DOCSLIB.ORG

GRAMMAR TIME for Law Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GRAMMAR TIME for Law Students И. Н. Айнутдинова GRAMMAR TIME for law students with short comments, training exercises, tests and much more Под общей редакцией доктора педагогических наук И.Н. Айнутдиновой Учебное пособие по английскому языку для студентов юридических факультетов вузов часть IV Институт международных отношений, истории и востоковедения/ Отделение Высшая школа иностранных языков и перевода/ Кафедра иностранных языков для социально-гуманитарного направления КФУ Рецензенты: доктор педагогических наук, профессор Э.Р. Хайруллина кандидат педагогических наук, доцент Г.А. Арсланова Айнутдинова И.Н. GRAMMAR TIME for law students (with short comments, training exercises, tests and much more): учеб. пособие по английскому языку для студентов юридических факультетов вузов: в 4 ч./ И.Н. Айнутдинова: под общ. ред. И.Н. Айнутдиновой. – Казань, Изд-во Казан. университета, 2016 – 288 с. GRAMMAR TIME for law students (часть IV) является продолжением серии пособий по грамматике английского языка, состоящей из 4-х частей, для студентов юридических факультетов высшей профессиональной школы. Пособие по грамматике английского языка содержит нормативные разделы грамматики, необходимые для развития навыков и умений по дисциплине «Иностранный язык» для неязыковых вузов; содержит краткие теоретические материалы (комментарии и инструкции), комплекс упражнений для аудиторной и самостоятельной (автономной) работы, а также дополнительные разделы по развитию коммуникативных навыков владения иностранным языком в соответствии с образовательными стандартами, установленными для неязыковых вузов РФ, и в соответствии с современной европейской классификацией языковой компетенции по ЯМО (языкам мирового общения). Предполагаемый уровень обучающихся студентов Intermediate и Upper-Intermediate (B1 и B2). Пособие может использоваться для повторения, закрепления и совершенствования грамматических знаний и навыков широким кругом лиц, изучающих английский язык, в том числе для занятий со студентами юридических факультетов вузов или специализированных юридических институтов (бакалавриат, магистратура, аспирантура), а также как основной и дополнительный образовательный ресурс при обучении студентов, получающих дополнительную квалификацию «Переводчик в сфере профессиональной коммуникации». The Content: Introduction: What is English for Specific Purposes? 4 Your Fourth Term Academic Grammar Syllabus 6 Your Grammar Knowledge Criteria 7 Grammar Rules: Conjunctions 8 Your Training Exercises 10 Test yourself: Revision Test №1 24 Grammar Rules: Prepositions 26 Your Training Exercises 30 It Is Important To Know: Most Common Prepositional Phrases Lists 49 It Is Important To Know: 50 Most Common Phrasal Verbs 54 It Is Important To Know: Most Common Adjectives + Prepositions 58 It Is Important To Know: Most Common Nouns + Prepositions 62 Your Self - assessment Test №1 76 Your Teacher’s assessment Test №1 82 Grammar Rules: Kinds of Sentences/ Patterns of Structure/ Clauses 92 Your Training Exercises 96 It Is Important To Know: Rules and Conventions of Academic Writing 110 It Is Important To Know: Common Errors in Style, Grammar, Punctuation 120 Your Self - assessment Test №2 122 Your Teacher’s assessment Test №2 129 It Is Important To Know: Connecting Words between Clauses 138 Your Irregular Verb Dictionary 140 Grammar Rules: The Mood in English// The Subjunctive Mood 150 Your Training Exercises 154 It Is Important To Know: Set Phrases with the Subjunctive inside 164 Your Training Exercises (continued) 166 Your Self - assessment Test №3 175 Your Teacher’s assessment Test №3 183 Grammar Rules: Conditionals 192 Your Training Exercises 195 Your Self - assessment Test №4 219 Your Teacher’s assessment Test №4 224 Your Final Evaluation Test: Test №5 235 Your Short Glossary of Grammar Terms with 245 English definitions and Russian equivalents Answers and Solutions 257 References – Список использованной литературы 285 What you should now and how you would score 287 Introduction: What is English for Specific Purposes? Based on http://www.teachingenglish.org.uk/ From the authors ● ESP (English for Specific Purposes) has been referred to as applied ELT (English language teaching) as the content and aims of any course are determined by the needs of a specific group of learners. ● ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into: business English, professional English (e.g., for doctors, lawyers) and vocational English (e.g., for tourism, nursing, aviation, and bricklaying). ● According to Dudley-Evans (2001) the absolute characteristics of ESP are: 1) it is designed to meet the specific needs of the learners; 2) it makes use of the underlying methodology and activities of the specialism it serves; 3) it is centered not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities; 4) it deals with intercultural communication and the development of intercultural competence. ● For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of the needs` analysis where the key questions are: 1) What do students need to do with English? 