Writing skills

Analytical paragraph

Analytical Paragraph

"Analyzing Sentence Structure: Exploring the Components of Effective Grammar"

An analytical paragraph is a written composition that aims to analyze, interpret, or evaluate a specific topic or idea. Typically found in academic or critical writing, an analytical paragraph often begins with a topic sentence that introduces the main point or argument. Following the topic sentence, the writer provides evidence, examples, or quotations to support their analysis. This evidence is then analyzed or interpreted to demonstrate its significance and relevance to the main argument. Additionally, an analytical paragraph may include critical examination of opposing viewpoints or alternative interpretations to provide a comprehensive analysis of the topic. Finally, the paragraph concludes by summarizing the key points and reinforcing the significance of the analysis in relation to the broader context or thesis of the writing. Overall, analytical paragraphs are essential components of persuasive essays, literary critiques, and scholarly analyses, as they enable writers to delve deeply into a topic and offer insightful interpretations or evaluations.

Introduction

Writing the introduction of an analytical paragraph involves setting up the context for your analysis and presenting your main argument or thesis statement. Here’s a step-by-step guide on how to write the introduction of an analytical paragraph:

1. Start with a hook: Begin your introduction with an attention-grabbing sentence or statement that draws the reader in and makes them interested in your analysis. This could be a compelling fact, a provocative question, a relevant quotation, or a vivid description.

2. Provide background information: Offer some background information on the topic you’ll be analyzing to provide context for your readers. This could include brief summaries of relevant events, historical context, or key concepts related to your analysis.

3. Narrow down your focus: Clearly state the specific aspect or angle of the topic that you’ll be analyzing in the paragraph. This helps to focus your reader’s attention and sets the stage for your analysis.

4. Present your thesis statement: End the introduction with a clear and concise thesis statement that outlines the main argument or claim of your analysis. Your thesis statement should express your position on the topic and provide a roadmap for the rest of the paragraph.

5. Transition smoothly: Ensure that your introduction flows smoothly into the body of the paragraph by using transitional phrases or sentences that connect your introductory ideas with the upcoming analysis.

By following these steps, you can write an effective introduction for an analytical paragraph that engages your reader and effectively sets up your analysis.

Topic sentence

A topic sentence is a sentence that expresses the main idea or central point of a paragraph. It serves as a preview or summary of the information that will be presented in the paragraph, guiding the reader on what to expect. A well-written topic sentence is clear, specific, and directly related to the overall thesis or main argument of the writing piece.

In essence, the topic sentence acts as a roadmap for the paragraph, providing a focus for the discussion that follows. It typically appears at the beginning of the paragraph, although it can sometimes be found at the end or even in the middle of the paragraph, depending on the writer’s style and the flow of ideas. Regardless of its placement, the topic sentence should clearly convey the main point or argument of the paragraph in a concise manner.

Overall, the topic sentence plays a crucial role in organizing and structuring the content of a paragraph, helping to maintain coherence and clarity in the writing.

Writing a topic sentence is essential for effectively introducing the main idea or argument of a paragraph. Here’s how you can write a strong topic sentence:

1. **Identify the Main Idea:**
– Determine the main idea or point you want to convey in the paragraph. This could be an argument, a key concept, or a central theme.

2. **Be Clear and Specific:**
– Ensure that your topic sentence is clear and specific, providing a concise summary of what the paragraph will discuss. Avoid vague or general statements.

3. **Make it Assertive:**
– Write your topic sentence in a way that asserts your main idea or argument. It should make a strong statement that sets the direction for the paragraph.

4. **Keep it Focused:**
– Focus on one main idea or argument in your topic sentence. Trying to cover too much ground can make the paragraph unfocused and confusing.

5. **Use Keywords:**
– Include keywords or key phrases that directly relate to the main idea or argument of the paragraph. This helps to make your topic sentence more specific and relevant.

6. **Consider Placement:**
– Place your topic sentence at the beginning or near the beginning of the paragraph to clearly signal to the reader what the paragraph will be about.

7. **Review for Coherence:**
– Ensure that your topic sentence flows logically from the previous paragraph (if applicable) and sets up the subsequent discussion in the paragraph.

8. **Revise and Refine:**
– Take time to revise and refine your topic sentence to ensure that it effectively captures the main idea of the paragraph and provides a strong foundation for your analysis or argument.

