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Running head: COMBINING CLAUSES i
Combining Clauses: Writing Compound and Complex Sentences
Darlene Ferri-Kurjack, Daniella Krantz, Kayla Skarbakka, and Sara Trovinger
Purdue University
COMBINING CLAUSES ii
Table of Contents
Section 1: Analysis ..........................................................................................................................1
Introduction ................................................................................................................................1
Needs Assessment and Instructional Goals ...............................................................................2
Goal and Task Analysis .............................................................................................................4
Learner Analysis ........................................................................................................................4
Prior Knowledge of Topic Area .......................................................................................... 4
Attitudes Toward Content and Delivery System ................................................................ 5
Academic Motivation.......................................................................................................... 6
Educational and Ability Levels ........................................................................................... 6
General Learning Preferences ............................................................................................. 7
Attitudes Toward Training Organization ............................................................................ 7
Group Characteristics.......................................................................................................... 7
Context Analysis ........................................................................................................................8
Performance Context Analysis ........................................................................................... 8
Learning Context Analysis ................................................................................................. 8
Section 2: Design ...........................................................................................................................10
Design Evaluation Chart ..........................................................................................................10
Instructional Strategy Plan .......................................................................................................21
Section 3: Development .................................................................................................................34
Workshop Agenda ...................................................................................................................34
Workshop Materials .................................................................................................................34
Section 4: Implementation, Evaluation, and Revision ...................................................................35
COMBINING CLAUSES iii
Implementation Report ............................................................................................................35
Overview ........................................................................................................................... 35
Design ............................................................................................................................... 35
Trial Overview .................................................................................................................. 36
Instructions to Participants ................................................................................................ 37
Assessment Reports: Learner Performance .............................................................................38
Pretest Assessment ............................................................................................................ 38
Assessment Structure: Instruction and Activities ............................................................. 38
Post-Test Assessment........................................................................................................ 39
Feedback: Workshop Debrief ..................................................................................................39
Formative Evaluation and Revision .........................................................................................39
Cluster Assessments Synthesis ......................................................................................... 39
Instruction and Materials Evaluation ................................................................................ 40
Summary of Results .....................................................................................................47
References ..........................................................................................................................49
Appendix A: Goal Analyses ..............................................................................................50
Appendix B: Task Analyses...............................................................................................51
Appendix C: Workshop PowerPoint Slides .......................................................................53
Appendix D: Workshop Handout ......................................................................................64
Appendix E: Pretest Rubric, Results, and Feedback..........................................................71
Appendix F: Practice Activities .........................................................................................72
Appendix G: Subjective and Observable Data From Clusters 1-4 ....................................76
Appendix H: Post-Test Objective Rubric ..........................................................................87
COMBINING CLAUSES iv
Appendix I: Posttest Data ..................................................................................................88
Appendix J: Feedback: Workshop Debrief Survey and Results ........................................89
Appendix K: Synthesis of Student Performance Data .......................................................92
COMBINING CLAUSES 1
Section 1: Analysis
Introduction
Many college students have difficulty with grammatical rules, from simple to complex, in
the English language. These conventions can be especially frustrating for people who are not
native English speakers or for those who are unaccustomed to academic writing. Because solid
writing skills are essential to academic success and in many cases to professional success as well,
it is important to address the needs of university students who are underprepared to meet the
demands of their professors.
The teaching staff at an open-enrollment university has demonstrated a need for
additional writing instruction support for both adult learners and non-native English speaking
students. During a faculty meeting, faculty from across the disciplines identified poor student
writing skills in academic papers as a major concern for two chief reasons: (a) students were not
succeeding in their assigned writing tasks and (b) upon graduation, those students and their skills
will represent the university to employers and the community at large. The top writing concern
identified by faculty and tutors is difficulty combining dependent and independent clauses in
grammatically correct ways.
The university lacks a school of humanities and English department; it also does not
require a writing placement test upon admission. Subsequently, many students who require
significant writing assistance are poorly supported. The university does staff a Writing Center
(WC), which has become the de facto location for writing instruction and the only place students
can reliably seek in-depth writing support. Here, students may seek one-on-one tutoring on
individual assignments from professional tutors; however, demand for this service far exceeds
appointment availability. As no budget exists for hiring new tutors, the WC has been tasked with
COMBINING CLAUSES 2
offering hour-long workshops on writing concerns in the hopes of serving more students and
increasing student writing ability.
In response to these concerns, this non-credit workshop seeks to teach students to
combine dependent and independent clauses with confidence and accuracy. Since this workshop
will not cover the entire field of punctuation, a one-hour workshop should be sufficient to equip
students with the necessary skills. By the completion of the workshop, students will be able to
combine independent and dependent clauses in a simulated environment.
Needs Assessment and Instructional Goals
In order to justify the cost of the instruction to the College Board of Directors, a task
force convened to affirm that student needs were consistent with teacher opinion. The group
conducted a three-step study to assess the need for the workshop:
The task force delivered a scaled assessment survey to the demographic study body of
adult learners and non-native English language speaking students. The students were
required to self-assess their comprehension of clauses in sentence structure and their
interest in taking the non-credit workshop. Survey results indicated that 5% of
students admitted to having no knowledge of clauses in sentence structure and 77%
admitted to having limited knowledge. Furthermore, 80% of students expressed
“strong interest” in the workshop, 10%, expressed “somewhat interested,” 5% chose
“not interested.” The survey had a response rate of 95%.
The WC director surveyed faculty to understand the scope and nature of students’
writing concerns and to inform of the goals and content of these workshops.
According to this survey, faculty were chiefly concerned with students’ inability to
compose correctly structured sentences specifically in reference to combining
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dependent and independent clauses. Faculty estimated that 60% of students struggle
with this issue.
WC staff also analyzed 100 student papers. The task force determined that 70% of the
papers were deemed to have more than 45% incorrect combinations of clauses
throughout the paper.
Taking the mean from the faculty survey and paper analysis, the task force estimated that
65% of students struggle significantly with combining clauses. The group determined that they
would like to see these percentages reduced as follows:
1% of students admitting no knowledge (a gap of 4%)
40% of students admitting limited knowledge of clauses (a gap of 37%)
30% (or less) of papers demonstrating issues with clauses (a gap of 35%)
25% (or less) of the paper demonstrating significant error (a gap of 20%)
The university Board of Directors concluded that the current resources of the WC were
inadequate to support the writing skills of adult learners and the non-native English-speaking
students. The collected data supported the need of instruction specific to clause comprehension
in sentence structure. Given the desire for real time feedback and face-to-face instruction, it was
determined that a workshop would be able to best meet learners’ goals and would be a cost-
effective solution that was consistent with the university’s budget.
There are two specific behaviors to be implemented with this workshop. First of all, the
workshop will teach and reinforce the proper use of semicolons and commas and emphasize
error identification and revision. Also, the workshop will allow for the participant to compose
grammatically correct combinations of dependent and independent clauses. The instructional
COMBINING CLAUSES 4
goal of the workshop is as follows: Students will demonstrate the ability to write grammatically
correct compound and complex sentences in their academic papers.
Goal and Task Analysis
The goal analysis is available in Appendix A, and the task analysis is available in
Appendix B.
Learner Analysis
The target learners for this workshop are adult and non-native English speaking students
in an open enrollment university who have either self-identified as needing help with sentence
structure or who have been encouraged by their faculty to seek assistance.
Prior Knowledge of Topic Area
All students are assumed to have basic, functional English literacy, and all students have
received at least some experience in grammar and writing in their previous education (high
school or equivalent; some students also have previous college experience). Assumed entry skills
include basic knowledge of sentence components as follows: basic sentence structure including
subjects and predicates and basic parts of speech including nouns, verbs, adjectives, adverbs, and
conjunctions. It is assumed that native English speaking students learned these skills in prior
education and that international students possess these skills as evidenced by a passing TOEFL
score, a requirement for university admission.
