rerenga rawe
If you set your goals ridiculously high and it’s a failure, you will fail above everyone else’s success.
– James Cameron
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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having the force of a question. |
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a definite or clear expression of something in speech or writing. |
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giving an authoritative command. |
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used to introduce an exclamation of surprise, admiration, or a similar emotion. |
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a sentence consisting of only one clause, with a single subject and predicate.
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a sentence with more than one subject or predicate.
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a sentence containing a subordinate clause or clauses.
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a noun or noun phrase functioning as one of the main components of a clause, being the element about which the rest of the clause is predicated. |
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the part of a sentence or clause containing a verb and stating something about the subject (e.g. went home in John went home ). |
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denoting a voice of verbs in which the subject is typically the person or thing performing the action and which can take a direct object (e.g. she loved him as opposed to the passive form he was loved ). |
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denoting a voice of verbs in which the subject undergoes the action of the verb (e.g. they were killed as opposed to the active form he killed them ). |
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a group of words that contains a subject and verb but does not express a complete thought |
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a clause that can form a complete sentence standing alone, having a subject and a predicate. |
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the marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning. |
Learning Objectives
- Name and articulate the names and styles of sentences.
- Recognise the reason for using sentences in specific situations
- Identify and discuss parts of a sentence.
- Recognise punctuation in writing.
- Explain the effect of sentence choices in writing.
Exercises
Spelling
allied | anniversary | spare | plenty | accident | fortune |
unity | plunge | purse | interior | content | therapy |
literature | emotion | lease | Jewish | clinic | navy |
label | sample | innocent | complicated | leather | yacht |
carbon | profession | loose | subsequent | leak | holy |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- How vexingly quickly daft zebras jump!
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
It happens all the time. Someone feels a spider crawling in his or her hair. The person clutches at the spider, catches it, and flings it away as far as possible. Nothing gives people a scare like a spider does.
If you ask people what insects or animals they are afraid of, spiders are usually high on the list, along with sharks and snakes. Should people be scared of spiders? The answer is yes and no. When talking in terms of real danger, people shouldn’t worry too much. Spiders don’t usually attack people, and because most spiders are not poisonous, most spider bites are not harmful. Most of the time, a spider bite is not a disaster. It will only cause a small reaction. It may not cause anything at all.
That does not mean that all spider bites are harmless. Two common poisonous spiders in the United States are the black widow and the brown recluse. Both spiders live in attics, basements, and other dark and quiet places. Both spiders are equipped with venom, or poison. This venom can cause serious problems for the people they bite. A person bitten by one of these spiders should go to a hospital right away. Still, mosquitoes are probably more dangerous than spiders. Mosquitoes can carry many diseases, including the West Nile virus.
If people knew more about spiders they might envy them instead of being scared. After all, there’s a lot to be jealous of. Spiders have eight of some things that people have only two of. Most spiders have eight legs and eight eyes.
So next time you walk into a spider web, don’t get scared. You’ve torn apart the spider’s hard work, a complicated web built fibre by fibre, but you probably haven’t put yourself in danger.
Questions
- Write the words that tell you what the person clutches at. Write a creative sentence including clutches.
- Jot down the sentence that tells what the person who flings the spider is trying to do.
- Write down the things that are the terms being discussed. What are terms?
- Write down the word that means almost the opposite thing as poisonous.
- Note the phrase that tells you what disaster means.
- Give the sentence that explains what spiders have that people might envy. Then, write down what envy means.
- Write a sentence that explains what torn means.
- Write down the phrase that explains what fibre means.
Sublime Sentences
rerenga rawe
10 Sentences Exercise
To get a handle on sentence writing, let’s put the ideas into practice.
The idea is to write without thinking too much. To find yourself taken somewhere new by the imposed parameters of the exercises, and to get into a zone of writing. Try to spend just one minute on each of the topics.
- A sentence about your bedroom that includes 6 adjectives.
- A sentence that includes the words ‘bath’ and ‘streetlight’ and ‘Poland’.
- A sentence about something you’ve always wanted by never got.
- A sentence from the point of view of a caged lion watching two clowns who hate each other.
- A line of dialogue that makes someone else describe the speaker as ‘out of control’.
- A sentence shouted in a kindergarten.
- A sentence about something that makes you sad, in words of one syllable only.
- A long sentence with no punctuation until the end (try to write for the full one minute)
- A sentence about a dream you have had in your life.
- A sentence that includes four dashes and two sets of quote marks.