By following these guidelines, you can write a clear, specific, and assertive topic sentence that effectively introduces the main idea or argument of your paragraph.

Examples of topic sentence

Here are some examples of topic sentences across various topics:

1. **Literature:**
– “The theme of betrayal is a recurring motif in Shakespeare’s tragedy, ‘Macbeth’.”
– “In ‘To Kill a Mockingbird’, the character of Atticus Finch embodies the ideals of justice and morality.”

2. **History:**
– “The Treaty of Versailles played a pivotal role in shaping the events leading up to World War II.”
– “The Industrial Revolution brought about significant social and economic changes in 19th-century Britain.”

3. **Science:**
– “Photosynthesis is a crucial biological process that converts sunlight into energy for plant growth.”
– “The theory of relativity, proposed by Albert Einstein, revolutionized our understanding of space, time, and gravity.”

4. **Education:**
– “Early childhood education lays the foundation for future academic success.”
– “The implementation of technology in classrooms has transformed the way students learn and engage with course material.”

5. **Health and Wellness:**
– “Regular exercise is essential for maintaining physical health and reducing the risk of chronic diseases.”
– “The Mediterranean diet has been linked to numerous health benefits, including improved heart health and longevity.”

6. **Social Issues:**
– “Income inequality remains a pressing social issue with far-reaching consequences for society.”
– “The #MeToo movement has sparked important conversations about sexual harassment and gender equality.”

7. **Technology:**
– “Artificial intelligence is poised to revolutionize various industries, from healthcare to transportation.”
– “The rise of social media has transformed how individuals communicate and interact with each other.”

These examples demonstrate how topic sentences succinctly introduce the main idea or argument of a paragraph, providing a clear focus for the subsequent discussion.

Keywords for introduction

Here are some words and phrases specifically tailored for crafting introductions alone:

1. **Introduction to the Topic:**
– Introducing…
– Beginning with…
– Starting with…
– Opening with…
– Commencing…
– Initiating…

2. **Establishing Context:**
– Contextualizing…
– Setting the stage…
– Providing background…
– Framing the discussion…
– Establishing the framework…
– Contextually speaking…

3. **Presenting the Main Argument:**
– Key to this analysis is…
– Central to our understanding is…
– At the forefront is…
– Integral to this examination is…
– Core to this exploration is…
– Fundamental to our investigation is…

4. **Introducing the Topic or Issue:**
– Addressing the topic of…
– Delving into the subject of…
– Exploring the issue of…
– Discussing the matter of…
– Investigating the question of…
– Scrutinizing the problem of…

5. **Drawing Attention:**
– Highlighting…
– Calling attention to…
– Emphasizing…
– Shedding light on…
– Bringing into focus…
– Signaling…

6. **Transitioning to Thesis Statement:**
– In light of this…
– Building on this…
– Moving forward…
– With this in mind…
– Transitioning to…
– This leads us to…

These words and phrases can help you effectively introduce your topic and set the stage for the rest of your writing, whether it’s an essay, report, or any analytical piece.

Body

Writing the body of an analytical paragraph involves presenting evidence, analyzing that evidence, and explaining how it supports your main argument or thesis statement. Here’s a step-by-step guide on how to write the body of an analytical paragraph:

1. **Topic Sentence:**
– Start the body paragraph with a clear topic sentence that directly relates to your main argument or thesis statement. This sentence should introduce the specific point you will be discussing in the paragraph.

2. **Provide Evidence:**
– Present evidence to support your topic sentence. This evidence can come from various sources, such as primary texts, secondary literature, data, statistics, or examples from real life.

3. **Analysis:**
– Analyze the evidence you’ve presented. Explain how the evidence supports your main argument or thesis statement. Break down the evidence, discussing its significance, implications, and relevance to your overall analysis.

4. **Interpretation:**
– Offer your interpretation of the evidence. This involves critically examining the evidence and explaining its meaning within the context of your analysis. Consider any underlying themes, motifs, or patterns present in the evidence.

5. **Connection to Thesis:**
– Clearly connect the analysis and interpretation back to your main argument or thesis statement. Explain how the evidence reinforces or contributes to your overall argument, providing further support for your position.

6. **Transitional Phrases:**
– Use transitional phrases to smoothly connect your ideas within the paragraph. Transition words such as “furthermore,” “moreover,” “however,” “on the other hand,” and “in addition” can help maintain coherence and flow.

