A concept of writing in English language - basic sentence patterns

Whereas reading serves as the basis for students understanding a new language, writing gives them the opportunity to explore the new language. Now that the students are able to comprehend the English language as they read it, it is time to put them in charge of using that language to convey their meaning. Learning to write in a new language can be very challenging because you need to have the same base of knowledge as you would for reading to comprehend the words, and you also have to be able to create those words to represent the thoughts and ideas. ABSTRACT Whereas reading serves as the basis for students understanding a new language, writing gives them the opportunity to explore the new language. Now that the students are able to comprehend the English language as they read it, it is time to put them in charge of using that language to convey their meaning. Learning to write in a new language can be very challenging because you need to have the same base of knowledge as you would for reading to comprehend the words, and you also have to be able to create those words to represent the thoughts and ideas.


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INTRODUCTION
In the studies of reading and comprehension, the students have developed some basic skills in understanding the language as they come across it. Now that they have a basic understanding of English sounds and words, it is time to help them learn how to put those sounds and words together to create sentences that convey meaning.

BASIC SENTENCE PATTERNS
There are five basic patterns for sentence structure in English, and they differ in the elements that are present within the sentence. Any two sentences, however, no matter how different they are, contain two things: a subject and a verb. For a sentence to work there needs to be a person or thing that is doing or being something (subject) and an action or state of being that they are committing or portraying (verb). Here are the five basic sentence patterns that the students will encounter in the English language: The dog looks playful. o Jimmy seems clumsy.  Subject-verb-adverb (S-V-Adv): To the untrained eye, this sentence pattern is the same as the previous one, S-V-Adj. The difference between that pattern and this pattern, however, is that while that structure saw the object turning into an adjective, this one sees it turning into an adverb. In other words, the verb no longer acts as a state of being to set up a description of the subject, but rather the words following the verb act as modifiers to the verb. Here are a few examples of sentences that follow the subject-verb-adverb pattern: o Mark ran quickly. o Maria slept peacefully. o The dog plays loudly. o Jimmy fell disastrously.  Subject-verb-noun (S-V-N): As you already know, the object of a pattern has to be a noun. Just because there is a noun following the verb, however, does not mean that it is the object of the sentence. In this sentence structure, the noun is not the object because, as with S-V-Adj, the words following the verb describe the subject.

CLAUSES
Looking at the examples in the previous section, you may wonder what happens when sentences get more complex. That can certainly complicate things, but at its core a sentence still follows one of the previous patterns (or two of them if it is a complex sentence). Understanding the typical sentence patterns is helpful, but the students also need to understand the basic structures that dictate sentences in English. To understand these basic sentence structures, though, we need to first discuss clauses.
Clause: A clause is one of the basic units in English grammar and is a group of words that contains a subject and a verb. Every sentence has at least one clause in it (because the requirements for a sentence and a clause are the same). A clause, however, does not necessarily complete a thought and therefore work alone as a sentence. There are two types of clauses, and understanding both of them is important for students who are learning to write in English for the first time.
Dependent clause (subordinating clause): This is exactly what it sounds like: a clause (or group of words containing a subject and a verb) that is dependent on other clauses. In other words, a dependent clause would not work alone as a sentence because it needs another clause for it to make sense. An example of a dependent clause is "because the world is ending." The only thing that makes this clause dependent is the word "because," which adds the implication of cause and effect to the sentence. We see the cause, but we need the effect to complete the sentence.
Independent clause: An independent clause is a clause (group of words containing a subject and a verb) that can exist by itself and be a complete thought and therefore complete sentence. Every sentence contains an independent clause, and all simple sentences are made up of one independent clause. An example of an independent clause is "They went down to the bomb shelter." The absence of subordinating word ("because" in the dependent clause) makes this sentence work as a complete thought.
If we combine the two clauses, one dependent and one independent, in the previous example, we get a complex sentence, which looks like this: "Because the world is ending, they went down to the bomb shelter." This is a complete sentence, with a dependent clause ("Because the world is ending") marked by