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A sentence diagram is a pictorial representation of the grammatical structure of a sentence. The term "sentence diagram" is used more when teaching written language, where sentences are diagrammed. The model shows the relations between words and the nature of sentence structure and can be used as a tool to help recognize which potential ...
The letters KWL are an acronym, for what students, in the course of a lesson, already know, want to know, and ultimately learn. It is a part of the constructivist teaching method where students move away from what are considered traditional methods of teaching and learning. In this particular methodology the students are given the space to ...
A typical sentence contains one independent clause and possibly one or more dependent clauses, although it is also possible to link together sentences of this form into longer sentences, using coordinating conjunctions (see above).
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian Rotter and Janet E. Rafferty in 1950. [1] It comes in three forms i.e. school form, college form, adult form for different age groups, and comprises 40 incomplete sentences which the S's has to complete as soon as possible but the usual time taken is around 20 minutes, the responses are usually only 1 ...
A major sentence is a regular sentence; it has a subject and a predicate, e.g. "I have a ball." In this sentence, one can change the persons, e.g. "We have a ball." However, a minor sentence is an irregular type of sentence that does not contain a main clause, e.g. "Mary!", "Precisely so.", "Next Tuesday evening after it gets dark."
Sentence 1 is an example of a simple sentence. Sentence 2 is compound because "so" is considered a coordinating conjunction in English, and sentence 3 is complex. Sentence 4 is compound-complex (also known as complex-compound). Example 5 is a sentence fragment. I like trains. I don't know how to bake, so I buy my bread already made.
Levels of Knowing and Existence is concerned with the principle of general semantics and toward that end provides "invariable contextual insights into understanding Alfred Korzybski's Science and Sanity, discussing epistemological, ethical, aesthetic, etc., problems."
When students look at pictures as a reference, a strategy that is encouraged by whole language proponents, they will sometimes stop at the unknown word, look at the picture or consider the overall meaning of the sentence, then say a word that makes sense in context, rather than use graphophonemic clues. With such an approach, a child may read ...
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