Many students on the initial survey indicated that they have a recollection of being taught
the material at some point in their educational career but do not remember mastering and
applying the use of the information. Many of these students previously attended underprivileged
schools where, they report, quality grammar education, exposure to academic writing
expectations and conventions, and university-level writing opportunities were not provided. As a
COMBINING CLAUSES 5
result, many students have cultivated bad writing habits and fossilized errors. Additionally,
approximately 40% of the students served at the WC are international and nonnative English
speaking students. These students often have limited experience with writing assignments and
demonstrate first-language interference in terms of structuring their sentences. Research
conducted by Baer, Cook, and Baidi (2006) confirm these observations:
Only 5% of college students arrive with basic document literacy, described as the
ability to search, comprehend, and use information from non-continuous texts in
various formats.
Only 40% of students graduating from 4-year colleges are proficient in knowledge
and skills required to search, understand, and use information.
The percentage of U.S.-born students in 4-year colleges and universities with
proficient prose and document literacy was greater than the percentage of foreign-
born students.
These results support the need for additional instruction for the target student population.
Attitudes Toward Content and Delivery System
Students served by the WC typically lack confidence in their writing and grammar skills.
Many are intimidated by rules that often seem nebulous and arbitrary. Students report grammar
as their most common concern in their writing, even when larger concerns are present, indicating
a strong interest in improving in this area. Most students understand that better grammar will
allow them to communicate more successfully in the classroom and expect a workshop that is
highly relevant to their needs.
Students may approach the workshop delivery system with a mixture of enthusiasm (for
the introduction of a new service) and resistance (due to the fact that workshop preparation and
COMBINING CLAUSES 6
delivery will necessitate a temporary reduction in one-on-one appointment availability). Students
consistently identify one-on-one appointments as their preferred method of delivery, and may
resent the lack of individual attention in the workshop setting. However, faculty were asked to
facilitate discussion in classes with students regarding their interest in the workshop topic, and
most reported enthusiasm from the students as well as approval towards the college to offer this
workshop at no additional cost. Students also reported that having an instructor demonstrate this
writing skill and allow them to ask individual questions about this process would assist to correct
any misconceptions. Several students were noted to be impressed by the administration’s
motivation to supply this additional resource to influence academic success.
Academic Motivation
Students entering the workshop are assumed to be motivated to improve their
grammatical knowledge. According to many students, they would like to perform well in
academic writing early in their college career rather than receiving poor grades on assignments.
Students see better writing as leading to better grades (most are very motivated by grades), and
many have also been encouraged to attend by their professors. Additionally, because the
workshop is voluntary, it can be assumed that attendees will be highly motivated.
Educational and Ability Levels
The students who seek WC support typically lack confidence in their writing skills.
While they are often competent in their disciplines, they struggle with expressing their ideas
effectively in writing. One common concern is the ability to move beyond communicative
language to academic language. Students often report knowing their writing needs to be
sophisticated, nuanced, and formal, but lack an understanding of how to create this kind of
COMBINING CLAUSES 7
language (sentence structure errors can often be attributed to an ineffective attempt to elevate
writing style and tone).
General Learning Preferences
As mentioned previously, students are accustomed to receiving highly individualized
attention from the WC, and it can be assumed that most students would prefer one-on-one
support rather than one-to-many support. However, students experience numerous instructional
formats at the university, including large-scale lectures and smaller discussion-based classes.
Generally speaking, the smaller the class size and the more individual attention that is given, the
more satisfied the students are and the more they feel they have learned.
Attitudes Toward Training Organization
Students consistently report high levels of satisfaction with the WC; indeed, student
surveys indicate that the WC is the most highly rated of the university’s support services.
Students report WC staff to be competent, respectful, and helpful.
Group Characteristics
The student body in general is highly heterogeneous across numerous variables, including
age, previous education, degree program, first language, gender, and writing skill and
confidence. According to the present demographic of the college population, adult learners
comprise of 20% of the 600 members of the student body and non-native English speaking
students are comprised of 10%. There is a 5% overlap of non-native English speaking students to
the adult learning population.
Several generalizations can be made of the students who most frequently use the WC
services. They are typically nontraditional students in the 28-40 year old age range. Whether or
not they identify as native English speakers, they see writing, and grammar in particular, as a
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significant area of concern. Additionally, many are of a lower socioeconomic status and are first-
generation students. Therefore, they see academic success and earning a degree as important
personally, as well as in terms of professional advancement, and they are also eager to proceed
quickly through their respective programs for financial reasons.
Context Analysis
Performance Context Analysis
Students will use their writing skills in their academic assignments throughout their
programs. Because writing support is limited at the university and writing is a solitary activity,
consisting of the student and a laptop, students need to develop as much independence,
autonomy, and confidence as possible. That is, they must become accustomed to analyzing their
own writing for grammatical errors so they can effectively proofread their own work.
There is strong support from the teaching staff to evolve the proper instructional design
and focus of the workshop to ensure that it will prepare students for the performance context.
Teachers met and provided an agreed-upon rubric of writing requirements so the content of the
workshop properly aligns to academic requirements. In addition, samples of completed writing
assignments from the target population, created in the performance context, were supplied to the
workshop instructor in order to determine common gaps to utilizing clauses in the creation of
sentence structure. There is also an understanding that through feedback of participants, future
workshops on the topic of applying clauses for grammatically correct sentence structure may
require some refinement.
Learning Context Analysis
Two WC staff members have been assigned to present the session. The instruction
consists of a one-hour face-to-face workshop led by a qualified instructor and will be held
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throughout the semester at varying times of day to accommodate various class schedules and
additional students.
The workshop will take place in the WC assigned space on campus, which is a
conference room adjacent to the library desk. The conference room can accommodate 50 people
and consists of numerous tables and chairs that can be arranged in various ways to facilitate a
number of activities (e.g., small group work or individual work); however, as previously
mentioned, the workshops will have a maximum of 20 students. For students new to the college,
utilizing this venue will serve the purpose of introduction to the writing resources and support
materials that the college provides through the WC. The WC will supply laptops, borrowed from
the library, for all students; a copy of the workshop’s activity worksheet will be downloaded on
each laptop for easy access.
The conference room presents a variety of constraints, including distracting activity at the
nearby library desk. Plug-ins will likely be in short supply as students will be on their laptops
during the entire session; the WC will supply power strips, borrowed from the university, to
address this shortage. Finally, while conducting exercises on laptops will simulate the writing
process, no workshop activity will be able to accurately replicate the experience of writing an
academic paper, so the authenticity of activities will need to be carefully considered.
In order to perpetuate students’ knowledge transfer, the College Board of Directors has
also allowed additional funds to ensure that content and reference material provided through the
workshop instruction are available for additional future reference via printing or handout from
the respective online and physical resources provided by the WC on Campus. These elements
will be incorporated into the instructional design of the workshop in the form of a PowerPoint
presentation that will be both presented and e-mailed to students as well as an activity worksheet.
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Section 2: Design
Design Evaluation Chart
Main Instructional Goal Terminal Objective Test Item
Students will demonstrate the
ability to write grammatically
correct compound and complex
sentences in their academic
papers.
On a laptop in a workshop
setting, demonstrate the
ability to write
grammatically correct
compound and complex
sentences.
Write a one-paragraph essay
using varying sentence
structures. Your essay should:
Include two correctly
structured compound
sentences and two correctly
structured complex
sentences.
Contain appropriate
punctuation.
Express a single, cohesive
idea.
Main Step in Instructional Goal Objective Test Item
1. Pick a topic to write about. Given a list of writing
prompts, pick a topic to
write about. Topic should be
familiar to learner and
sufficiently focused to
address in a short paragraph.
Select a topic for your essay.
You may pick a topic of your
own choosing or select one of
the following:
A description of one room
in your home.
A description of one career
goal.
A narration of your morning
routine.
A summary of your favorite
book or movie.
Remember that if you pick
your own topic, it should be
specific enough that you can
explore it in a single
paragraph. Write your essay
topic on your laptop as the
title of your essay.
Main Step in Instructional Goal Objective Test Item
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2. Determine main points to
address.