2) Which of the skills do students need to master and how well? 3) Which genres do students need to master either for comprehension or production purposes? ● Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency. ● Recently, ESP has become increasingly important as: 1) There has been an increase in vocational training and learning throughout the world. 2) With the spread of globalization has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts. 3) Students are starting to learn and therefore master general English at a younger age and so move on to ESP at an earlier age. 4) An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning). 5) In some English speaking countries governments are launching initiatives 4 to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety. ● Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners. Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include: 1) How much do the learners know about their specialism? 2) Are the students pre-experience or post-experience learners? 3) How specific and detailed are the language, skills and genres that the learners need to learn? ● Although, you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP: 1) Curiosity − the teacher himself should be interested in the subject area and want to learn more. 2) Collaboration − teachers should seek out subject specialists, show them their work and ask for their feedback. 3) Confidence − will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners. ● Harding (2007) stresses that the general skills which a general English teacher uses − e.g., being communicative, using authentic materials and analyzing English in a practical way − are also applicable in ESP. He also suggests that teachers should understand the nature of their students' subject area; motivate the students with variety, relevance and fun; take the classroom into the real world and bring the real world into the classroom. ● Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP! ● Some Acronyms in ESP: CLIL (Content and Language Integrated Learning); EAP (English for Academic Purposes); EBP (English for Business Purposes); ESAP (English for Specific Academic Purposes); EGAP (English for General Academic Purposes); EMP (English for Medical Purposes); EOP (English for Occupational Purposes); EPP (English for Professional Purposes); EST (English for Science and Technology); EVP (English for Vocational Purposes); EWP (English for/in the Workplace); ELP (English for Legal Purposes), etc. 5 YOUR FOURTH TERM ACADEMIC GRAMMAR SYLLABUS I. Communicative Grammar 1. Conjunctions - Coordinating conjunctions: (and, or, but, etc.) - Subordinating conjunctions (of time, reason, concession, place, condition and manner ) - Correlative conjunctions (either … or; both … and; neither … nor; etc.) - Conjunctive adverbs (also, hence, however, etc.) 2. Prepositions - Prepositions of time/ place/ direction - Postpositions with verbs (in phrasal verbs) 3. Kinds of Sentences by purpose: - declarative, imperative, interrogative, exclamatory
Load more

Recommended publications
  • Comma After Adverb Clause
    Comma After Adverb Clause applicatorySystaltic Raj Wilbur scrum overslept provisionally. or girded. Live Mendel regrate that lisles calibrate chock-a-block and specialises ideologically. Kimmo contradict gravitationally if These adjectives are joined by the first week, she stayed on strike a series of a second sentence, appositive with adverb clause that it is a model Networking courses from all i drank some cold, or pronoun it is correctly punctuated exactly this adverb clause names or gerund phrase. Modeling courses from top universities and industry leaders. Pharmaceutical courses or! If the comma comes after all of cause problems. If adverbs in commas are adverb clause is dark brown winter coats in this time, which took pictures, select the mouse returned when you. Because i give these can earn valuable credentials from top universities and numbers with adverbial clauses, and learn data analyst skills through the participle or. No matter of children who is being from hundreds of time and it is still seems to listening, you leave a comma is appropriate adverb. The clause is a sentence adverbs? Link copied to clipboard. Mary likes cake; Tom likes pie. When hard Use Commas With Conjunctions Thesauruscom. Ai at the blanks with an adverb clause, even the storing of others. 2 Use a comma after adverb clauses and introductory phrases Adverb clause examples When Tom painted the quality he chose red While Tom painted the car. We stand always using experiments to perish our lives, but honest, you manage use conjunctive adverbs at free end of sentences. We offer a comma after adverb clauses? When it flip it beyond, you prefer to the storing of Cookies and related technologies on your device.
