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Yes I will

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Here you go Ammar. Enjoy going through the details after downloading it into your laptop.

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Here you go Ammar. Enjoy going through the details after downloading it into your laptop.

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IT IS GREAT, BUT CAN WE EDIT THE INTRO. YOU NEED TO DOWNLOAD IT TO READ MY COMMENTS

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THIS WILL ADD TIPS THAT WILL HELP PUT BITS AND PIECES TOGETHER

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THIS WILL ADD TIPS THAT WILL HELP PUT BITS AND PIECES TOGETHER

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THIS IS RICH WITH DETAILS IN THE COMMENTS. IT WILL HELP YOU A LOT. DOWNLOAD IT AND READ IT.

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THIS IS RICH WITH DETAILS IN THE COMMENTS. IT WILL HELP YOU A LOT. DOWNLOAD IT AND READ IT.

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HERE ARE A FEW VITAL TIPS THAT WILL IMPROVE YOUR WRITING

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HERE ARE A FEW VITAL TIPS THAT WILL IMPROVE YOUR WRITING

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Nice info for topics in body paragraphs plus wording

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Nice info for topics in body paragraphs plus wording

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HERE IS ANOTHER EXAMPLE OF A STUDENT MAKING PROGRESS. SO HARDWORKING YOU ARE THAT I CONVEY MY RESPECT

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HERE IS ANOTHER EXAMPLE OF A STUDENT MAKING PROGRESS. SO HARDWORKING YOU ARE THAT I CONVEY MY RESPECT

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ANOTHER ESSAY HAS BEEN EDITED AND POSTED

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ANOTHER ESSAY HAS BEEN EDITED AND POSTED

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PLEASE DOWNLOAD IT AND READ IT

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MOH ALSELWI'S 2ND ESSAY EDITED BY T. WASEEM

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This has been checked. You gotta download it and read the details. break a leg

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This has been checked. You gotta download it and read the details. break a leg

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I hope you learn a lot from it.

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This will help cope with adjective clause sentences. 

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This will help cope with adjective clause sentences. 

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Don't forget to try out the exercises as well.

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We use relative clauses to combine two simple sentences with the same noun phrases.

There are two types of relative clauses

1) Defining
2) Non-defining

Defining Relative Clauses

Specify a particular noun. (Use who, that)

The girl who is the best in our class is Nayad. The ring that was stolen from my room hasn't been found yet.

Non-defining Relative Clauses

They are used with an already defined noun, so; they just give extra information and we usually put commas around. (who/which)

My father, who lives in Belgium, is a chemist. (No need to define my father.)
** Relative clauses should be used after the noun they define.

Mr. Johnson is happy, he got the highest grade on the test.
Mr. Johnson, who got the highest grade on the test, is happy.

Relative Pronouns

Adjective/Relative Clause Examples:

A dentist is a person. He gives dental treatment.
A dentist is a person who/that gives dental treatment.

We know a lot of people. They live in Minnesota.
We know a lot of people who/that live in Minnesota.

A vegetarian is a person. He/she never eats meat.
A vegetarian is a person who/that never eats meat.

Do you know the man? He discovered Africa.
Do you know the man who/that discovered Africa?

The teacher was very strict. We had him last semester.
The teacher whom/who/that we had last semester was very strict.

Note: The relative pronoun comes just after the word it refers to.

The man was drunk. He caused the accident.
The man who was drunk caused the accident.

That man is my uncle. He is coming towards us.
The/That man who is coming towards us is my uncle.

This is the horse. I like him. It (also) kicked me yesterday.
This is the horse (that) I like, which (also) kicked me yesterday.

The nails are rusty. They are in the tool-box.
The nails that are in the tool-box are rusty.

A cow is an animal. It supplies us with milk.
A cow is an animal which/that supplies us with milk.

We can also use possessive pronouns like "his/her/its" with "whose".

A widow is a woman. Her husband is dead.
A widow is a woman whose husband is dead.

What was the name of the man? His car broke down.
What was the name of the man whose car broke down?

I know someone. Her father is a translator.
I know someone whose father is a translator.

Although the group names such as "crowd, audience, class" are of people, they are used with which/that.

There was a big crowd. It soon gathered at the scene of the accident.
There was a big crowd which/that gathered at the scene of the accident.