Haven selected a writing
topic, list the main points to
address in the paragraph.
Main points should be
appropriate in scope to
address in one or two
sentences and, combined,
should express a complete
idea about the topic.
Brainstorm three or four main
points to write about your
topic and list these points as
an outline beneath your essay
title.
Main Step in Instructional Goal Objective Test Item
3. Write a compound or
complex sentence.
On a laptop, write either a
compound or a complex
sentence. Sentence should
be structurally correct and
contain either two
independent clauses or an
independent and dependent
clause, correctly joined
together with appropriate
punctuation and, if needed,
a conjunction.
Write a sentence in your essay
based on your outline. Your
sentence should be either
compound or complex, which
means it should either include
(a) two independent clauses or
(b) a dependent and
independent clause.
Subordinate Skill Objective Test Item
3.1 Write main sentence. On a laptop, when prompted
to begin writing, write a
sentence. The sentence
should contain a subject and
predicate and express a
complete idea.
Using your outline of main
points to address in your
essay, write a complete
simple sentence on your
laptop.
3.2 Add additional clauses as
needed to form compound or
complex sentence.
On a laptop, given a main
sentence, write additional
clauses as needed to form a
compound or complex
sentence. Clauses can be
independent or dependent as
long as they are correctly
connected to the main
sentence using appropriate
punctuation and/or
conjunctions.
On your laptop, take your
previously written simple
sentence and either (a) add an
independent clause to form a
compound sentence or (b) add
a dependent clause to form a
complex sentence. Make sure
to use appropriate punctuation
as you connect your clauses.
COMBINING CLAUSES 12
3.2.1 Add an independent
clause to another independent
clause (compound).
Given two unconnected
independent clauses,
connect them using either a
semicolon or a comma and
conjunction to form a
compound sentence.
Consider the following
independent clauses:
James was sick yesterday
He missed the meeting
Write a compound sentence
combining these two
independent clauses.
3.2.2 Add a dependent clause
to an independent clause
(complex).
Given an independent and a
dependent clause that are
currently unconnected,
connect them to form a
complex sentence. The
dependent clause may
appear at the beginning of,
in the middle of, or
following the main
sentence; regardless of its
placement, it must be
connected using appropriate
punctuation.
Consider the following
dependent and independent
clauses:
Because he was sick
yesterday
James missed the meeting
Write a complex sentence
combining these two
independent clauses.
3.2.3 Classify compound &
complex sentences.
Given examples of
compound and complex
sentences, correctly classify
the sentences as compound
or complex.
Consider the following
sentences. Circle the
compound sentences and
underline the complex
sentences.
Without asking for
permission, the security
officer changed the locks.
Alice is going on vacation,
so she will miss the staff
retreat.
Next week is spring break,
but I will spend the whole
time at work.
The boy missed the bus
because he slept in too late.
COMBINING CLAUSES 13
3.2.4 Place dependent clause in
three different parts of a main
sentence per complex sentence
models
Given an independent
clause and a dependent
clause that are currently
unconnected, write
sentences in which the
clause is placed in three
different locations: (a) at the
beginning of the sentence,
(b) in the middle of the
sentence, or (c) at the end of
the sentence.
Consider the following
independent and dependent
clauses:
As biology students
Patricia and Ben are always
busy in the lab.
On your computer, write three
sentences combining these
clauses in which the
dependent clause appears:
Before the independent
clause
Within the independent
clause
After the independent clause
3.2.5 State that dependent
clauses can appear at the
beginning, middle, or end of
the main clause.
When asked where in a
main clause a dependent
clause can be added to form
a complex sentence, state
the beginning, middle, or
end.
In a complex sentence, where
can the dependent clause
appear in relation to the
independent clause? There are
three answers. Share your
responses with your small
group.
3.2.6 Define compound
sentence.
Given the term compound
sentence, define the term.
Definition should include
the presence of two
independent clauses.
In your own words, define the
term compound sentence.
Share your definition with
your small group.
3.2.7 Define complex sentence. Given the term complex
sentence, define the term.
Definition should include
the presence of an
independent and a
dependent clause.
In your own words, define the
term complex sentence. Share
your definition with your
small group.
3.2.8 Identify independent
clauses.
Given an independent
clause, identify it as
independent and explain
what makes it independent.
Consider the following
clause: Melissa is a new
student at Rockwell High
School.
Is this clause independent or
dependent? How can you tell?
Share your answers with your
small group.
COMBINING CLAUSES 14
3.2.9 Identify dependent
clauses.
Given a dependent clause,
identify it as dependent and
explain what makes it
dependent.
Consider the following
clause: Due to the earthquake
that caused millions of dollars
of damage.
Is this clause independent or
dependent? How can you tell?
Share your answers with your
small group.
3.3 Add punctuation as needed. Given a complex or
compound sentence that is
lacking internal punctuation,
add punctuation to the
sentence as needed to
correctly combine the
clauses.
In the following sentences,
add punctuation as needed to
correctly connect the clauses:
Because of his knee injury
Eric was unable to play
soccer this season.
The fundraising goal was
not met but the committee
said that the event was still a
success.
3.3.1 Recognize proper
punctuation for combining
clauses.
Given examples of
compound and complex
sentences with both correct
and incorrect internal
punctuation, identify which
sentences have correct
punctuation.
Write a ✔next to the
sentences with correct internal
punctuation.
Tim loves living in Sweden;
but he misses his family.
The dress, that my
grandmother used to wear,
fits me very well.
Morale is low at the
company, many employees
have quit recently.
3.3.2 Distinguish between
comma & semicolon usage in
compound & complex
sentences.
Given the terms commas
and semicolons as well as
the terms compound
sentence and complex
sentence, explain the
difference between how the
punctuation marks function
within these sentence types.
The explanation should
include the distinction that
semicolons are not used in
complex sentences and that
in compound sentences,
commas are used with
conjunctions while
semicolons are not.
How are commas and
semicolons used in compound
sentences? What is the
difference between how
commas and semicolons are
used?
Share your answers with your
small groups.
COMBINING CLAUSES 15
3.3.3 Correctly use semicolons. Given compound sentences
without internal
punctuation, add semicolons
to separate the independent
clauses.
In the following compound
sentences, add punctuation as
needed to correctly connect
the clauses:
Mike exercises every day he
is training for a marathon.
A winter storm warning is in
effect today all public
schools have been
cancelled.
Trini accepted a job in New
York now she needs to sell
her house in Denver.
3.3.4 State semicolon use
between independent clauses.
When asked how
semicolons function in a
compound sentence, state
that they are used to connect
independent clauses.
Where are semicolons needed
in compound sentences?
Share your ideas with your
small group.
3.3.5 Use commas in
compound sentences.
Given compound sentences
without internal punctuation
that include conjunctions,
add commas before the
conjunctions to separate the
independent clauses.
In the following compound
sentences, add punctuation as
needed to correctly connect
the clauses:
The new parents are
exhausted but they are also
very happy.
Kim wants to audition for
the orchestra so she
practices her cello every
day.
The patient complains of
chronic pain yet he refuses
treatment.
3.3.6 State comma use between
independent clauses joined by
conjunction.
When asked how commas
function in a compound
sentence, state that they are
used to connect independent
clauses that are joined by a
conjunction.
Where are commas needed in
compound sentences? Share
your ideas with your small
group.
COMBINING CLAUSES 16
3.3.7 Use commas in complex
sentences.
Given complex sentences
without internal
punctuation, add commas as
needed after, surrounding,
or before dependent clauses.
In the following complex
sentences, add punctuation as
needed to correctly connect
the clauses:
Without his glasses Jackson
is legally blind.
The car that I bought last
year has already broken
down.
Trinity College my alma
mater is raising funds for a
new dorm building.
3.3.8 State comma use after
introductory clauses &
surrounding or preceding
nonessential clauses.
When asked how commas
function in a complex
sentence, state that they are
included after introductory
clauses and surrounding or
preceding nonessential
clauses.