    [Show full text]
  • John Harbison's Songs for Baritone: a Performer's Guide
    John Harbison‘s Songs for Baritone: A Performer‘s Guide A document submitted to The Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in the Performance Studies Division of the College-Conservatory of Music 2011 by Peter C. Keates B.M.A., University of Oklahoma, 2004 M.M., University of Cincinnati, CCM, 2006 Abstract This document is a performance guide for Words from Paterson and Flashes and Illuminations, John Harbison‘s song cycles for baritone. It confronts the issues of text interpretation and musical style one must address in order to give the most informed performance of these songs. It provides a synthesis of information about the poems and readings of the poetry Harbison set to music, offers insight into Harbison‘s interpretations of the text, and demonstrates how Harbison‘s atonal style and unique compositional techniques provide a successful musical setting for the chosen texts. The guide also discusses performance issues based on personal experience as well as the experience of the composer and other performers. The poetic style of William Carlos Williams, Michael Fried, Czeslaw Milosz, Elizabeth Bishop, and Eugenio Montale are examined. A transcription of an interview with John Harbison is also included. Table of Contents Introduction .......................................................................................................................................... 1 I. Paterson ...............................................................................................................................................
    [Show full text]
  • Complementiser and Relativiser in the English Subordinate Clauses
    COMPLEMENTISER AND RELATIVISER IN THE ENGLISH SUBORDINATE CLAUSES Ni Luh Ketut Mas Indrawati English Department, Faculty of Arts, Udayana University [email protected] Abstract Words combine to form larger units; phrases, clauses, and sentences. The study of the structure of phrases, clauses, and sentences is referred to as syntax. Quirk, et, all (1985:47) distinguishes sentences into two types they are; simple sentences and multiple sentences which cover compound sentences and complex sentences. A simple sentence consists of one independent clause, a multiple clause contains more than one clauses, a compound sentence consists of two or more independent clauses, while a complex sentence consists of insubordinate and subordinate clauses. Subordinate clause, in embedding the element of the insubordinate clause use either complementiser or relativiser. For example: (1) john said that he did not come to the party. That in (1) is considered to be complimentiser since it introduces the subordinate clause. (2) John met the teacher that teaches you English. That in (2) is classified as relativiser because it is used to introduce the modifying clause. This paper attempts to discuss complementiser and relativiser in the English subordinate clauses and describe the constituent structure in a tree diagram using the approach proposed by Kroeger (2005). The data were taken from a novel entitled Saved by The Bride by Fiona Lowe (2013). Keywords: complex sentences, subordinate clauses, complementiser or relativiser I INTRODUCTION A sentence is mainly a group of words linking together and expressing an idea, event or description. The words in an English sentence have a certain order and rule regarding ways to either expand or shorten it.
    [Show full text]
  • Sentence Patterns
    Sentence Patterns An easy way to avoid fragments, comma splices, and run-on sentences is to recognize independent and dependent clauses in your sentence patterns and punctuate them accordingly. CLAUSES: Independent Clause: a group of related words that contains both a subject and a verb and makes complete sense. s v Ex: Cindy skips lunch at work. Dependent Clause: a group of related words that also contains both a subject and a verb, but it cannot stand by itself and make complete sense; it is dependent upon an independent clause to make sense in a sentence. It often begins with a subordinating conjunction. s v Ex: Because Cindy skips lunch at work SENTENCE STRUCTURES: Simple Sentence: a sentence that contains one independent clause (It is basically a complete sentence that consists of a subject and verb.) s v Ex: Cindy skips lunch at work. Compound Sentence: a sentence that contains at least two independent clauses s v s v Ex: Cindy skips lunch at work, and she is famished at the end of the day. Complex Sentence: a sentence that contains at least one independent clause and one dependent clause s v s v Ex: Because Cindy skips lunch at work, she is famished at the end of the day. Compound-Complex Sentence: a sentence that contains at least two independent clauses and at least one dependent clause s v s v Ex: Because Cindy skips lunch at work, she is famished at the end of the day, s v v so she stops and gets a burger on her way home.