The Four Purposes of Sentences
Sentences express thoughts and give meaning. There are four types of sentences in terms of their purpose (note, this is separate from the simple, compound, complex idea introduced above)
- Declarative sentences are the most common of the four types of sentences. They’re used when you want to make a statement (which can be a fact or an opinion). These sentences end with a full stop. Many pieces of writing contain numerous declarative sentences in a row (or are made up nearly entirely of declarative sentences) since they’re the best sentence type for laying out a story in a clear and understandable way.Examples:
- Ella was late to the dance.
- Songbird populations have decreased dramatically in the past decade.
- I would rather have vanilla ice cream than chocolate ice cream.
- Jane Austen was born on December 16, 1775.
- Imperative sentences give a command or an instruction. They can range from a single verb to a much longer sentence, and they typically end with a full stop. However, imperative sentences can sometimes end with an exclamation mark if the order is given with a lot of feeling. As long as the sentence is a command, it’s an imperative sentence, not an exclamatory sentence (see below), even if it ends with an exclamation mark.Examples:
- Shut the door!
- Don’t eat the cake until it has cooled.
- Please pass the gravy.
- Be there by 3:00.
- All interrogative sentences ask a question and therefore end with a question mark (which makes them easy to identify!). This sentence type often begins with words such as “do” “how” “who” “what” “where” “when” and “why”. The question may be a yes/no question or one that is more open ended.Examples:
- Are you still hungry?
- Why do you think Arthur is mad at me?
- Did Taylor remember to let the dog out?
- Was Abraham Lincoln the 16th president?
- Exclamatory sentences are used to express especially strong emotions such as anger, happiness, disbelief, etc. They all end with an exclamation point, however; if the sentence gives a command and ends with an exclamation mark, then it is an imperative, not exclamatory, sentence. This sentence type is only rarely used in professional writing (such as in newspapers or academic journals) where it is important for the author to remain objective and stick to the facts, rather than emotions.However, for other types of writing, exclamatory sentences can be an effective way to show emotion in your writing and/or evoke a strong emotion in your readers. They can help readers understand when a character is feeling particularly strongly about something, or when something comes as a surprise in the story.Examples:
- I can’t believe we lost!
- My sister just won the lottery!
- Happy birthday!
- That man just robbed a bank!
Exercise
Note down the following sentences and identify them as either declarative, interrogative, exclamatory, or imperative.
- How was school today?
- I’m so worried about this science test.
- The fireworks lasted over an hour!
- I told you to sit down.
- Agnes won the spelling bee!
- Turn to page 152 in your textbook.
- Wait for me!
- It’s impossible for kangaroos to jump backwards.
- Do rose plants need to be watered often?
- Please hand me the smallest scalpel.
What is a Sentence?
This question What is a Sentence? is actually quite a challenging one to answer. There are, after all, more than two hundred different definitions of what a sentence is, including:
- A sentence is group of words expressing a complete thought.
- A sentence is a grammatically constructed unit of speech that expresses a meaning.
- A sentence is a construction that, in the given utterance, is not part of any larger construction.
- A sentence begins with a capital letter and ends with terminal punctuation (full stop, question mark etc)
- A sentence is a collection of words consisting of one or more clauses that are grammatically linked.
Further to that, sentences can be categorised into three ‘types’: simple, compound and complex.
A simple sentence is a group of words that expresses a single independent thought. A simple sentence has a single independent clause. Here is an example.
- Mana walked to the car.
A compound sentence is a group of words that expresses two or more connected thoughts (independent clauses), for example.
- Mana walked to the car and it started to rain.
A complex sentence is a group of words that expresses two or more thoughts, one of which is the main (dominant or principal) thought (the independent clause), the other(s) being subordinate to or dependent on it (the dependent clause), for example:
- No dentist could have done more than Dr Rogers, whom I admire very much, but removing every tooth seemed a little severe.
Sentences can be any length. They can be as short as one word or as long as a paragraph. Whatever the length, all sentences have three basic parts: a subject; a verb; and an object. Look at these examples
- John drinks milk
- Subject = John
- Verb = drinks
- Object = milk
- Stop!
- Subject = you (this is understood rather than explicit)
- Verb = Stop!
- Object = whatever the subject was doing (again, understood rather than explicit)
The example of a one word sentence ‘Stop!’ may be better understood if you knew the context of the sentence. Imagine a one hour assessment is nearly finished.The teacher supervising looks at her watch. Right on the hour the teacher says ‘Stop!’
Who is to stop? (the subject)
What action occurs? (the verb)
Who/What is affected by the action (the object)
The subject and the object are said to be understood. We, the audience, fill in the missing words that are understood. Look at these examples.