Where are commas needed in
complex sentences? Share
your ideas with your small
group.
3.3.9 Use correct punctuation
with essential & nonessential
clauses
Given a complex sentence
without internal
punctuation, add
punctuation as needed.
Response should indicate
that commas are needed
around or preceding
nonessential clauses but not
essential clauses.
The following sentences
contain highlighted dependent
clauses. Add punctuation as
needed around these clauses.
My father Patrick is a pilot.
Dr. Wilson the history
professor is on sabbatical.
I did not sleep well last
night which is why I am
crabby today.
3.3.10 Classify essential vs.
nonessential clauses.
Given a complex sentence,
identify whether the
dependent clause is essential
or nonessential to the
sentence’s meaning.
The following sentences
contain highlighted dependent
clauses. Write an E above
highlighted essential clauses
and an N above highlighted
nonessential clauses.
The dog that I want to adopt
is named Ginger.
Maria ordered the lobster,
which was the most
expensive item on the menu.
The students are stressed
because their finals are next
week.
The new employee, Noah, is
attending training.
COMBINING CLAUSES 17
Main Step in Instructional Goal Objective Test Item
4. Does sentence contain 2
independent clauses?
Having written a complex
or compound sentence,
identify whether that
sentence is compound (i.e.,
contains two independent
clauses).
Looking at the sentence you
wrote on your computer,
highlight it in yellow if it is
compound.
Main Step in Instructional Goal Objective Test Item
5. Does sentence contain at
least 1 independent and 1
dependent clause?
Having written a complex
or compound sentence,
identify whether that
sentence is complex (i.e.,
contains one independent
and at least one dependent
clause).
Looking at the sentence you
wrote on your computer,
highlight it in blue if it is
complex.
Main Step in Instructional Goal Objective Test Item
6. Does draft contain at least 2
compound and 2 complex
sentences?
Having written a short draft
on a laptop, identify
whether the draft contains at
least two compound and
two complex sentences.
In your essay on your
computer, your compound
sentences should be
highlighted in yellow and
your complex sentences
should be highlighted in blue.
Make sure that your draft
contains two of each sentence
type.
Main Step in Instructional Goal Objective Test Item
7. Have all main points been
addressed?
Having written a short draft
on a laptop, identify
whether all of the
previously identified points
were addressed and whether
the draft expresses a full
idea. Responses should
indicate a clear sense of the
scope and purpose of the
paragraph and an
understanding of whether
the draft meets those
expectations.
Compare your essay on your
computer to your original
outline.
1. Have you addressed all of
the main points in your
draft? (Y/N)
2. Does your draft express a
full idea about your essay
topic? (Y/N)
3. Are more sentences needed
to complete this idea?
Explain why or why not
below.
Main Step in Instructional Goal Objective Test Item
COMBINING CLAUSES 18
8. Proofread sentences for
sentence structure errors.
Having written a short draft
on a laptop, read the
sentences and point out any
errors in grammar or
sentence structure. Even if
learner does not identify all
grammar errors, the
proofreading will be
deemed successful if student
correctly identifies all
sentence structure errors (if
any) in combining clauses,
including punctuation and
conjunction errors.
Proofread your essay on your
computer and underline any
grammar, sentence structure,
or punctuation errors that you
see.
Subordinate Skill Objective Test Item
8.1 Read through sentences. Given a draft of a few
sentences, read the
sentences critically. To
demonstrate reading
comprehension, learner
must identify the subjects,
predicates, sentence types,
and main ideas presented.
Read through the following
paragraph. In each sentence,
highlight each sentence
subject in blue, each predicate
in green, and each
punctuation mark in yellow.
After each sentence, identify
the sentence type in
parentheses.
Anne’s family just moved to
California so she is starting a
new school in September. She
is nervous because she misses
her friends and her old home
in Dallas. Even though she
was not excited to move; she
does like living so close to the
ocean. She plans to make
friends through
extracurricular activities, she
plays tennis as well as the
flute. By spring semester. She
hopes to feel more at home.
COMBINING CLAUSES 19
8.2 Identify errors, if any. Given a draft of a few
sentences containing
sentence structure and
grammar errors, point out
errors in grammar and
explain why they are
incorrect. Error
identification will be
deemed successful if all
errors in combining clauses
are identified (even if other
grammatical errors exist).
In the previous passage,
underline all the grammar,
sentence structure, and
punctuation errors that you
see. Share your work with
your small group.
8.2.1 Diagnose common
sentence structure errors.
Given example sentences,
identify sentences
containing errors and
classify the presenting
errors. Error identification
will be deemed successful if
all errors in combining
clauses are identified (even
if other grammatical errors
exist).
In the following sentences,
write a ✔if the sentence is
grammatically correct and an
X if the sentence is incorrect.
If the sentence is incorrect,
briefly describe the error
beneath the sentence.
Paula and Brian just got
married they are going to
Key West for their
honeymoon.
Because his son is sick,
Nick is staying home from
work today.
The semester ended last
Friday; which is why the
campus is so empty.
8.2.2 Identify fragments & run-
ons.
Given examples of complete
sentences, fragments, and
run-ons, identify the
fragments and run-ons.
In the following sentences,
write a ✔if the sentence is
complete, an F if the sentence
is a fragment, and an R if the
sentence is a run-on.
In spite of the flooding that
is threatening the town.
The amusement park is
introducing a new roller
coaster next summer it will
be called Venom.
The family has four
children, all of whom have
red hair.
COMBINING CLAUSES 20
8.2.3 Identify errors in comma
and semicolon usage.
Given examples of
sentences with correct
punctuation as well as
sentences containing errors
in comma and semicolon
usage, identify the sentences
containing punctuation
errors.
In the following sentences,
write a ✔if the sentence is
grammatically correct and an
X if the sentence is incorrect.
Carol has been taking
cooking classes, she just
learned how to make crepes.
The teenager, despite failing
to parallel park; passed his
driving test.
The choir’s spring concert
was yesterday, and
rehearsals have ended until
next fall.
Main Step in Instructional Goal Objective Test Item
9. Are all sentences
grammatically correct?
Having written a short draft
on a laptop, identify any
grammar or sentence
structure errors. The task
will be deemed successful if
the student accurately
diagnoses the correctness of
the sentence structures in
the draft.
Review your essay on your
computer. Do you see any
grammar or sentence structure
errors? If so, underline them.
Main Step in Instructional Goal Objective Test Item
10. Revise sentences as
needed.
Given a short draft
containing sentence
structure errors, fix the
errors in the sentences or
rewrite the sentences to
eliminate errors. The task
will be deemed successful if
the student corrects all
sentence structure errors,
even if other grammar
errors exist.
In the short passage below, fix
the errors you identified [in
Objective 9.2] so that all
sentences are grammatically
correct.
Anne’s family just moved to
California so she is starting a
new school in September. She
is nervous because she misses
her friends and her old home
in Dallas. Even though she
was not excited to move; she
does like living so close to the
ocean. She plans to make
friends through
extracurricular activities, she
plays tennis as well as the
flute. By spring semester. She
hopes to feel more at home.
COMBINING CLAUSES 21
Subordinate Skill Objective Test Item
10.1 Add any necessary
elements to sentence.
Given a simple or
incomplete sentence (i.e., a
sentence that does not
express a complete idea),
add a dependent or
independent clause and
associated punctuation to
form a compound or
complex sentence.
Successful sentences will be
correctly structured with
appropriate punctuation and
a complete idea.
Revise the following
sentences, adding or
combining clauses and
punctuation as needed, to
form grammatically correct
compound or complex
sentences. Share your
sentences with your small
groups.
Because the students did not
receive sufficient
instruction.
Mrs. Peters the principal
announced a school-wide
reading challenge for the
month of March.
Ben bought a new car. It is a
Toyota.
10.2 Remove any erroneous
elements.
Given a structurally
incorrect sentence, remove
incorrect punctuation and/or
words to create a
structurally correct
compound or complex
sentence.
Revise the following
sentences, removing any
unnecessary words or
punctuation to form
grammatically correct
compound or complex
sentences.