    [Show full text]
  • Independent Clauses Are Strong a Single Independent Clause Is the Same As a Simple Sentence
    Xu°ba lJll ege Writing& Language Development Center Clauses: Independent & Dependent A clause is a word group containing a subject and verb pair. If a clause can stand alone, it is independent. If a clause cannot stand alone, it is dependent. Independent clauses are strong A single independent clause is the same as a simple sentence. An independent clause contains at least one subject-verb pair, expresses a complete thought, and can be ended with a period: Bob and Marcie love Thai food. They eat there often and bring all their friends. Bowling is fun. Bowling shoes are stinky and sweaty. A single independent clause may have compound subjects (Bob and Marcie), compound verbs (eat and bring), compound adjectives (stinky and sweaty) or other compound elements. Joining independent clauses Coordinating conjunctions join independent clauses. They are preceded by a comma when they join independent clauses (but not necessarily when they join other compound elements). Here are the coordinating conjunctions: ,for ,or ,and ,yet ,nor ,so ,but You may combine independent clauses with a semicolon or with a comma plus coordinating conjunction: Bob and Marcie love Thai food; they eat there often and bring all their friends. Bowling is fun, but bowling shoes are stinky and sweaty. You may join more than two independent clauses using the same methods: Bowling is fun, but bowling shoes are stinky and sweaty, so we always bring thick socks. When you combine independent clauses, you create a compound sentence. You may NOT try to join independent clauses with only a comma. This is an error called a comma splice.
    [Show full text]
  • Teaching Guide
    Teaching guide: Area of study 2 (Popular music) Study piece Little Shop of Horrors (1982) off-Broadway version – the following three tracks: • Prologue/Little Shop of Horrors (overture) • Mushnik and Son • Feed Me. Please note we are unable to reproduce sections of the score and the song lyrics due to copyright restrictions. Contextual information Little Shop of Horrors first appeared as a low budget film in 1960: The story involves a plant which feeds on human blood and tissue. The main characters include: • Mushnik – the owner of the florist shop, who treats his staff badly • Seymour and Audrey – florist shop assistants • Orin – Audrey’s abusive dentist boyfriend • Chiffon, Crystal and Ronnette – a trio of street urchins who comment on the action as the story progresses • Audrey II – the plant. The version on which this guide is written for is the off-Broadway 1982 production. An off-Broadway production is one in a professional theatre venue in New York City with a seated audience capacity between 100 and 499, inclusive. These theatres are smaller than Broadway theatres, but larger than ‘off-off’ Broadway theatres, which seat fewer than 100: Some shows that premiere off-Broadway are subsequently produced on Broadway. A Broadway production takes place in a professional theatre with a seated audience capacity of more than 500 seats. After the 1982 production, there have been subsequent productions worldwide of Little Shop of Horrors and the musical was also made into a 1986 film, directed by Frank Oz. The music for this 1982 off-Broadway production of Little Shop of Horrors was composed by Alan Menken (b.1949).
    [Show full text]
  • Adverbial Clauses That Always Use Subjunctive
    Adverbial Clauses That Always Use Subjunctive Inoperable Chas still discriminates: acinaceous and specified Connolly bowsing quite opulently but planing her Vladivostok robustiously. Is Bartholomew ebony when Erich overwind heritably? How bloodied is Clinton when amusing and monographical Eldon overburden some sneezewort? Use separate and other arrow keys to duration between flashcards Use shower and DOWN. It always use subjunctive adverbial clause has implications for us when the basic plan for long as the toilet; adverbial clauses are a study hard, mary dislikes robert. Maximize your work while. This subjunctive using models: that uses this allows for taking place largest televised shopping cart. Study Flashcards On Subjunctive in adverbial clauses ASPACE at Cramcom Quickly. The subjunctive is used in adverb clauses when specific action described in the coast is anticipated or. The indicative or subjunctive mood should be required in the adverbial clause in Spanish or an adverbial phrase preposition plus infinitive may be used depending on. This audio lesson is my quiz reflect the outrage of the subjunctive in adverbial clauses. The Imperfect Past Subjunctive When Spanish411. She always provides support foot the employees untl the training. As an independent and show that highly advanced learner group conjunctive adverb clauses always use subjunctive adverbial clauses that are always used as expressed what are both were. Where something that subjunctive adverbial clauses always followed by the clause. Natalia va a adverbial clauses that uses this use. The Spanish subjunctive is knowledge easy What me a ladder A mop is the smallest phrase which does convey meaning on are own It already has its subject his will.
    [Show full text]
  • AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
    AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP.