7. **Concluding Sentence:**
– End the paragraph with a concluding sentence that summarizes the main points made in the paragraph and reinforces the significance of the analysis in relation to your main argument or thesis statement.

By following these steps, you can effectively structure the body of an analytical paragraph, presenting evidence, analyzing it, and explaining how it supports your overall argument. This approach helps to maintain clarity, coherence, and persuasiveness in your writing.

Keywords for body

When crafting the body of an analytical paragraph, it’s important to choose words and phrases that convey your analysis clearly and persuasively. Here are some words and phrases you can use to write the body of an analytical paragraph:

1. **Presenting Evidence:**
– For example…
– Specifically…
– In particular…
– To illustrate…
– As evidence…
– Consider, for instance…

2. **Analyzing Evidence:**
– This suggests that…
– This indicates that…
– This implies that…
– This demonstrates that…
– This highlights that…
– This underscores that…

3. **Interpreting Evidence:**
– This can be interpreted as…
– This signifies…
– This conveys…
– This reflects…
– This symbolizes…
– This represents…

4. **Comparing and Contrasting:**
– Similarly…
– Likewise…
– In contrast…
– On the other hand…
– Conversely…
– However…

5. **Clarifying and Explaining:**
– In other words…
– Put simply…
– Essentially…
– What this means is…
– In essence…
– To clarify…

6. **Showing Cause and Effect:**
– Consequently…
– As a result…
– Therefore…
– Thus…
– Hence…
– Accordingly…

7. **Transitioning between Ideas:**
– Furthermore…
– Moreover…
– Additionally…
– Furthermore…
– In addition…
– Moreover…

8. **Emphasizing Importance:**
– Crucially…
– Importantly…
– Notably…
– Significantly…
– Of particular significance…
– It is essential to note…

9. **Summarizing:**
– In summary…
– To summarize…
– In conclusion…
– Overall…
– To sum up…
– All in all…

Using these words and phrases can help you structure your analysis effectively, guiding your reader through your argument and ensuring clarity and coherence in your writing.

Conclusion

Writing the conclusion of an analytical paragraph involves summarizing the main points discussed in the body of the paragraph and reinforcing the significance of the analysis in relation to your main argument or thesis statement. Here’s a step-by-step guide on how to write the conclusion of an analytical paragraph:

1. **Restate the Main Point:**
– Begin the conclusion by restating the main point or argument presented in the topic sentence of the paragraph. This helps to remind the reader of the focus of your analysis.

2. **Summarize Key Points:**
– Summarize the key points or findings discussed in the body of the paragraph. Briefly revisit the evidence presented and the analysis conducted to support your argument.

3. **Reinforce the Significance:**
– Reinforce the significance of your analysis in relation to the broader context of your main argument or thesis statement. Explain why the points discussed in the paragraph are important and how they contribute to your overall argument.

4. **Provide Closure:**
– Provide closure to the paragraph by making a final statement that ties everything together. This could be a thought-provoking insight, a reflection on the implications of your analysis, or a call to action.

5. **Transition to the Next Paragraph:**
– If your analytical paragraph is part of a larger piece of writing, use a transitional phrase or sentence to smoothly transition to the next paragraph. This helps to maintain the flow of your argument and guide the reader through your analysis.

6. **Avoid Introducing New Information:**
– Avoid introducing new information or arguments in the conclusion of an analytical paragraph. The conclusion should focus on summarizing and reinforcing the points already discussed in the paragraph.

By following these steps, you can effectively write a conclusion for an analytical paragraph that summarizes the main points, reinforces the significance of the analysis, and provides closure to the discussion. This helps to leave a lasting impression on the reader and strengthens the overall coherence of your writing.

Keywords for conclusion

Here are some words and phrases you can use to write the conclusion of an analytical paragraph:

1. **Summarizing:**
– In summary…
– To summarize…
– Overall…
– To sum up…
– All in all…
– In brief…

2. **Reiterating the Main Point:**
– In essence…
– Essentially…
– Ultimately…
– At its core…
– In conclusion…
– To reiterate…

3. **Emphasizing Significance:**
– Significantly…
– Importantly…
– Crucially…
– Notably…
– It is essential to note…
– It is worth emphasizing…

4. **Highlighting Implications:**
– This analysis underscores…
– This has important implications for…
– This sheds light on…
– This highlights the significance of…
– This underscores the importance of…
– This serves to demonstrate…

