English

Sentence Summary
Complete Thought
Complete Thought | Complete Thought: including a topic and controlling idea * Complete thought * Stream of consciousness * Topic–controlling idea * Written vs. Spoken |   | "I personally believe that U.S. Americans are unable to do so (find the U.S. on a map) because, uh, some people out there in our nation don't have maps and, uh, I believe that our,uh, education like such as in, uh, South Africa and, uh, the Iraq and everywhere like such as, and I believe that they should, uh, our education over here in the U.S. should help the U.S., uh, should help South Africa and should help Iraq and the Asian countries, so we will be able to build up our future for our children." |

Sentence Elements
Subject-Predicate |Subject—Predicate: identifying basic elements in a sentence (Int. – Adv. ESL, Native Speaker) * Subject-predicate * Subject and modifiers * Predicate and modifiers | | Charlie raised his hand.
Feeling confident, Charlie raised his hand.
Clever Charlie, my good friend, raised his hand. Charlie raised his hand in the air.
Charlie enthusiastically raised his hand.
Charlie raised his hand hoping to answer. |
 
Finite /Nonfinite | Finite / Nonfinite: verbs and clauses  (Advanced)  * Primary v. Secondary Verbs * Primary v. Secondary Verb Forms * Nonfinite Clause Diagrams * Auxiliary Forms * Nonfinite Clause links | | Charlie raised his hand.  (tensed verb)
Raise your hand.  (imperative)
I suggest you raise your hand before speaking. (subjunctive)Charlie wants to raise his hand.
Charlie likesraising his hand.
Charlie, annoyed, raised his hand.  |
 
Auxiliary Verbs | Auxiliary Verbs: distinct properties (Advanced)  * Primary v. Aux Verb Properties  NICE * Dual Category Verbs  need, dare, have, do * Auxiliary Verb Types * Aux Verb Diagrams * Aux "Be" * Modal Properties modals as main verbs * Modal Diagrams | | Charlie hasn't raised his hand. (negation)
Has Charlie raisedhis hand. (inversion)
Charlie has raised his hand and I have too. (code)
They don't think he raised his hand, but he has. (emphasis)Charlie was raising his hand.
The question has been raised.   |
 
Sentence Parts (clauses)
Clause/ Fragment | Clauses: identifying larger parts of a sentence (Int. – Adv. ESL, Native Speaker) * Sentence Parts * Phrase * Clause – independent/ dependent *Sentence– spoken/ written * Common Mistakes |   | Each year, millions of people travel to the U.S. In fact, eighty-six million.   (fragment)Put your suitcase down.  Over there. (fragment)
How about a visa? (fragment)  |
 
Run-on Sentences | Run-on Sentences: identifying simple and compound sentences (Int. – Adv. ESL, Native Speaker) * Simple Sentence * Compound Sentence withconjunctions or semicolons  * Exceptions |   | My friend and I blogged and read over his shoulder.
My friend blogged, and I read over his shoulder.   |
 
Cleft Sentences   | Cleft Sentences:  spliting sentences to allow a shift in focus (Int–Adv. ESL. Native Speaker) * Cleft Sentences * What Clefts * It Clefts * Who/ Where/ What/ Why Clefts | | His energy amazed me. 
What amazed me was hisenergy.
His energy was what amazed me.
It amazed me that he had so much energy. |

Complete Thought
Including a topic and a controlling idea
A  complete thought
A CLEAR QUESTION | A CLEAR ANSWER |
There is a difference between a spoken complete thought and a written one.  The sentence exists mostly in writing.  If you listen to everyday conversations, you may not always hear completesentences unless the person is reading; however, you will probably hear complete thoughts. | Before a person can write a sentence with grammar and punctuation, he or she needs to be able express a complete thought.  What are the essential elements of a spoken sentence? |
Topic: activity
Controlling Idea: current one
  | Topic: activity
Controlling Idea: boring work |
SPOKEN QUESTIONWhat're...