-Pencil Third Edition. New York. Kaplan Publishing