5. **Drawing Conclusions:**
– Thus…
– Therefore…
– Consequently…
– Hence…
– As a result…
– In conclusion…

6. **Offering Insight:**
– This suggests that…
– This indicates that…
– This implies that…
– This suggests…
– This reveals…
– This implies…

7. **Looking Forward:**
– Moving forward…
– Looking ahead…
– In future analyses…
– Future research could explore…
– This opens the door to further investigation…

8. **Closing Remarks:**
– In closing…
– Finally…
– To conclude…
– Ultimately…
– In the final analysis…
– Lastly…

By incorporating these words and phrases into your conclusion, you can effectively summarize your analysis, emphasize its significance, and leave a lasting impression on your reader.

Do's & dont's

Here are some do’s and don’ts to keep in mind when writing analytical paragraphs:

**Do’s:**

1. **Do Start with a Strong Topic Sentence:**
– Begin each paragraph with a clear and concise topic sentence that presents the main point or argument you will be discussing.

2. **Do Provide Evidence:**
– Support your analysis with relevant evidence, such as quotes, examples, data, or statistics, to strengthen your argument.

3. **Do Analyze the Evidence:**
– Analyze the evidence you provide, explaining its significance and how it supports your main argument or thesis statement.

4. **Do Interpret the Evidence:**
– Offer your interpretation of the evidence, exploring its deeper meaning and implications within the context of your analysis.

5. **Do Connect to the Thesis Statement:**
– Ensure that each paragraph connects back to your main argument or thesis statement, reinforcing your overall position.

6. **Do Use Transitional Phrases:**
– Use transitional phrases and words to guide your reader through your analysis and maintain coherence between sentences and paragraphs.

7. **Do Conclude Each Paragraph:**
– End each paragraph with a strong concluding sentence that summarizes the main points made and reinforces the significance of your analysis.

**Don’ts:**

1. **Don’t Include Irrelevant Information:**
– Avoid including information that is not directly relevant to your main argument or thesis statement, as it can distract from your analysis.

2. **Don’t Rely Solely on Summary:**
– Avoid simply summarizing the evidence without providing analysis or interpretation. Your goal is to critically analyze the evidence, not just restate it.

3. **Don’t Make Unsupported Claims:**
– Avoid making unsupported claims or assertions. Always back up your arguments with evidence and logical reasoning.

4. **Don’t Overuse Quotations:**
– Avoid overusing quotations. While quotations can be valuable evidence, they should be used sparingly and integrated smoothly into your analysis.

5. **Don’t Ignore Counterarguments:**
– Don’t ignore counterarguments or alternative interpretations. Acknowledge opposing viewpoints and address them in your analysis to strengthen your argument.

6. **Don’t Introduce New Information in the Conclusion:**
– Avoid introducing new information or arguments in the conclusion of an analytical paragraph. The conclusion should summarize and reinforce the points already discussed.

By following these do’s and don’ts, you can effectively write analytical paragraphs that are clear, persuasive, and well-supported.

Writing skills

Notice writing

Notice writing

Notice writing is used to inform or to give an announcement to a group of people about something, like, an event, or some important information. It conveys details of the information in a comprehensive manner. 

Notice writing

Why do we write notices?

Notices are pinned on notice boards/bulletin boards in schools/colleges. You can also see them in public places such as Government offices, banks, parks, malls etc. 

These notices convey information in a precise manner. They answer the questions such as what, where, when, why, and by whom the event will happen.

Notices are much easier to understand information quickly as they are to the point and clear.

Notice writing

What information does a notice contain?

Notices have only the key points but in a precise manner. Imagine information about an event is given to you in a paper which has 3 or more paragraphs about the event. We won’t have the patience to read everything. But in a notice, the information is short and sweet and the reader can understand better as unnecessary details are avoided.

A notice contains information such as,

What and when is the event, where is it going to take place, and by whom it is being conducted.

Notice writing

When can we write a notice?

Notices can be written not just to inform about events, But also for,

1. Invitations

2. Activities

3. Projects

4. Create awareness

5. Do’s and dont’s.

6. Visiting hours

7. Discount sale

8. Field trip

9. Interview

10. Seminar/Webinar.

11. Food festival

12. Contests

13. Competitions

14. Sports events

15. Any kind of sale, land, house, etc.

Components of a notice

All types of writings have a format that should be followed strictly. Here is the format or the template of notice writing. Notice writing is very easy compared to other forms of writing. 

