sentance+combining

exerxise 1 exercise 2 exercis 3 exercise 7 **
 * Sentance combing extra

Aaron Young July 23, 2010

"Exercises": A. 1. We caught two bass. 2. We hauled them in briskly. 3. We hauled them in as though they were mackerel. 4. We pulled them over the side of the boat. 5. We did not use a landing net. 6. Our manner was businesslike. 7. We stunned them with a blow on the back of the head. We caught two bass and hauled them briskly as if they were mackerel and pulled them over the side of the boat, but we did not use the landing net; our manner was business like as we stunned them with a blow to the back of the head. 4/4 -- E.B. White B. 1. The doctor's eye roved across the landscape. 2. His eye detected a figure. 3. His eye was quick. 4. The figure was in black. 5. The figure passed through the gate. 6. The gate led to the field. 7. The gate led down toward the pond. The doctor's eye roved across the landscape and he could detect a figure even if it was black and he could spot it qui ck, th e figure passed through the gate and led to the field which goes down to a pond. 3.5/4 --D.H. Lawrence

C. 1. Mrs. Lang saw herself as a counselor. 2. Mrs. Lang saw herself as wise and helpful. 3. She appeared on her neighbor's doorstep. 4. She appeared at the first hint of trouble. 5. She was armed with a treasure-trove of clichés. 6. She was armed with a repertory of sad looks. 7. She was armed with a jar of fig preserves. Mrs.Lang saw herself as a counselor because she is wise and helpful as she appeared on her neighbor's doorstep at the first hint of trouble and she was armed with a repertory of sad looks, a treasure-trover of clichés and a jar of fig preserves