Ellen is excited, because she
just was offered a new job.
It is chilly but sunny today;
so the marathon runners are
pleased with the weather.
Main Step in Instructional Goal Objective Test Item
11. Prepare or share final draft
as directed.
When prompted, exchange
drafts with member of small
group.
Pass your draft to another
member of your small group
for his or her review.
Instructional Strategy Plan
Cluster 1 Cluster 2 Cluster 3 Cluster 4
COMBINING CLAUSES 22
3.2.8
3.2.6
3.3.4
3.3.3
3.3.5
3.3.6
3.2.1
3.2.9
3.2.7
3.2.5
3.2.4
3.3.10
3.3.8
3.3.9
3.3.7
3.2.2
3.2.3
3.3.2
3.3.1
3.3
3.1
3.2
8.1
8.2
8.2.1
8.2.2
8.2.3
10.1
10.2
1
2
3
4
5
6
7
8
9
10
11
Cluster 1: Compound Sentences
Objectives 3.2.8: Given an independent clause, identify it as independent and
explain what makes it independent.
Content Presentation Content: An independent clause is a simple sentence: It contains a
subject, predicate, and complete idea.
Examples: Give students examples via PowerPoint of both complete
and incomplete independent clauses, focused on generic and simple
content to avoid extraneous cognitive load. For example: My paper is
due on Wednesday vs. My paper that is due on Wednesday or My
paper on the history of the Civil Rights movement.
Student Grouping & Media Selection: Whole-group; PowerPoint
Student Participation Practice Items & Activities: Numerous examples of complete and
incomplete independent clauses projected; students raise hands when
the clause is independent and keep hands down when the clause is not.
Then project four clauses: two complete and two incomplete. Students
analyze sentences in small groups to determine whether and why the
clauses are independent.
Feedback: Instructors confirm and/or student responses as needed in
whole-group activity; peer feedback on ideas in small groups
Student Grouping & Media Selection: Whole group & small group;
PowerPoint
Objectives 3.2.6: Given the term compound sentence, define the term. Definition
should include the presence of two independent clauses.
COMBINING CLAUSES 23
Content Presentation Content: A compound sentence contains two independent clauses
joined together by either a semicolon or a comma and conjunction.
Examples: Give students examples of several compound sentences
with semicolons as well as commas and conjunctions. For example:
The movie comes out this week; we are seeing it on Friday and Jeff is
traveling to Paris for work, and he will stay an extra week to tour the
city.
Student Grouping & Media Selection: Whole group; PowerPoint.
Student Participation Practice Items & Activities: Students presented with examples of
compound sentences will be asked to inductively identify the sentence
structure and determine a definition of compound sentences, which
they will discuss with their small groups and write on their handouts.
Each group will present its definition to the whole group.
Feedback: Peer feedback in small groups; instructors provide an
official definition at the end of the exercise
Student Grouping & Media Selection: Small group & whole group;
handouts, PowerPoint
Objectives 3.3.4: When asked how semicolons function in a compound sentence,
state that they are used to connect independent clauses.
3.3.3: Given compound sentences without internal punctuation, add
semicolons to separate the independent clauses.
Content Presentation Content: Semicolons combine independent clauses without
conjunction use, and should also connect sentences that are similar or
closely related.
Examples: Give students examples of correct semicolon usage. For
example: John has worked at the company for 20 years; he plans to
retire next spring.
Student Grouping & Media Selection: Whole-group; PowerPoint
Student Participation Practice Items & Activities: Students presented with examples of
compound sentences will be asked to inductively identify the
punctuation rules governing semicolon usage, discuss with small
groups, and write these rules down on their handout. They will then
apply those rules to add semicolons to compound sentences without
internal punctuation on their handouts.
Feedback: Peer feedback in small groups; instructors verify semicolon
rules at end of activity.
Student Grouping & Media Selection: Small group; handouts,
PowerPoint
Objectives 3.3.5: Given compound sentences without internal punctuation that
include conjunctions, add commas before the conjunctions to separate
the independent clauses.
3.3.6: When asked how commas function in a compound sentence,
state that they are used to connect independent clauses that are joined
by a conjunction.
COMBINING CLAUSES 24
Content Presentation Content: Commas connect independent clauses that are also joined by
coordinating conjunctions (for, and, nor, but, or, yet).
Examples: Give students examples of correct comma usage in
compound sentences. For example: John has worked at the company
for 20 years, but he plans to retire next spring.
Student Grouping & Media Selection: Whole-group; PowerPoint
Student Participation Practice Items & Activities: Students presented with examples of
compound sentences will be asked to inductively identify the
punctuation rules governing comma usage, discuss with small groups,
and write these rules down on their handout. They will then apply
those rules to add commas to compound sentences that include
conjunctions but no internal punctuation on their handouts.
Feedback: Peer feedback in small groups; instructors verify comma
rules at end of activity
Student Grouping & Media Selection: Small group; handouts,
PowerPoint
Objectives 3.2.1: Given two unconnected independent clauses, connect them
using either a semicolon or a comma and conjunction to form a
compound sentence.
Content Presentation Content: Independent clauses can be joined either by a semicolon or
by a comma and conjunction.
Examples: Give students examples both of models of compound
sentences (e.g., John has worked at the company for 20 years; he plans
to retire next spring. / John has worked at the company for 20 years,
but he plans to retire next spring.) and of errors in punctuation (e.g.,
John has worked at the company for 20 years, he plans to retire next
spring. / John has worked at the company for 20 years; but he plans to
retire next spring).
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Practice Items & Activities: Student handout includes pairs of
unconnected independent clauses, which students combine using
appropriate punctuation. Students must use both models of compound
sentences at least once.
Feedback: Instructor will verify answers at end of activity.
Student Grouping & Media Selection: Individual; handouts
Cluster 2: Complex Sentences
Objectives 3.2.9: Given a dependent clause, identify it as dependent and explain
what makes it dependent.
Content Presentation Content: A dependent clause is an incomplete sentence or sentence
fragment: It lacks a subject, verb, and/or complete idea.
Examples: Give students examples via PowerPoint of both
dependent and independent clauses. For example: My paper is due
on Wednesday vs. Because my paper is due on Wednesday.
Student Grouping & Media Selection: Whole-group; PowerPoint
COMBINING CLAUSES 25
Student Participation Practice Items & Activities: Numerous examples of dependent and
independent clauses projected; students raise hands when the clause
is dependent and keep hands down when the clause is independent.
Then project four clauses: two complete and two incomplete.
Students analyze sentences in small groups to determine whether
and why the clauses are dependent.
Feedback: Instructors confirm and/or student responses as needed in
whole-group activity; peer feedback on ideas in small groups
Student Grouping & Media Selection: Whole group & small group;
PowerPoint
Objectives 3.2.7: Given the term complex sentence, define the term. Definition
should include the presence of an independent and a dependent
clause.
Content Presentation Content: A complex sentence an independent and a dependent
clause, and commas are needed after introductory clauses and
surrounding or preceding nonessential clauses.
Examples: Give students examples of several complex sentences
with dependent clauses appearing in various places in relation to the
main sentence. For example: According to Paul, the new restaurant
has excellent service and My cousin, who just returned from
teaching in China, is visiting me next week.
Student Grouping & Media Selection: Whole group; PowerPoint.
Student Participation Practice Items & Activities: Students presented with examples of
complex sentences will be asked to inductively identify the sentence
structure and determine a definition of complex sentences, which
they will discuss with their small groups and write on their
handouts. Each group will present its definition to the whole group.
Feedback: Peer feedback in small groups; instructors provide an
official definition at the end of the exercise
Student Grouping & Media Selection: Small group & whole group;
handouts, PowerPoint
Objectives 3.2.5: When asked where in a main clause a dependent clause can be
added to form a complex sentence, state the beginning, middle, or
end.
3.2.4: Given an independent clause and a dependent clause that are
currently unconnected, write sentences in which the clause is placed
in three different locations: (a) at the beginning of the sentence, (b)
in the middle of the sentence, or (c) at the end of the sentence.