Relative Pronouns have the same form when they refer to masculine, feminine, singular or plural nouns. The verb in adjective clause must be singular if the subject of the relative pronoun refers to a singular noun. If plural, then the verb will be in the plural form:

The person who speaks good English is a doctor.
The people who live next door are doctors.
The plates that are on the table are very dirty.
The man who lives next to us has got a huge dog.
The men who went to the USA were very affluent.

Note that 'men' is plural for 'man'.

Using "Whose" and "of Which"

We can use "of which" instead of "whose" for the objects but "of which" is used in non-defining relative clauses.

This is the machine. I described its properties.
This is the machine whose properties I described.
This is the machine, the properties of which I described.
I stayed at a fantastic hotel. It's facilities are fabulous.
I stayed at a fantastic hotel whose facilities are fabulous.
I stayed at a fantastic hotel, the facilities of which are fabulous.

Some Details

We cannot use "that" after a comma.

We cannot use "zero" after a comma.

We use "zero" in defining sentences when followed by a subject.

We can use "who" instead of "whom" but without preposition.

"Whose" should always be followed by a noun.

The tree, whose leaves have turned yellow, must be cut down.
The tree, the leaves of which have turned yellow, must be cut down.
The doctor whose car is on sale now, demands too much money for it.
The doctor the car of whom is on sale now, demands too much money.

Site Search

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Adjective / Relative Clauses - GrammarBank

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We use relative clauses to combine two simple sentences with the same noun phrases. There are two types of relative clauses 1) Defining2) Non-defining Specify a particular noun. (Use who, that) The girl who is the best in our class is Nayad. The ring that was stolen from my room hasn't been found yet.

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Cool! But gotta pay attention to separating paragraphs and making clear topic sentences.  very helpful!

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Cool! But gotta pay attention to separating paragraphs and making clear topic sentences.  very helpful!

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Here you go. This will help students in terms of choosing topics and making them more or less specific. 

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Here you go. This will help students in terms of choosing topics and making them more or less specific. 

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What this handout is about

If instructors have ever returned your papers with "frag," "S.F.," "R.O.," or "run-on" written in the margin, you may find this handout useful. It will help you locate and correct sentence fragments and run-ons.

The basics

Before we get to the problems and how to fix them, let's take a minute to review some information that is so basic you've probably forgotten it.

What is a complete sentence? A complete sentence is not merely a group of words with a capital letter at the beginning and a period or question mark at the end. A complete sentence has three components:

1. a subject (the actor in the sentence)

2. a predicate (the verb or action), and

3. a complete thought (it can stand alone and make sense-it's independent).

Some sentences can be very short, with only two or three words expressing a complete thought, like this:

This sentence has a subject (John) and a verb (waited), and it expresses a complete thought. We can understand the idea completely with just those two words, so again, it's independent-an independent clause. But independent clauses (i.e., complete sentences) can be expanded to contain a lot more information, like this:

John waited for the bus all morning.

John waited for the bus all morning in the rain last Tuesday.

Wishing he'd brought his umbrella, John waited for the bus all morning in the rain last Tuesday.

Wishing he'd brought his umbrella and dreaming of his nice warm bed, John waited for the bus all morning in the rain last Tuesday, determined to make it to class for his test.

As your sentences grow more complicated, it gets harder to spot and stay focused on the basic elements of a complete sentence, but if you look carefully at the examples above, you'll see that the main thought is still that John waited-one main subject and one main verb. No matter how long or short the other sentence parts are, none of them can stand alone and make sense.

Being able to find the main subject, the main verb, and the complete thought is the first trick to learn for identifying fragments and run-ons.

Sentence fragments

A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both. The fragments that most students have trouble with, however, are dependent clauses-they have a subject and a verb, so they look like complete sentences, but they don't express a complete thought. They're called "dependent" because they can't stand on their own (just like some people you might know who are SO dependent!). Look at these dependent clauses. They're just begging for more information to make the thoughts complete:

Because his car was in the shop (...What did he do?)

After the rain stops (...What then?)

When you finally take the test (...What will happen?)

Since you asked (...Will you get the answer?)

If you want to go with me (...What should you do?)