3.5/4 D. 1. Two men dozed. 2. The two men were young. 3. The two men were in the class. 4. They succumbed to fatigue. 5. They succumbed to boredom. 6. They succumbed to the stuffiness of the classroom. 7. The classroom was crowded. 8. They barely heard the voice of the instructor. 9. The instructor detailed with enthusiasm. 10. The instructor detailed the horrors of the Black Death. Two young men dozed in class as they succumbed to fatigue and boredom and the stuffiness of the class, as well the rest of the crowded classroom barely heard the enthusiasm in the voice of the instructor detailing the horrors of the Black Death. 4/4 E. 1. There is a spider. 2. The spider is bulbous at the abdomen. 3. The spider is drab in color. 4. The spider is in the bathroom. 5. The spider has a web. 6. The web is six inches in diameter. 7. The web is in the corner. 8. The corner is behind the toilet. 9. The web is torn. 10. An earwig is trapped in the web. 11. Corpses are on the floor beneath the web. 12. The corpses are the spider's kill. 13. Most of the corpses are sow bugs. 14. Three of the corpses are spiders. 15. Two of the corpses are moths. 16. The moths' corpses are wingless. total: 15/20 = Exercise #1 Combine each group of sentences into one cohesive sentence. = Use punctuation, conjunctions, prepositions,…combine the expressed idea into one sentence. The newly created sentence still be a simple sentence, or it may be compound or complex. Do not leave out any pertinent details. Do not add any significant new ideas. Each newly created sentence will be worth one point. If the new sentence is a ** Run-On ** or a ** Fragment **, the score is automatically ** zero **. ** Spelling ** mistakes and ** capitalization ** errors cost half a point. ** Missed ideas ** cost a half a point. = A. Football = The player took the handoff. The handoff was from the quarterback. The player turned sharply. The player dropped one shoulder. The dropping was in a fake. The fake was exaggerated. The player rolled against the tide. The tide was of tacklers. = B. Alley = The car careened out of the lot. The car rumbled down the alley. The alley was bricked in. The alley was deserted. The car weaved from side to side. = C. Skier = The skier came over a crest. The crest was choppy. The crest was low. The skier’s body was crouched. The skier’s body was forward. One ski was slightly ahead of the other. = D. Election = The election results came in slowly. The poll stations reported first. The poll stations were small. The poll stations provided data. The data are for predictions. The predictions are broadcast. The broadcasting is nationwide. = E. Stew = The stew attracted the whole family. The attraction was by its smell. The stew bubbled. The bubbling was in the pot. The carrots were crisp. The carrots were wonderful. The chunks of meat were rich. The chunks of meat were brown. = F. Smog = Smog hung over the city. Smog choked off the light. The light was from the sun. All the heat seemed trapped. The heat mixed with dirt. The heat mixed with waste. The waste was industrial. The heat made the air unbearable. = G. Girls = Three girls were lying on the grass. The girls were suntanned. The girls were eating sandwiches. The girls were sipping milkshakes. The milkshakes were chocolate. The girls were watching the boys. The boys swaggered down the walk. The boys flexed their muscles. The muscles were from lifting weights. = H. Shouts = The shouts echoed. The shouts were shrill The shouts were discordant. The shouts sounded full of pain. The pain was human. The shouts felt tense. The tenseness was with hostility. = I. Storm = The storm waves broke. The breaking was in great swells. The storm waves thundered against the rocks. The storm waves exploded into foam. The storm waves spewed white. The spewing was high up the cliffs. The cliff was encrusted with barnacles. = J. Hockey = The wingman hurtled down the ice. The wingman was lean. The wingman was raw-boned. The ice was bright. The skates flashed. The puck was cradled by his stick. He forced the goalie. The goalie came out. The goalie tried to stop him. = K. Willows = The willows dipped. The willows danced at the wind’s bidding. The willows swayed. Their branches were outlined against the sky. Their branches were trailing. = L. Car = Time seemed to hang. The hanging was motionless. The hang was teetering. The car edged forward. The car had wheels. The wheels spun. The wheels caught hold. The car had an engine. The engine wound up. The winding was harsh. The clouds come rolling in. The clouds are sullen. The clouds are turbulent. The clouds have shapes. The shapes are mushroom. The mushrooming is against the horizon. The wind begins to build up. The wind brings a smell. The smell is ominous. The smell comes off the water. The smell tastes of salt. The smell brings a memory. The memory is of other storms. ---
 * Evaluation: **
 * Response: The player took the handoff from the quarterback and turned sharply as he dropped his shoulder in fak e, t he fake was exaggerated and he rolled into the tide of tacklers. Comma splice error creates a run-on sentence. Use a semi colon to separate two complete sentences **
 * Response: The car careened out of the lot and down the bricked in, deserted alley as it weaved from side to side. **
 * Response: The sk ier w ho was crouched forward with one ski slightly in front of the other came over the low choppy crest. **
 * Response: The election results came in slowly from the small poll station s, t hat provide data for predictions and are broadcast nationwide. Comma splice error creates a run-on sentence. Use a semi colon to separate two complete sentences **
 * Response: The smell of the bubbly ste w ri ch with crisp carrots and brown mea t att racted the whole family. **
 * Response: The smog hung over the city choking out the light from the sun and the trapped heat mixed with dirt and waste made the air unbearable. Run-On **
 * Response: Three suntanned girls were laying on the grass easting sandwiches and sipping chocolate milkshakes, while watching the boys swagger down the wa lk f lexing the muscles. **
 * Response: The sh rill dis cordant shouts echoed with human pain with the tenseness of hostility. **
 * Response: The storm waves broke in great swells as they thundered against the rocks and burst into foam and spewed white on the high cliffs encrusted with barnacles. **
 * Response: The lean raw-boned wingman hurtled down the bright ic e a s his skates flashed he cradled the puck, The forced out goalie came out in hopes of stopping him. Run-On **
 * Response: The willows dipped and swayed as they danced in the wind with its trailing braches outlined against the sky **
 * Response: The teetering hang of the cared seemed motionless and it edged forwa rd t he spinning wheels caught and harshly wound the engine. **
 * 1) ** Storm **
 * Response: The sullen, turbulent and mushroom shaped clouds came against the horiz on a s the winds began to build up it brought a ominous smell of salty ocean water bringing memory of other storms. Run-On **
 * 3/13 **