COMBINING CLAUSES 26
Content Presentation Content: In complex sentences, dependent clauses can appear at the
beginning, in the middle, or at the end of the main sentence.
Examples: Give students examples of complex sentences using all
three models; for example: As new employees, Pat and Derek are
nervous for their first performance review; Pat and Derek, as new
employees, are nervous for their first performance review; Pat and
Derek are nervous for their first performance review as new
employees.
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Students presented with examples of complex sentences will be
asked to inductively identify models for complex sentence structure,
which they will discuss with their small groups and write on their
handouts. They will then apply those models to combine paired
independent and dependent clauses on their handouts.
Feedback: Peer feedback in small groups; instructors verify models
at end of exercise.
Student Grouping & Media Selection: Small group & whole group;
handouts, PowerPoint
Objectives 3.3.10: Given a complex sentence, identify whether the dependent
clause is essential or nonessential to the sentence’s meaning.
Content Presentation Content: Dependent clauses can be essential (i.e., affect the meaning
of the sentence) or nonessential (i.e., provide extra information but
do not affect the meaning of the sentence; can be removed without
changing the meaning).
Examples: Give students examples of complex sentences with
similar clauses that could be either essential or nonessential. For
example: My brother, who is named Carl, is a biology major
[nonessential; implies that I have only one brother, who is named
Carl; can remove Carl without changing the meaning of the
sentence] / My brother who is named Carl is a biology major
[essential; implies that I may have more than one brother, but I am
only talking about Carl].
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Practice Items & Activities: Handout contains examples of complex
sentences with both essential and nonessential clauses; students
work in small groups to determine which sentences contain essential
vs. nonessential clauses.
Feedback: Peer feedback; instructors analyze a couple of examples
for the whole group at the end of the activity.
Student Grouping & Media Selection: Small group, whole group;
handouts
COMBINING CLAUSES 27
Objectives 3.3.8: When asked how commas function in a complex sentence,
state that they are included after introductory clauses and
surrounding or preceding nonessential clauses.
3.3.9: Given a complex sentence without internal punctuation,
identify what punctuation, if any, is needed around the clause.
Response should indicate that commas are needed around or
preceding nonessential clauses but not essential clauses.
3.3.7: Given complex sentences without internal punctuation, add
commas as needed after, surrounding, or before dependent clauses.
Content Presentation Content: In complex sentences, commas are needed after
introductory clauses and surrounding or preceding nonessential
clauses.
Examples: Give students examples of correct comma usage in
complex sentences. For example: After Zeke graduates, he is joining
the Army. / Hannah’s husband is late to dinner, which is her biggest
pet peeve.
Student Grouping & Media Selection: Whole-group; PowerPoint
Student Participation Practice Items & Activities: Students presented with examples of
complex sentences will be asked to inductively identify the
punctuation rules governing comma usage, discuss with small
groups, and write these rules down on their handout. They will then
apply those rules to add commas to complex sentences that lack
internal punctuation on their handouts.
Feedback: Peer feedback in small groups; instructors verify comma
rules at end of activity
Student Grouping & Media Selection: Small group; handouts,
PowerPoint
Objectives 3.2.2: Given an independent and a dependent clause that are
currently unconnected, connect them to form a complex sentence.
The dependent clause may appear at the beginning of, in the middle
of, or following the main sentence; regardless of its placement, it
must be connected using appropriate punctuation.
Content Presentation Content: Complex sentences have three main models (dependent
clause at the beginning, middle, or end), and commas are required
after introductory clauses and surrounding or preceding nonessential
clauses.
Examples: Give students examples both of models of compound
sentences (e.g., Despite her young age, the girl has traveled
extensively throughout the world. / The girl, despite her young age,
has traveled extensively throughout the world.) and of errors in
punctuation (e.g., The girl despite her young age has traveled
extensively throughout the world.)
Student Grouping & Media Selection: Whole group; PowerPoint
COMBINING CLAUSES 28
Student Participation Practice Items & Activities: Student handout includes pairs of
unconnected independent and dependent clauses, which students
combine using appropriate punctuation and various sentence
models. Students must use all three complex sentence models at
least once.
Feedback: Instructor will verify answers at end of activity.
Student Grouping & Media Selection: Individual; handouts
Cluster 3: Synthesis of Compound & Complex Concepts
Objectives 3.2.3: Given examples of compound and complex sentences,
correctly classify the sentences as compound or complex.
Content Presentation Content: Compound sentences contain two independent clauses
while complex sentences include a combination of independent and
dependent clauses.
Examples: Give students examples both compound and complex
sentences.
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Practice Items & Activities: Numerous examples of compound and
complex sentences projected; students raise right hand for
compound sentences and left hand for complex sentences.
Feedback: Instructors correct as needed.
Student Grouping & Media Selection: Whole group; PowerPoint
Objectives 3.3.2: Given the terms commas and semicolons as well as the terms
compound sentence and complex sentence, explain the difference
between how the punctuation marks function within these sentence
types. The explanation should include the distinction that
semicolons are not used in complex sentences and that in compound
sentences, commas are used with conjunctions while semicolons are
not.
3.3.1: Given examples of compound and complex sentences with
both correct and incorrect internal punctuation, identify which
sentences have correct punctuation.
3.3: Given a complex or compound sentence that is lacking internal
punctuation, add punctuation to the sentence as needed to correctly
combine the clauses.
Content Presentation Content: Complex sentences can include semicolons (without
conjunctions) or commas (with conjunctions); compound sentences
do not include semicolons and require commas after introductory
clauses and surrounding or preceding nonessential clauses.
Examples: Give students examples of both correctly and incorrectly
punctuated compound and complex sentences.
Student Grouping & Media Selection: Whole group; PowerPoint
COMBINING CLAUSES 29
Student Participation Practice Items & Activities: Students work in small groups to
summarize and synthesize their understanding of punctuation in
compound vs. complex sentences. They then work individually on
practice questions in their handouts, identifying correct vs. incorrect
punctuation and adding punctuation to sample sentences.
Feedback: Peer feedback in small groups; instructors verify rules
and work through tougher examples at end of exercise.
Student Grouping & Media Selection: Small group, individual;
handout
Objectives 3.1: On a laptop, when prompted to begin writing, write a sentence.
The sentence should contain a subject and predicate and express a
complete idea.
3.2: On a laptop, given a main sentence, write additional clauses as
needed to form a compound or complex sentence. Clauses can be
independent or dependent as long as they are correctly connected to
the main sentence using appropriate punctuation and/or
conjunctions.
Content Presentation Content: Both compound and complex sentences require a complete
main sentence. Additional clauses can be combined with this main
clause in various ways.
Examples: Model how a single main clause can be combined to
form a compound or complex sentence using different models (e.g.,
Jennifer is sick; she missed school today. / Because Jennifer is sick,
she missed school today.)
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Practice Items & Activities: Students work individually to write a
simple sentence and then use it to form one complex and one
compound sentence. This is the students’ first opportunity to
compose in this workshop.
Feedback: Peer feedback in small groups.
Student Grouping & Media Selection: Individual, small group;
handout
COMBINING CLAUSES 30
Objectives 8.1: Given a draft of a few sentences, read the sentences critically.
To demonstrate reading comprehension, learner must identify the
subjects, predicates, sentence types, and main ideas presented.
8.2: Given a draft of a few sentences containing sentence structure
and grammar errors, point out errors in grammar and explain why
they are incorrect. Error identification will be deemed successful if
all errors in combining clauses are identified (even if other
grammatical errors exist).
8.2.1: Given example sentences, identify sentences containing errors
and classify the presenting errors. Error identification will be
deemed successful if all errors in combining clauses are identified
(even if other grammatical errors exist).
8.2.2: Given examples of complete sentences, fragments, and run-
ons, identify the fragments and run-ons.
9.2.3: Given examples of sentences with correct punctuation as well
as sentences containing errors in comma and semicolon usage,
identify the sentences containing punctuation errors.