1. Name of the institution – Answers the question – by whom?

2. The heading – NOTICE.

3. Date (when the notice was issued)

4. Title

5. Purpose of the notice – body (what, when, and where) (event details)

6. Concluding lines

7. Signature and designation

Notice writing

1. Name: The first and foremost thing to start a notice is to write the name of the organization or institution from where the notice is being issued. 

2. The heading NOTICE – As the name suggests is section contains the heading/title as notice.

3. Date: The date when the notice was issued. It is written in the left corner of the notice. 

4. Title: The actual heading of the notice. This helps the readers get an idea of what the notice is about. The title should be correct so that the readers should not be confused or deviated from the topic. It’s better to write the heading in bold.

5. Purpose of the notice – Body – This main content should be short and precise. It should be informative and unnecessary details should be avoided. Avoid paragraphs. This section includes the details such as date, time, venue, eligibility and duration.

6. Concluding lines – After the body, the concluding lines follow, like

“For further details, contact the school office.” 

“For more information contact the administrative office.”

7. Signature and designation – The signature of the person issuing the notice and their designation in block letters on the left-hand side of the page. 

Template of notice writing

Notice writing

Examples of notice writing

Notice writing
Notice writing
Notice writing
Notice writing
Notice writing

Try it out yourself

Notice writing
Notice writing

Keep noticing and get them to notice too.

Sentence Syntax · Writing skills

Direct and indirect object

Direct and indirect object

The sentence formula 8 and 9 involves direct object and indirect object. It explains how to frame a sentence with a direct object and an indirect object. So let’s first see what is direct and indirect object.

Direct Object

The subject acts upon a thing and is called the DIRECT OBJECT. It receives the action of the verb. It is the noun or pronoun receiving the action. 

It answers the question “what” or “whom“. If nothing answers what or whom, there is no direct object. Direct objects can be noun, pronoun, phrases or clauses. Let’s see the formula.

Subject + verb + direct object(who or what)

First find the subject and verb(action word) in the sentence. 

Then as the question ‘whom‘ or ‘what‘ the verb is acting upon. Direct objects are mostly nouns, but it can also be a pronoun, phrase or clause.

The words in orange are subjects, blue are verbs and in pink are direct objects.

1. I found the book.

2. Sam took the pen.

3. Who made the pot?

4. You eat by yourself.

5. We designed the jewels.

6. They took the bus.

7. Who spilled the milk?

8. You should pass the ball.

9. The children eat ice cream.

10. The truck hit the wall.

11. She opened the packet.

12. I ate the burger.

13. She stole the watch. 

14. I bought a clock and sold a watch.

       (This sentence has two direct objects. The direct object for the verb bought is clock and the direct object for the verb sold is watch. ‘I’ is the subject.).

15. I caught the ball. 

16. Indians eat rice.

17. I love coffee.

18. She loves climbing the mountains.

19. Sarah paints a scenery.

20. My sister gifted  a pen.

21. I wrote the script.

22. I liked the profile.

23. I dropped the camera.

24. She spilled the milk. 

25. I filled the bucket.

Indirect Object

Indirect objects receive the action of the direct object. They are used for intransitive verbs and at times preceded by prepositions. An indirect object answers the questions of “for whom”, “to whom”, or “for what”. 

Subject + verb + indirect object + direct object.

1. I gave Sam the box.

Subject – I

Verb – gave

Direct object – the box

Indirect object – Sam

The question that should be asked for this sentence is, To whom did I give the box?

Answer: to Sam. So, Sam is the indirect object.

More examples of indirect objects.

Example

Direct Object

Indirect Object

Verb

I gave her his pen.

pen

her

gave

Sam ate his burger.

burger

his

ate

Sara gave him an invitation.

invitation

him

gave

You must tell the details to the professor.

the details

the professor

tell

Take his file. (No subject)

file

his

Take

I sent Sam a receipt.

receipt

Sam

sent

I have bought my husband a car.

a car

husband

bought

I paid Ralph the money.

money

Ralph

paid

I gave Paul the pillow.

pillow

Paul

gave

I filled him his bucket.

bucket

him

filled

The lecturer told us a story.

story

lecturer

told

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 7

Sentence Formula Part 7

Simple verb structures

Hope you have gone through the first six formulas and it was useful. 