Does each of these examples have a subject? Yes. Does each have a verb? Yes. So what makes the thought incomplete? It's the first word (Because, After, When, Since, If). These words belong to a special class of words called subordinators or subordinating conjunctions. If you know something about subordinating conjunctions, you can probably eliminate 90% of your fragments.
First, you need to know that subordinating conjunctions do three things:

1. join two sentences together

2. make one of the sentences dependent on the other for a complete thought (make one a dependent clause)

3. indicate a logical relationship

Second, you need to recognize the subordinators when you see them. Here is a list of common subordinating conjunctions and the relationships they indicate:

Cause / Effect: because, since, so that

Comparison / Contrast: although, even though, though, whereas, while

Place & Manner: how, however, where, wherever

Possibility / Conditions: if, whether, unless

Relation: that, which, who

Time: after, as, before, since, when, whenever, while, until

Third, you need to know that the subordinator (and the whole dependent clause) doesn't have to be at the beginning of the sentence. The dependent clause and the independent clause can switch places, but the whole clause moves as one big chunk. Look at how these clauses switched places in the sentence:

Because his car was in the shop, John took the bus.

John took the bus because his car was in the shop.

Finally, you need to know that every dependent clause needs to be attached to an independent clause (remember, the independent clause can stand on its own).

How do you find and fix your fragments? Remember the basics: subject, verb, and complete thought. If you can recognize those things, you're halfway there. Then, scan your sentences for subordinating conjunctions. If you find one, first identify the whole chunk of the dependent clause (the subject and verb that go with the subordinator), and then make sure they're attached to an independent clause.

John took the bus. (Independent clause. So far, all is well!)

Because his car was in the shop. (Dependent clause all by itself. Uh oh! Fragment!)

John took the bus because his car was in the shop.

Run-ons

These are also called fused sentences. You are making a run-on when you put two complete sentences (a subject and its predicate and another subject and its predicate) together in one sentence without separating them properly. Here's an example of a run-on:

My favorite Mediterranean spread is hummus it is very garlicky.

This one sentence actually contains two complete sentences. But in the rush to get that idea out, I made it into one incorrect sentence. Luckily, there are many ways to correct this run-on sentence.

You could use a semicolon:

My favorite Mediterranean spread is hummus; it is very garlicky.

You could use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so):

My favorite Mediterranean spread is hummus, for it is very garlicky. -OR- My favorite Mediterranean spread is hummus, and it is very garlicky.

You could use a subordinating conjunction (see above):

My favorite Mediterranean spread is hummus because it is very garlicky. -OR- Because it is so garlicky, my favorite Mediterranean spread is hummus.

You could make it into two separate sentences with a period in between:

My favorite Mediterranean spread is hummus. It is very garlicky.

You could use an em-dash (a long dash) for emphasis:

My favorite Mediterranean spread is hummus-it is very garlicky.

You CANNOT simply add a comma between the two sentences, or you'll end up with what's called a "comma splice." Here's an example of a comma splice:

My favorite Mediterranean spread is hummus, it is very garlicky.

You can fix a comma splice the same way you fix a run-on-either change the punctuation or add a conjunction. The good news is that writers tend to be either comma splicers or run-on artists, but almost never both. Which one are you? If you have particular trouble with comma splices, try looking at our handout on commas.

Finding run-ons

As you can see, fixing run-ons is pretty easy once you see them-but how do you find out if a sentence is a run-on if you aren't sure? Rei R. Noguchi, in his book Grammar and the Teaching of Writing, recommends two methods for testing your sentences. Try these two tests:

1. Turn your sentences into yes/no questions.

2. Turn your sentences into tag questions (sentences that end with a questioning phrase at the very end-look at our examples below).

These are two things that nearly everyone can do easily if the sentence is not a run-on, but they become next to impossible if it is.

Look at the following sentence:

My favorite Mediterranean spread is hummus.

If you turn it into a question that someone could answer with a yes or no, it looks like this:

Is my favorite Mediterranean spread hummus?

If you turn it into a tag question, it looks like this:

My favorite Mediterranean spread is hummus, isn't it?

The first sentence is complete and not a run-on, because our test worked.

Now, look again at the original run-on sentence:

My favorite Mediterranean spread is hummus it is very garlicky.

The yes/no question can only be made with each separate thought, not the sentence as a whole:

Is my favorite Mediterranean spread hummus? Is it very garlicky?