Content Presentation Content: Proofreading in the performance context involves critical
reading of a text, identification and classification of errors in
sentences that do not contain overt cues or prompts (i.e., a
punctuation error is not identified overtly in an academic paper).
Examples: Give students a full paragraph with some correct and
some incorrect sentences. Include a variety of sentence structure and
punctuation errors.
Student Grouping & Media Selection: Whole group; handout
Student Participation Practice Items & Activities: Students work in small groups
proofread sentences and classify/discuss errors.
Feedback: Peer feedback in small groups.
Student Grouping & Media Selection: Small group; handout
Objectives 10.1: Given a simple or incomplete sentence (i.e., a sentence that
does not express a complete idea), add a dependent or independent
clause and associated punctuation to form a compound or complex
sentence. Successful sentences will be correctly structured with
appropriate punctuation and a complete idea.
10.2: Given a structurally incorrect sentence, remove incorrect
punctuation and/or words to create a structurally correct compound
or complex sentence.
Content Presentation Content: Proofreading in the performance context involves
correction of errors.
Examples: Use same example from previous activity
Student Grouping & Media Selection: Small group; handout
Student Participation Practice Items & Activities: Students work in small groups to
revise/rewrite the sentences in the previous passage
Feedback: Peer feedback in small groups.
Student Grouping & Media Selection: Small group; handout
COMBINING CLAUSES 31
Cluster 4: Final Composition
Objectives 1: Given a list of writing prompts, pick a topic to write about. Topic
should be familiar to learner and sufficiently focused to address in a
short paragraph.
2: Haven selected a writing topic, list the main points to address in
the paragraph. Main points should be appropriate in scope to address
in one or two sentences and, combined, should express a complete
idea about the topic.
Content Presentation Content: Brief overview of prewriting concepts: Identifying
appropriate essay topic and outlining ideas.
Examples: Optional topics provided; instructor picks one and
models short outline
Student Grouping & Media Selection: Whole group; PowerPoint
Student Participation Practice Items & Activities: Students select topic for their final
assessment essay and write it as the title of their essay on their
laptops. Students write brief outline below title.
Feedback: Individual/self-assessment
Student Grouping & Media Selection: Individual; laptops
COMBINING CLAUSES 32
Objectives 3. On a laptop, write either a compound or a complex sentence.
Sentence should be structurally correct and contain either two
independent clauses or an independent and dependent clause,
correctly joined together with appropriate punctuation and, if
needed, a conjunction.
4. Having written a complex or compound sentence, identify
whether that sentence is compound (i.e., contains two independent
clauses).
5. Having written a complex or compound sentence, identify
whether that sentence is complex (i.e., contains one independent and
at least one dependent clause).
6: Having written a short draft on a laptop, identify whether the draft
contains at least two compound and two complex sentences.
7. Having written a short draft on a laptop, identify whether all of
the previously identified points were addressed and whether the
draft expresses a full idea. Responses should indicate a clear sense
of the scope and purpose of the paragraph and an understanding of
whether the draft meets those expectations.
8: Having written a short draft on a laptop, read the sentences and
point out any errors in grammar or sentence structure. Even if
learner does not identify all grammar errors, the proofreading will be
deemed successful if student correctly identifies all sentence
structure errors (if any) in combining clauses, including punctuation
and conjunction errors.
9: Having written a short draft on a laptop, identify any grammar or
sentence structure errors. The task will be deemed successful if the
student accurately diagnoses the correctness of the sentence
structures in the draft.
10: Given a short draft containing sentence structure errors, fix the
errors in the sentences or rewrite the sentences to eliminate errors.
The task will be deemed successful if the student corrects all
sentence structure errors, even if other grammar errors exist.
11: When prompted, exchange drafts with member of small group.
Content Presentation Content: Final essay consists of a cohesive paragraph including at
least two compound sentences and at least two complex sentences.
Students should proofread to eliminate errors.
Examples: None provided
Student Grouping & Media Selection: Whole group
COMBINING CLAUSES 33
Student Participation Practice Items & Activities: Students given time to write the first
draft of their short essays on their laptops, following essay
guidelines projected on PowerPoint. Students also asked to
proofread work before sharing with partner in small group for
assessment.
Feedback: Individual
Student Grouping & Media Selection: Individual; laptops,
PowerPoint
COMBINING CLAUSES 34
Section 3: Development
Workshop Agenda
Timing Content Resources Cluster Analysis
3 mins Introduction & Objectives PowerPoint
5 mins Pretest Worksheet/laptops
3 mins Preinstruction: Basic
Sentence Review
PowerPoint
10 mins Compound Sentences PowerPoint &
Worksheet/laptops
Cluster 1
10 mins Complex Sentences PowerPoint &
Worksheet/laptops
Cluster 2
10 mins Synthesis of Compound
and Complex Concepts
PowerPoint &
Worksheet/laptops
Cluster 3
8 mins Final Composition Laptops Cluster 4
8 mins Peer Review of Final
Composition
Laptops & Review
Rubric
Cluster 4
3 mins Conclusion PowerPoint
Workshop Materials
The following materials were developed for the workshop:
A PowerPoint presentation to be projected in front of the class (see slide thumbnails
in Appendix C and the associated PowerPoint file).
A worksheet with activities to accompany the PowerPoint presentation (see
Appendix D and the associated PDF).
COMBINING CLAUSES 35
Section 4: Implementation, Evaluation, and Revision
Implementation Report
Overview
The initial stage of analysis was conducted using rudimentary materials such as a printed,
paper worksheet and PowerPoint-driven instruction. These initial materials provided a low-cost
solution to the developmental stage of the workshop and proved effective to gain insights to
revision of instruction and materials prior to actual implementation. The final implementation of
the workshop will evolve to include laptop-based resources and online access to the activities
presented in the workshop. These resources will be more similar to the performance context of
students who use software-driven word processing programs to compose writing assignments.
Design
The trial implementation of this instruction used a partner form and obtained individual
feedback from each participant; partner work was deemed appropriate for the trial given that the
majority of the instructional design and objectives of the workshop require small group
participation. The trial for this instruction took place in the university’s WC. The instructor
presented the materials to the whole group as indicated by the instructional strategy. For each
student pair, an observer was assigned to complete the assessments and to record performance
and feedback of each individual learner.
The sample learner population consisted of three non-native English speaking students
and three native English speaking adult learners. The materials were conveyed in the order
prescribed by the cluster analysis noted by the instructional strategy plan. Each component of the
instructional strategy was timed from start to completion. In the process of this trial, the three
observers obtained assessment information from individual students via the collection of
COMBINING CLAUSES 36
observational and subjective data and objective data gained from both the pretest and posttest.
Assessment measures for this trial are correlated to each component of the instructional strategy.
The time allotted for assessing feedback was deducted from the measured time for instruction
and activities.
An objective trial measuring the overall effectiveness of the workshop was conducted via
a post-test that measured each student’s ability to meet the terminal objective of the workshop:
the creation of a one-paragraph essay using varying sentence structures. The short essay was to
include:
Two correctly structured compound sentences and two correctly structured complex
sentences
Appropriate punctuation
Trial Overview
Prior to the beginning of the trial run of the instruction, the instructor described to
participating students that the purpose of the trial was to assess the instructional materials to
obtain feedback for improvement. Students were informed that they would not receive a grade,
but that they should take note of any difficulties experienced with the instruction or activities, as
student errors and difficulties may be considered reflective of deficiencies in the instruction.
Students were advised that since the focus of this trial was on the instructional content and
materials, there would be little interaction with the instructor; however, if there was a serious
concern or issue (e.g., instructional confusion, equipment), the instructor would intervene to
provide assistance. All issues that arose were recorded for revision consideration.
The instructor then provided an overview of both student and observer roles regarding
assessment materials. Students were provided the assessment materials and were prompted to ask
COMBINING CLAUSES 37
any questions they had about the materials. Each student was assigned a student identification
number of 1 through 6 for the purpose of obtaining population data trends between adult learners
and non-native English speaking students. Adult learners were assigned odd numbers consisting
of 1, 3 and 5; non-native English speaking students were assigned even numbers consisting of 2,
4 and 6. Once all assessments were completed, responses were compiled into one form for
formative assessment and analysis.