While learning a new language it might be quite easy to learn alphabets, words, etc. When it comes to framing sentences it is quite a task. 

But these formulas will be quite helpful for beginners and for those who are learning the language new. These are like Math formulas, where in case you struggle to speak or frame sentence you can recall the formula and build up a sentence. And, on the go, you will catch up fluency.

Sentence formula 7

make sentences

Let’s learn the formula 7. This is quite a simple formula where it is recommended for kindergarten or grade 1 students where they make a transition from words to simple sentences. 

The teacher can use this formula and aske the kids to frame sentences for all the objects, people, animal, birds, i.e., NOUNS around them. 

So the teacher should have taught nouns and verbs and then teach this formula to better understand the exercise.

Now coming to the formula:

Subject + verb

It’s quite simple right! Yes we can frame a sentence and speak or write with just a subject and a verb.

make sentences

Let’s see a few example sentences for the above formula.

Frame sentences wit a subject and a verb - part 7
Frame sentences wit a subject and a verb

Examples

Just think of a noun and and a related verb for the noun and frame a simple sentence. A few examples:

Always begin the sentence with a capital letter and end it in a full stop.

1. Tom is reading.

2. Predators kill.

3. The Sun is rising.

4. Peacocks dance.

5. I am praying.

6. The Moon glows.

7. The Moon is shining.

8. Dogs bark.

9. Lions roar.

10. Sam is sleeping.

11. We are studying.

12. They are playing.

13. Cats bite.

14. People are running.

15. The kid is going.

16. The baby is smiling.

17. Paul was dancing. 

18. Birds flew.

19. The egg is hatching.

20. The leopard ran.

The words in RED are subjects and the words in BLUE are the verbs.

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 6

Make sentences with gerundial phrase.

want to speak fluent English? Train yourself more in framing sentences. This may not sound acceptable, but once you train yourself to frame flawless sentences, you can slowly achieve your fluency. 

For those who find it difficult, these formulas come in handy. You have to just remember the formulas and apply words in those places and speak. This is the 6th formula which we are going to see, and will be of great help to middle schoolers. 

After each grammar topic is taken, you should train more by framing sentences on that particular topic. As almost all grammar topics are interconnected, moving on to the next one without learning the first one, may lead to a confusion or improper understanding of the language. 

So, the teacher should ensure that this is done, i.e., enough practice is given through worksheets or activities and make the child understand the grammar concept and then move on to another.  

Formula 6:

It + be + (no use)etc + gerundial phrase.

We are going to start our sentence with an “It”, followed by ‘be verb’ and then a gerundial phrase.

Example:

It was fun talking to you.

Start your sentence with ‘It’, 

was – refers to the event that happened in the past tense. 

Adding “ing” to the verb makes it a gerund.

Here, its – talking

Gerundial phrase – talking to you.

Talking to you is a phrase. Since it has a gerund in it, it is a Gerundial phrase.

[[- A phrase is a group of words that has no subject or predicate.

– A phrase can either have a noun or a verb but not both. 

– A phrase cannot stand on its own.]]

Sentence Syntax · Writing skills

Sentence Formula – Part 5

Make sentence with an adjective and 'to' infinitive.

Alphabets form words, words form sentences, sentences are linked with linking words forming compound and complex sentences. Sentences form paragraphs and paragraphs form essays. 

As we have already discussed a lot of how important framing sentences in a child’s education while learning a language. If the child doesn’t learn it correctly in the primary and middle school level, he/she may find it extremely difficult in high school, college, interviews and in his/her job environment. He/ she may stammer a lot as the child did not master the basic skill of forming sentences. 

Let’s jump into formula No.5 without any delay.   

Sentence Formula 5:

It + be + adjective + 'to' infinitive.

This formula no. 5 is looking similar to Formula No.2. Let’s do a comparison.

Formula 2 is:

Subject verb Adjective ‘to’ infinitive.

In formula 2, we start the sentence with a subject like Sara, book, carpet, cat, dog, pen, table etc. 

Example: This book is difficult to solve.

Subject: This book.

Be verb: is – used when the subject is singular and the event happens in the present tense.

Adjective: difficult. (Adjectives are describing nouns).

‘to’ infinitive: to solve. (When ‘to’ is followed by a verb, it is called a ‘to’ infinitive.

In formula 5, we are starting the sentence with “It”, followed by the “be verbs” (am, is was were, are), then an adjective and conclude with a “to” infinitive.