Exercise #2
a.  A dude swaggers down the sidewalk. He flicks his fingers to the beat. b. He is tuned into music. He is tuned into verbal hysterics. These come from his radio. c.  The sound jerks ahead of him. It bounces ahead of him. d. It announces his arrival to the shoppers. It announces his arrival to the storekeepers. It announces hi arrival to the girls in the café. e. One girl giggles. She blushes. She tries to look bored. She tries to look cool. f. The scene is tense. The scene is clicking. a. Harris checks in at 4:00 Jones checks in at 4:00. b. They have taken care of the reports by 5:00. They have taken care of the forms by 5:00. c. Then they hustle downstairs. They hustle through the dispatch office. They hustle into the garage. d. Their car is gassed up. It is ready for the night’s patrol. e. They wheel out of the station. They wheel out into the rush-hour traffic. f. The radio squawks its coded numbers. It squawks its dispatches. It squawks its orders. g. They nod to the people they know on the street. They wave to the children But the evening stretches before them. It stretches uneasily. a. Children are remarkable for something. These children are young. The something is an ability. The ability is to remain “in touch”. They are in touch with their feelings. b. They know themselves well. They have not learned to wear masks. Masks cover up feelings. c. They acknowledge feelings. They show their joy. They show their unhappiness. They show their curiosity. They show their excitement. d. They do not express feelings. They have not learned how. e. They are still in touch. They respond with openness. Their openness is to the world. Their openness is to others. a.. Michael is in the crowd. Michael sways from side to side. b. Michael’s voice is the crowd’s voice. It is hoarse. It is chanting. It is calling for change. c. Michael’s part of a wave. The wave sweeps past the barricade. The barricade is made of police. The wave flows over the steps. The wave crashes against a door. The wave falls back again. d. There is another push. The push is harder. The push is from behind. e. The wave surges forward again. The wave has momentum. The momentum is crushing. f. There is a scream. The scream shows pain. The scream is anguished.
 * Combine each group of sentences for one mark each. **
 * 1) ** Street Scene. **
 * Response: A dude swaggers down the sidewalk as he flicks his fingers to the beat. **
 * Response: He is tuned into the verbal hysterics of the music coming from his radio. **
 * Response: The sound bounces and jerks ahead of him. **
 * Response: It announces his arrival to the shoppers and storekeepers as well as the girls in the café. **
 * Response: One girl brushes as she giggles, then tries to look bored a and cool. **
 * Response: The scene is tense and clicking. **
 * 1) ** Patrol **
 * Response: Harris and Jones both check in at 4:00. **
 * Response: They are done there forms and reports by 5:00. **
 * Response: Then hustle downst airs th rough the dispatch offic e an d into the garage. **
 * Response: The car is gassed up and ready for the night’s patrol. **
 * Response: They wheel out of the station right into rush-hour traffic. **
 * Response: T he sq uawks its dispatches, orders and coded numbers. **
 * Response: They nod to people they know and wave to ki ds b ut the evening stretches uneasily before them. **
 * 1) ** In Touch **
 * Response: These young children are remarkable for there ability to stay in touch with their feelings. **
 * Response: They have learned not to were masks because masks cover up feelings and theses kids know themselves well. **
 * Response: They acknowledge there feelings and show their joy, unhappiness, curiosity and excitement. **
 * Response: They do not express feeling for they have not learned how. **
 * Response: They are still in touch and respond with openness to the world and others around them. **
 * 1) ** Wave **
 * Response: Michael is in the crowd swaying from side to side **
 * Response: Michael’s hoarse and chanting voice is the crowds voice calling for change. **
 * Response: Michaels part in the wave sweeps past the police barricade and flows over the steps and crashes against the door then falls back again. **
 * Response: There is another harder push from behind. **
 * Response: The wave surges forward with crushing momentum. **
 * Response: There is a scream of pain and anguish. **
 * 17.5/24 **
 * total: /37 **