Sentence |
Possible words understood (depends on context) |
Fire! | The house is on fire. |
Congratulations. | I offer you my congratulations on your success in the competition. |
Exercise
Copy out the following sentences and show the subject, verb and object for each. The first one has been done for you.
- The old man ate the jelly
- Subject = the old man
- Verb = ate
- Object = the jelly
- Hands up!
- The car is parked over there.
- Peter stopped at the shops for an ice-cream.
- Quickly, get out of the way!
Phrases and Clauses
In order to punctuate sentences correctly and avoid fragments, we need to know the difference between two kinds of word groups: phrases and clauses.
We can see the difference in the following two groups of words:
- the bus to Sylvia Park Mall
- the bus goes to Sylvia Park Mall
In the second group of words, we can identify a subject-verb unit, while in the first we cannot.
To find the subject-verb units in sentences, follow these two steps:
- First find the verb by applying the time test: change the time or tense of the sentence; the word you change is the verb.In number 2, we can change
The bus goes to Sylvia Park Mall.
to: The bus went to Sylvia Park Mall. (yesterday)
or: The bus will go to Sylvia Park Mall. (tomorrow)When we change the time, we have to change goes to went or to will go, so to go is the verb. - To find the subject, ask “Who or what does the action of the verb?” What “goes?” The answer is the bus, so the bus is the subject of the verb.(Alternatively, one can ask what is the first noun in the sentence, and that is almost always going to be the subject of the sentence.)
DEFINITION OF CLAUSE AND PHRASE:
- A clause is a group of words with a subject-verb unit; the 2nd group of words contains the subject-verb unit the bus goes, so it is a clause.
- A phrase is a group of words without a subject-verb unit. If we try to change the time or tense of the lst group of words, we cannot, because it contains no word that changes to show time or tense. It has no verb, so it can’t have a subject-verb unit. It is a phrase.
HOW TO FIND A PHRASE vs A CLAUSE
To find out if a group of words is a complete sentence, you can use this trick: Add Is it true that before the words. If the question does not make sense, the group of words is a sentence fragment. If the question does make sense, the group of words is a complete sentence. Consider the examples below.
- Is it true that the bus to Sylvia Park Mall?
- Is it true that the bus goes to Sylvia Park Mall?
The first question above does not make sense. It does have a subject (“the bus”). But it does not have a verb, and it is not a complete idea. It is a phrase, and hence a sentence fragment.
However, the second question does make sense. It has a subject and a verb and is a complete idea.
Therefore, “The bus goes to Sylvia Park Mall” is clause, and it is also a complete sentence.
Here is a great breakdown of the difference between phrases and clauses.
Exercises
Which of the following are phrases? Which are clauses? Use the guidelines for finding subject-verb units in sentences and label each one. If there is no main verb, it is a phrase.
Example: my cousin in Hamilton
Is it true that my cousin in Hamilton?
The question doesn’t make sense; it is a phrase
Example 2: my cousin lives in Hamilton
Is it true that my cousin lives in Hamilton?
The question makes sense; it is a clause
- a melodic new single
- he released a melodic new single
- some rappers have no sense of melody at all
- rappers with no sense of melody at all
- the last single from Lil Wayne
- the last single from Lil Wayne failed commercially
- a one-man corporation
- Lil Wayne is a one-man corporation
- He was in a coma for six frightening days in 2013
- He gave a thumbs up to TMZ cameras.
- he sounds terminally bored
- on the last release
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
After reading the first chapter
- From whose perspective is the story told?
- Who do you think is the main character?
- What do you learn in the first chapter?
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from Tangerine by Edward Bloor
Friday, August 18
For Mom the move from Texas to Florida was a military operation, like the many moves she had made as a child. We had our orders. We had our supplies. We had a timetable. If it had been necessary to do so, we would have driven the eight hundred miles from our old house to our new house straight through, without stopping at all. We would have refueled the Volvo while hurtling along at seventy-five miles per hour next to a moving convoy-refueling truck.
Fortunately this wasn’t necessary. Mom had calculated that we could leave at 6:00 A.M. central daylight time, stop three times at twenty minutes per stop, and still arrive at our destination at 9:00 P.M. eastern daylight time.
I guess that’s challenging if you’re the driver. It’s pretty boring if you’re just sitting there, so I slept on and off until, in the early evening, we turned off Interstate 10 somewhere in western Florida.
This scenery was not what I had expected at all, and I stared out the window, fascinated by it. We passed mile after mile of green fields overflowing with tomatoes and onions and watermelons. I suddenly had this crazy feeling like I wanted to bolt from the car and run through the fields until I couldn’t run anymore. I said to Mom, “This is Florida? This is what it looks like?”
