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Demonstrations of sentences where the semantic interpretation is bound to context or knowledge of the world. The large ball crashed right through the table because it was made of Styrofoam: ambiguous use of a pronoun: The word "it" refers to the table being made of Styrofoam; but "it" would immediately refer to the large ball if we replaced ...
English students are sometimes taught that a paragraph should have a topic sentence or "main idea", preferably first, and multiple "supporting" or "detail" sentences that explain or supply evidence. One technique of this type, intended for essay writing, is known as the Schaffer paragraph.
The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.
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).
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."
So we would only have complete context given for everybody by saying the loquacious "In the mathematical theory of buildings, used in group theory". Anyway, the point of this note is to say that giving complete context will sometimes be quite wordy. But I do agree that we should give as much context as concise sentence structure allows.
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