But not:

Is my favorite Mediterranean spread hummus is it very garlicky?

The tag question can also only be made with each separate thought, rather than the whole:

My favorite Mediterranean spread is hummus, isn't it? It's very garlicky, isn't it?

But never:

My favorite Mediterranean spread is hummus it is very garlicky, isn't it?

Unlike the complete sentence, the run-on sentence doesn't pass these tests. When you try to turn the run-on sentence into a single question, you immediately see that the sentence has more than one complete concept. Make sure you try both tests with each of your problem sentences, because you may trick yourself by just putting a tag on the last part and not noticing that it doesn't work on the first. Some people might not notice that "My favorite Mediterranean spread is hummus it is very garlicky isn't it?" is wrong, but most people will spot the yes/no question problem right away.

Every once in a while, you or your instructor will see a really long sentence and think it's a run-on when it isn't. Really long sentences can be tiring but not necessarily wrong-just make sure that yours aren't wrong by using the tests above.

Works consulted

We consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout's topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial.

Hacker, Diana. A Writer's Reference. 5th ed. Boston: Bedford/St. Martin's, 2003.

Hairston, Maxine, John Ruszkiewicz and Christy Friend. The Scott, Foresman Handbook for Writers. 6th ed. New York: Longman, 2002.

Lunsford, Andrea A. and Robert Connors. St. Martin's Handbook. 5th ed. Boston: Bedford/St. Martin's, 2003. (specifically Chapter 7)

Noguchi, Rei R. Grammar and the Teaching of Writing: Limits and Possibilities. Urbana, IL: National Council of Teachers of English, 1991.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License.
You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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Fragments and Run-ons - The Writing Center

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If instructors have ever returned your papers with "frag," "S.F.," "R.O.," or "run-on" written in the margin, you may find this handout useful. It will help you locate and correct sentence fragments and run-ons. Before we get to the problems and how to fix them, let's take a minute to review some information that is so basic you've probably forgotten it.

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If you are looking for a quiz in subject verb agreement, here are two for you. The first one is very basic, covering simple subjects, compound subjects with singular nouns or pronouns, and verbs that must agree according to whether they are singular or plural. The second one covers compound subjects, complex sentences, and certain kinds of nouns that take singular verbs.

Subject Verb Agreement: Quiz #1

This quiz will cover simple subjects, compound subjects using "and" or "or" that connect singular subjects, and verbs that agree with them.

A. Directions: Underline the correct verb in these sentences.

B. Directions: Put a C if the sentence is correct, an X if it is not correct.

Answers:

A.

1. Sally (run, runs) to the park every day.

2. The dogs (bark, barks,) at strangers.

3. Ted and Mary (is, are) going to the movies.

4. The game (was, were) exciting.

5. They (worry, worries) too much.

6. She (study, studies) every night.

7. Black or white (is, are) your choice.

8. That (was, were) incredible.

9. Those (is, are) pretty shoes.

10. The cat or dog (is, are) in the yard.

B.

Subject Verb Agreement: Quiz #2

This quiz covers compound subjects with one singular and one plural noun or pronoun, complex sentences, and special nouns that can be confusing, like collective and nouns that end with an "s" that are singular.

A. Directions: Underline the correct verb in these sentences.

B. Directions: Put a C if the sentence is correct, an X if it is not correct.

Answers:

A.

1. The girl or her sisters (watch, watches) television every day.

2. Rob (doesn't, don't) like sports.

3. His classmates (study, studies) before a test.

4. One of the cookies (is, are) missing.

5. A lady with 10 cats (live, lives) in that big house.

6. Mumps (is, are) very serious.

7. The committee (decide, decides) when to adjourn.

8. Our team (is, are) the best.

9. Everybody (enjoy, enjoys) a good song.

10. Either (is, are) suitable.

B.

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If you are looking for a quiz in subject verb agreement, here are two for you. The first one is very basic, covering simple subjects, compound subjects with singular nouns or pronouns, and verbs that must agree according to whether they are singular or plural.

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http://study.com/academy/lesson/what-is-academic-writing-definition-examples-quiz.html

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PLEASE DOWNLOAD IT BEFORE YOU READ IT

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PLEASE DOWNLOAD BEFORE YOU READ IT.

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Another essay that i have edited is below.

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Another essay that i have edited is below.

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Please download and read