    [Show full text]
  • YDS Grammar.Pdf
    Dr. Cahit Karakuş 2013 1 “ Read, Memorize and Remember ” Balbiti 2 CONTENTS 1. Sentence ......................................................................................................... 11 1.1. Noun ................................................................................................................... 11 1.1.1. Plural noun ........................................................................................................................ 16 1.1.2. Noun phrase ..................................................................................................................... 18 1.1.3. Determiners: a, an, the ................................................................................................... 19 1.1.4. Numbers and Numerals .................................................................................................. 22 1.1.5. Suffix and Prefix ............................................................................................................... 35 1.1.6. Abbreviations .................................................................................................................... 52 1.2. Structure............................................................................................................. 55 1.2.1. Subject - Özne.................................................................................................................. 57 1.2.2. Agrement between subject and verb ............................................................................ 61 1.2.3. Object - Nesne
    [Show full text]
  • Phrases & Clauses
    Phrases What is a phrase? Phrases are like fragments; they do not express a complete thought because they do not have a subject and a predicate. Prepositional Phrases Prepositional phrases begin with prepositions and end with objects of the preposition. For instance, in the sentence “The snow fell on the ground,” on is the preposition that starts the phrase and ground is the object that ends it. You could also say, “The snow falls on the cold, damp ground.” In this sentence, the prepositional phrase is on the cold, damp ground because it still starts with a preposition and ends with the object of the preposition, even though several words are in between to describe ground. Participle Phrases What is a participle? Participle: verb + ending (ing, -en, -ed, -t) that acts like a modifier. A participial phrase is a participle and all the words that relate to it; participle phrases can function as adjectives or adverbs. How do I find them? Participle phrases have three characteristics: They can be removed and the sentence will still make sense; they have an ending such as “–ing,” “-en,” “-ed,” or “–t”; they can be moved around some and still make sense in the sentence. Can I have an example? "The snow falling at North Greenville is beautiful." In this sentence, falling is a participle because fall is a verb and has had an “–ing” ending added to it. Falling at North Greenville is the participial phrase because at North Greenville describes where snow is falling. The whole phrase—falling at North Greenville—is just describing the word snow.
    [Show full text]
  • Embodiment in Middle English Lyric
    Beste of bon and blod: Embodiment in Middle English Lyric Sarah Kathryn Moore A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Míċeál Vaughan, Chair Colette Moore Carolyn Allen Program Authorized to Offer Degree: English © Copyright 2015 Sarah Kathryn Moore ii University of Washington Abstract Beste of bon and blod: Embodiment in Middle English Lyric Sarah Kathryn Moore Chair of the Supervisory Committee: Professor Míċeál Vaughan English This dissertation argues that Middle English lyric is uniquely successful at connecting readers and hearers with our own bodies and with the bodies of medieval textual subjects. This effect occurs on the levels of content, form, and tone, although my emphasis is primarily on the formal components through which the connection is achieved, and my evidence is drawn largely from formal analysis of the songs. The methods through which the lyrics connect us with our bodies are sophisticated and include especially the carefully managed use of the linguistic category of deixis; nuanced, intentional portrayal and evocation of affect, or physically demonstrated emotion; and implicit and explicit reference (via form and content respectively) to the ways in which lyrics were literally embodied by medieval subjects through danced performance. I argue that Middle English lyrics construct and maintain the “I” of an uttering subject while also reinforcing an embodied sense of self in the text’s reader or hearer. The corpus of surviving lyrics uniquely demonstrates how language, subjectivity, the body, and poetic form are related, speaking to the profound utility of verse (both in the medieval period and today) in constructing a sense of self and in relating to and empathizing with others.
    [Show full text]
  • Clauses-And-Phrases-PUBLISHED-Fall-2017.Pdf
    The Learning Hub Clauses & Phrases Writing Handout Series Grammar, Mechanics, & Style When constructing sentences, writers will use different building blocks of clauses and phrases to construct varied sentences. This handout will review how those phrases and clauses are constructed and where they can be placed in a sentence. Clauses Dependent Clauses A dependent clause has a subject and a verb but does not express a complete idea and cannot stand alone as a simple sentence. The two clauses below do not express a complete idea because of the subordinator at the beginning of the clause. Subordinators are words that commonly used to make independent clauses dependent clauses that help a writer connect ideas together and explain the relationship between clauses. Common subordinators like after, although, because, before, once, since, though, unless, until, when, where, and while come at the beginning of the clause. Subordinator Verb Since it is going to rain soon Subject Common Subordinators After Before Since When Although Even though Then Where As Even if Though Whether Because If Until While Independent Clauses An independent clause has a subject and a verb, expresses a complete idea, and is a complete sentence. The soccer game was cancelled Subject Verb Independent clauses are also referred to as simple sentences or complete sentences. Combining Clauses When combining independent and dependent clauses, there is a simple rule to remember. If the dependent clause comes before the independent clause, there must be a comma that separates the two clauses. If the dependent clause comes after the independent clause, then no comma is needed.
    [Show full text]