written comprehension and expression

Course description 

The written expression and comprehension course encounters first-year L.M.D. students to the fundamental skills required for understanding, analysing, and producing coherent written texts based on academic English standards. The course emphasizes the development of essential comprehending strategies and the gradual improvement of writing abilities. A guided practice, structured tasks, and continuous feedback are intentional adopted steps to achieve the module’s objectives. It also aims to help students develop their writing skills from their previous general high-school writing habits to a promising, more disciplined, and purposeful writing university level.

Aims : This course aims at: 

➢ Developping students’ reading comprehension strategies, 

➢ Recognising and applying academic writing mechanics,

➢ Expanding students’ vocabulary and adopting grammatical rules to produce clear, coherent, and well-structured paragraphs. 

First Semester: The sentence. 

1 Parts of speech: An overview 

2 The simple sentence 

3 Phrase

3.1 Clause

3.2 Sentence types

            Compound sentence

            Complex sentence

            Compound complex sentence 

4 Sentence errors: 

            4.1 Fragments 

            4.2 Comma-splices / Run-ons 

            4.3 Choppy/ stringy writing 

            4.4 wordiness

5 English spelling rules

6 Conjunctions

7 Parallelism 

7 Formality 

Lecture 1: The Simple Sentence 

Objective 

This lesson aims at providing students with rules and tools to:  

1. Recognize the basic structure of a simple sentence (subject/ predicate) and write a simple sentence of various patterns. 

2. Write a simple sentence paying attention to its basic structure, end marks and initial capitalisation. 

Definition: 

A simple sentence is defined as a sentence that contains only one independent clause, which includes a subject and a predicate, and expresses a complete thought. It does not contain any dependent or subordinate clauses.                                                In essence, a simple sentence is a basic grammatical structure that conveys a single idea. It starts with a capital letter and ends with a period(.), a question mark(?) or an exclamation point(!).

Consider the following examples and examine the basic structure of the simple sentence:

 - He is a student. (declarative) 

 - Speed kills. 

 - The old man bought a new car. 

 - Hurry. Or: Hurry! (imperative/ subject “you” implicit) 

 - The plane has landed. 

 - Sandra gave us three magnolia trees. 

 - These trees should have been planted in January. 

 - James usually drives his car at night. 

 - Do you have plans for this afternoon? (interrogative/ inversion) 

 - What a beautiful weather we have today! (exclamatory/ special structure)

 The followings are not sentences (they are fragments and may be used in speaking): 

 -Maybe later. 

 -Out to dinner. 

- Because I am not ready. 

- The little boy. 

- Without milk. 

Exercise 1: Read each group of words, and decide which ones are complete sentences and which ones are not. Explain why.

1. My new classmate from Brazil. 

2. My new classmate is from Brazil. 

3. He speaks three languages fluently. 

4. When he arrived here. 

5. Is very handsome. 

6. He wants to start his own business. 

7. He isn't married. 

8. Enjoys many sports, especially soccer. 

9. Don't worry! 

10. Help! 

11. They didn't like, 

12. Because they are new students. 

13. They don't want. 

14. Who speaks three languages. 

15. Why does this animal eat meat? 

Exercise 2: In each sentence below, Draw a vertical line between the subject and the predicate. 

Example: The book ⎢fell off the pupil's desk. 

1. Ms. Phillips handed out the test booklets. 

2. All of my friends came to my party. 

3. Gloria studies Spanish. 

4. Ice hockey is my favourite winter sport. 

5 The janitor found a wool cap in the locker room. 

6. I ate a turkey sandwich for lunch. 

7. Toby remembered the correct answer. 

8. My boots are waterproof. 

9. The antique china teapot is from England. 

10. Anne sang a medley of songs. 

11. The librarian showed us several new books. 

12. Bobbie played tennis with Mike.

13 Anna has gradually developed her writing skills.

14. Debbie baby-sits after school on Tuesdays. 

15. The boy in the yellow T-shirt is my neighbor. 

16. The gray cat sleeps in the window. 

17. Danny picks berries in the summer. 

18. Our coach is Mrs. Catalano. 

19. Lena wrote a letter to Kim. 

20. My father painted the door. 

Exercise 3: Read the following text; then, underline the simple sentences. Divide each simple sentence into subject and predicate using different colours.

There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live. 

Exercise 4: Supply periods(.) and capital letters in the following paragraph.

Last fall George told us his plans for the summer he wanted a job at a camp we gave him the  name of a camp we also gave him all kinds of advice George wrote the manager a letter the letter of  application cost him a great deal of effort usually camps need many counsellors most camps do not pay  their counsellors much money a job as a counsellor provides free room and board the manager offered  George a counsellor position.  

Exercise 5: Write a short text where you explain your plans as a student at university. Underline the simple sentences in your text; then, divide them into subjects and predicates. Discuss with your colleague the structure of the simple sentences.