Start the sentence with 

It is (for events that happens in present tense), 

It was (for events that happens in past tense), 

It will be (for events that happens in future tense) or 

It may be (to speak of something which you are not sure of).

Adjective to be used are:

easy, difficult, hard, bad, cruel, impossible, possible. 

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 4

Sentence formula -4

Make sentences

Make sentences with adjectives expressing emotion or desire.

A child excels in English or in any language he/she learns, once she masters the skill of framing sentences with the grammar topic or any new vocabulary word the child learns. But sometimes, a few students who are new to the language find it difficult to do so even after n times of practice. For them, they can try these formulas and just apply words and easily make sentences. They have to just remember the skeleton of the formula. 

Now we are going to have a look on Formula No. 4.

Sentence Formula 4:

Adjectives expressing emotion or desire.

Subject + verb + adjective + 'to' infinitive.

This formula looks familiar for those who have been going through all the formulas so far. 

Yes, it’s same as our formula no.2. The difference is that we were framing sentences with adjectives like, impossible, hard, easy, pleasant in formula no. 2. 

But, here we are going to practice with adjectives that express emotions or desire. The formula is the same. 

I want to differentiate it and show to have a clear idea, and so 2 different posts. 

What are the adjectives that express emotions or desire? 

Fear, scared, afraid, happy, sad, angry, patient, anxious, eager etc.

Example: He was desperate to go there. (DESIRE).

Subject: He

Be verb: was (Event happens in past tense, he refers to one person so singular)

desperate: adjective expressing desire.

‘to’ infinitive: to go (to followed by a verb is called ‘to’ infinitive).

conclude as – to go there/to go to the party etc. 

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 3

Make sentence

Make sentence with an adjective.

Imagine we are going to learn a new language, guess what’s the most difficult part? Yes, framing sentences. We can somehow learn the new alphabets and the new vocabulary words everyday. But when time comes to make sentences to write and speak we struggle. Why is that? It is so because, each language has its own grammar rules which has to be followed for proper understanding of the language.  

Formulas are not just for Math, let’s also use it. It’s quite useful for beginners, primary and middle school students, for someone who is learning English for the first time and even for those who have just come to check whether these formulas are correct or not. Be it anyone, let’s give it a try, for if even any ‘one’ of you benefits, I’ll be the most happiest one. 

Sentence Formula 3

It + be + adjective + of + noun/pronoun + 'to' infinitive.

In our formula 3, we start the sentence with “It”, followed by the “be verbs” – (am, is, was, were are), then add an adjective + “of”, followed by a noun/pronoun and conclude with a “to” infinitive.

1. For this formula, we will be using only 2 be verbs, “IS, WAS. This is because, after “It”, only these two be verbs can appear. 

2. Then, add an adjective according to your sentence of what you are trying to explain. After the adjective add an “of”, followed by a noun/pronoun.

3. The noun refers to the name of person, place, animal or thing. 

4. Pronoun is used in the place of noun, i.e., him, her, you, me, them.

5. Finally finish your sentence with a “to” infinitive. It refers to that after the word to a verb is added. Like, “to eat”, “to dig”, “to sleep”, “to wake”. This is called a to infinitive

Example:

“It is nice of you to share your food”.

1. Here, we start the sentence with “It”.

2. We use the be verb, “is”.

3. Our adjective is, “nice”. Adjectives are describing noun. In our sentence, instead of a noun we have used a pronoun, “you”.

4. After the adjective add the word “of”.

5. Add a noun or pronoun. Our pronoun here is “you”.

6.Add the “to infinitive“. Here, it is “to share”.

7. Complete it as “to share your food”.

Some more examples with the same adjective (NICE):

*  It is nice of you to bring a cake.

*  It is nice of you to take care of me.

*  It is nice of you to help me.

*  It is nice of you to wash the clothes/vessels.

*  It is nice of you to follow the procedure/rules.

*  It was nice of you to give me medicines.

*  It was nice of Sam to come to the party.

*  It was nice of Paul to show his project.

*  It was nice of them to play at the tournament.

*  It is nice of them to share their views.

The following adjectives can be used in this pattern:

brave, wrong, polite, nice, cruel, cowardly, wicked, silly, careless, foolish, unwise, stupid, clever, wise, good, kind, considerate, generous.

 Hope these example are useful.