Mom laughed. “Yeah. What did you think it looked like?”
“I don’t know. A beach with a fifty-story condo on it.”
“Well, it looks like that, too. Florida’s a huge place. We’ll be living in an area that’s more like this one. There are still a lot of farms around.”
“What do they grow? I bet they grow tangerines.”
“No. Not too many. Not anymore. This is too far north for citrus trees. Every few years they get a deep freeze that wipes them all out. Most of the citrus growers here have sold off their land to developers.”
“Yeah? And what do the developers do with it?”
“Well . . . they develop it. They plan communities with nice houses, and schools, and industrial parks. They create jobs— construction jobs, teaching jobs, civil engineering jobs— like your father’s.”
But once we got farther south and crossed into Tangerine County, we did start to see groves of citrus trees, and they were an amazing sight. They were perfect. Thousands upon thousands of trees in the red glow of sundown, perfectly shaped and perfectly aligned, vertically and horizontally, like squares in a million-square grid.
Mom pointed. “Look. Here comes the first industrial park.”
I looked up ahead and saw the highway curve off, left and right, into spiral exit ramps, like rams’ horns. Low white buildings with black windows stretched out in both directions. They were all identical.
Mom said, “There’s our exit. Right up there.”
I looked ahead another quarter mile and saw another pair of spiral ramps, but I couldn’t see much else. A fine brown dust was now blowing across the highway, drifting like snow against the shoulders and swirling up into the air.
We turned off Route 27, spiraled around the rams’ horns, and headed east. Suddenly the fine brown dirt became mixed with thick black smoke.
Mom said, “Good heavens! Look at that.”
I looked to where she was pointing, up to the left, out in a field, and my heart sank. The black smoke was pouring from a huge bonfire of trees. Citrus trees.
I said, “Why are they doing that? Why are they just burning them up?”
“To clear the land.”
“Well, why don’t they build houses out of them? Or homeless shelters? Or something?”
Mom shook her head. “I don’t think they can build with them. I don’t think those trees have any use other than for fruit.” She smiled. “You never hear people bragging that their dining-room set is solid grapefruit, do you?”
I didn’t smile back.
Mom pointed to the right and said, “There’s another one.”
Sure enough. Same size; same flames licking up the sides; same smoke billowing out. It was like a Texas football bonfire, but nobody was dancing around it, and nobody was celebrating anything.
Then, in an instant, in the blink of an eye, we crossed over from this wasteland into a place carpeted with green grass, with trees along both sides of the road and flower beds running down the middle of a median strip. We could see the roofs of big, expensive houses peeking up over the landscaping.
Mom said, “This is where the developments begin. This one is called the Manors of Coventry. Aren’t they beautiful? Ours is a little farther in.”
We went past the Villas at Versailles, which, if anything, looked even more expensive. Then we saw a high gray wall and a series of wrought-iron letters that spelled out LAKE WINDSOR DOWNS. We passed iron gates and a pond of some kind. Then we made a couple of turns and pulled into a wide driveway.
Mom announced, “This is it. This is our house.”
It was big— two stories high— and very white, with aqua trim, like a Miami Dolphins football helmet. A new wooden fence ran around both sides to the back, where it met up with that high gray wall. The wall, apparently, surrounded the entire development.
The garage door opened up with a smooth mechanical hum. Dad was standing in there with his arms open. He called out, “Perfect timing, you two. The pizzas got here five minutes ago.”
Mom and I climbed out of the car, stiff and hungry. Dad came outside, clicking the garage door closed. He put an arm around each of us and guided us toward the front, saying, “Let’s do this the right way. Huh? Let’s go in the visitors’ door.”
Dad led us through the front door into a tiled foyer two stories high. We turned to the left and passed through an enormous great room with furniture and boxes piled all around it. We ended up in an area off the kitchen that had a small, round table and four chairs. Erik was sitting in one of the chairs. He waved casually to Mom. He ignored me.
Mom waved back at him, but she was looking at the boxes stacked in the kitchen. She said to Dad, “These boxes are marked DINING ROOM.”
Dad said, “Uh-huh.”
“Uh-huh. Well, I marked DINING ROOM on them so the movers would put them in the dining room.”
“OK. Erik’ll put them over there.” He looked at me and added, “Erik and Paul.”
Mom asked, “Did the movers break anything?”
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Taken from “https://www.hmhbooks.com/shop/books/tangerine/9780152057800”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.