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 2

Sentence syntax 2

Make sentences with impossible, hard, easy, difficult.

At school level, a child is trained to write small paragraphs or short stories or given a comprehension passage to improve his/her reading and writing practice. As they move to higher classes their level of writing goes to next stage where the sentence turn into complex and compound sentences. More activities are also done to improve speaking and writing like role plays, dramas, public speaking, sharing experiences etc. All these are done just to get a deeper knowledge about the rules of how to use the language in the correct way without any glitch while one talks or writes.

To achieve the desired results, the basic learning starts in primary where the child learns to frame sentences. So, the teacher should ensure that the child frames proper sentences after each grammar topic is taken. More worksheet and exercises should be given for practice. Without achieving this, if the child goes to the next grade, the child may find it difficult to cope up with the current syllabus as he/she is not thorough with the previous one. 

For those kids who find it difficult with framing sentences, these formulas may help, as they have a pattern and the child should just apply words in the place of the formula taught. Let’s move on quickly to formula No. 2.

How to use the words - impossible, hard, easy, difficult in a sentence?

This formula is suitable for students from grade 3 onwards as they would be introduced to “ADJECTIVES”. 

We are going to see how to frame sentences using adjectives “impossible, hard, easy, difficult, pleasant.

The formula is

Subject + verb + adjectives mentioned above + to infinitive.

Start your sentence with a Subject, followed by the adjectives given above (impossible, hard, easy, difficult, pleasant) and conclude with a “to infinitive”.

To infinitive:

-to is placed before the base form of the verb to form the -to infinitive.

to eat

to sleep.

For example,

The sweet is pleasant to eat. 

The sweet unpleasant to eat.

The subject here is ‘sweet’. The is the article. We are using ‘the’ as we are speaking about a specific sweet. Sweet is the subject, pleasant is the adjective and conclude the sentence with a “to infinitive”. Here it is “to eat”.

Worksheet

Sentence Syntax · Writing skills

Sentence Formula – Part 1

Sentence part 1:

How to start the sentence with 'there'?

All living organisms communicate with each other in their own ways including birds, animals etc. Humans communicate through languages. We are having various languages according to the region we live in. 

There are a set of rules to be followed to speak or write a particular language. In order to speak or write that language we have to master that language and practice it a lot to master it. 

For that purpose schools and colleges have been created to impart and expand our learning abilities for us to be successful in future. Only if we know a particular language we can further keep on learning and  understand what is being taught in colleges and universities. So at school level itself we should master the language. This helps us a lot in facing seminars, projects, assignments, group discussions, even simple examinations etc. 

There should be a proper correlation between what we think and what we speak or present.  Or else it would be total disaster. To avoid these let’s learn from basic. 

This sentence formula one is useful for primary students and beginners to help frame sentences at ease. Hope its helpful for teachers. I have attaches a pdf worksheet too, as practice makes a man perfect.

Our sentence formula 1 is:

There + be verb + Subject.

First let’s see what ‘be’ verbs are: 

am, is was, were, are.

am

is

was

were

are

Used when the subject is "I", i.e., when I talk about myself.

Used when the subject is singular and when the event happens in the present tense.

Used when the subject is singular and when the event happens in the past tense.

Used when the subject is plural and when the event happens in the past tense.

Used when the subject is plural and when the event happens in the present tense.

There + be verb + Subject.

This formula is beginners and primary students who are introduced to be verbs. It helps them frame sentences with be verbs. The teacher can use this formula for students who find it difficult to frame sentences or for all students indeed to form proper sentences.  

Like, how we learn formulas in Math and tables which we remember for a lifetime (which is because of repetition), we can adopt this in our English too for those who find it difficult to learn the language. Even if they forget while speaking they can just recall the formula and frame accordingly. 

In this formula, we start our sentence with “There”, followed by the be verbs and then a subject.

As given in the table above, the be verbs are applied according to the subject whether its singular or plural and whether the event happens in the past, present or future tense. 

So always remember while speaking or writing look for the SUBJECT and the TENSE and write accordingly.

For example, 

In the first sentence in the picture, 

“There is a bottle near my table”.

Bottle – singular. 

Event – present tense.

So, we use “is”.

Similarly examine for the other 4 sentences in the picture above. 

Start your sentence with ‘there’, use be verbs according to your sentence(depending on whether the event happens in past or present tense and whether the subject is singular or plural). Refer the table above.

 

Worksheet with answers