Instructions to Participants
The trial started with an overview of workshop learning objectives:
Differentiate between compound and complex sentences
Write grammatically correct compound and complex sentences
Identify errors in sentence structure and punctuation
Revise sentences to eliminate errors
Students were then provided an overview of the instructional content of the workshop:
Review of simple sentence structure
Compound sentences
Complex sentences
Combined practice
Composition practice
Revision
Review
Students were introduced to their worksheet of practice activities and prompted to ask
any initial questions about these activities. Students were advised that a pretest would be given
COMBINING CLAUSES 38
prior to the start of the instructional trial. Observers recorded any questions or comments from
students relative to pre-instruction.
Assessment Reports: Learner Performance
Pretest Assessment
A pretest was provided prior to instruction consisting of three incorrectly structured
sentences (i.e., sentences with incorrectly combined clauses and punctuation errors); students
were asked to revise the sentence structure and punctuation to form a grammatically correct
sentence. Correct answers are displayed to whole group via PowerPoint slide for discussion and
self-assessment. The instructor reminded students that no formal results would be taken for this
assessment, and encouraged their participation as this exercise would enable the identification of
key questions and concerns that could be immediately addressed in the instruction. Student
feedback, questions, and answers were recorded, and students took a brief moment to assess the
pretest portion of the instruction upon completion. Pretest rubric, results, and feedback are
available in Appendix E.
Assessment Structure: Instruction and Activities
The practice activities aligned with the cluster analysis of objectives noted by the
instructional strategy plan. Each cluster number is representative of the presentation order of
instruction and activities. See Appendix F for an overview of each cluster and the associated
practice activities and objectives for each assessment, including the posttest. This information
serves as a guide to quick reference for assessing the suitability of practice activities in relation
to the required objectives.
Assessment data, including subjective and observable data from participants obtained for
Clusters 1-4, are available in Tables F1-4 in Appendix G. Learners self-reported the degree of
COMBINING CLAUSES 39
relevance and learning effort associated with each activity and also rated their satisfaction with
the clarity of instruction.
Post-Test Assessment
The posttest evaluation was aligned to the main instructional goal and terminal objective.
There was an objective component which measured the following five categories: assignment
fulfillment, compound sentence structure, compound sentence punctuation, complex sentence
structure, and complex sentence punctuation. See Appendix H for the posttest rubric. This part
of the evaluation was conducted by a writing expert. The score for each category ranges from 1-3
and a total score of 15 can be obtained. The results of this analysis are compiled into Table I1,
and Figure I1 displays each student’s average correlated to the posttest. This table and figure are
available in Appendix I.
Feedback: Workshop Debrief
Upon conclusion of the workshop trial, observers debriefed students regarding their
experiences and attitudes. The debrief survey provided to students as well as a compilation of
student responses to the survey are available in Appendix J.
Formative Evaluation and Revision
Cluster Assessments Synthesis
A synthesis of the subjective data and observations obtained by assessments for Clusters
1-4, for activities and instruction are indicated in Table J1 in Appendix K. The data represents a
summary of participant responses and feedback for improving the workshop. Issues of concern
are highlighted in this data table.
COMBINING CLAUSES 40
Instruction and Materials Evaluation
An analysis of materials and instruction resulted in a compilation of data obtained from
the pre-test, assessments of Clusters 1-4, the posttest, and student responses in a debriefing of the
overall workshop. This data is summarized in Table 1, where findings and revision
recommendations for instruction and materials are provided.
For the purpose of assessing the pace and time to deliver the workshop instruction, an
analysis of the time taken to complete each instructional component and associated activities was
averaged according to each student pair by summing the accumulated time and dividing by 3.
These results were then summed to reveal the total time to complete the activities and instruction
for the workshop; this data is also included in Table 1.
Table 1
Instructional/Materials Revision Matrix Analysis
Instructional
Strategy Problem Identified Proposed Changes
to Instruction Evidence & Source
Pre-Instruction None No questions
captured by
observers or
instructor.
Motivation None Motivation for
workshop
instruction is
supported by
voluntary
participation, and
interest is supported
by responses to
survey assessments
gained in the
Learner Analysis.
Pre-Test/Entry Skills Half of the students Incorporate more Pretest
COMBINING CLAUSES 41
obtained an incorrect
response for Sentence 2
of the pretest, indicating
an issue with complex
sentence structure.
Some students reported
confusion and a lack of
confidence in accuracy,
and one student had
difficulty conveying the
meaning of the phrases
with consistent
interpretation in a
sentence.
practice and
instruction in
demonstrating
complex
sentences.
Presentation/Instruction
and Materials
Compound Sentences
Cluster 1
Activity 1: Slides 8 and
11 were inconsistent.
Students had difficulty
with comprehension and
retention of concepts.
Activity 2: Four
students were
dissatisfied with clarity
of instruction. Several
students could not
convey the correct
components of
dependent clause.
Activity 3: no issues.
Activity 4: Students
requested more
reference materials for
punctuation and lists of
coordinating
conjunctions. Activity
5: One student was
confused by sentence 2
in the worksheet
activity. Students
requested support
Activity 1: Revise
Slides 8 and 11 to
give clearer
examples and
feedback. Provide
students with
reference materials
to reinforce
learning as
opposed to
memorization.
Activity 2: Revise
associated
instructional
content and
worksheet material
to reinforce
learning through
hand-out materials
and examples to
reinforce the
instructional
content presented.
Activity 4, 5:
Provide reference
Subjective and
formative
assessments:
Cluster1
COMBINING CLAUSES 42
materials for
conjunctions and that
the instructional
direction for this
activity should have
been stated more clearly
to indicate conjunctions
could be used.
materials of
punctuation rules
for compound
sentences,
punctuation, and
coordinating
conjunctions. For
Activity 5: provide
better worksheet
examples.
Complex Sentences
Cluster 2
Activity 6: Four
students were
dissatisfied with the
clarity of instruction on
dependent clauses in
slides 26-27. Student
responses were not
totally consistent with
the answer on slide 27.
The previous slides
offered no guidance.
All examples listed in
slides included subject
and verb, which was
inconsistent with the
next slide that says that
dependent clauses are
missing a subject or
verb. Dependent clauses
seemed poorly defined
on slide 27. Activity 7:
One student found the
activity to be of medium
difficulty and three were
dissatisfied with the
clarity of instruction.
Students 1 and 2 were
confused about
punctuation (semicolon
vs comma); they agreed
it was a combination of
clauses but did not
specify the clauses as
one independent and
Activity 6: Provide
more introductory
instructional
content on slides
26-27 for
dependent clauses
and improve
examples to better
define dependent
clauses by
reinforcing the
specifics of what
makes each
sentence
dependent.
Activity 7: Provide
more instructional
content of the
specific
components of
complex
sentences. For
instance, place
slide 34 before
slide 33 and
provide more
concrete examples
and reference
materials,
including
punctuation rules
Subjective and
formative
assessments:
Cluster 2
Feedback:
Workshop debrief
COMBINING CLAUSES 43
dependent.
List of correct answers
on Slide 34 is confusing
because it does not
include anything about
a comma, and the
second requirement is
an observation rather
than a requirement for a
sentence. Learners
recommended revising
for clarity. Activity 8:
two students noted an
example in the second
part of the activity was
confusing.
Student 6 noted the
instructions did not
specify whether word or
conjunctions could be
added for this activity.
Activity 9: One student
found the level of effort
high for this activity,
and four students were
dissatisfied with the
clarity of instruction.
Students 1 and 2
required more feedback
as to the accuracy of
their responses.
Students felt there was
not enough instruction
on the concept of
essential vs.
nonessential clauses.
Activity 10: One
student noted the
activity had no personal
relevance, one felt the
learning effort was
medium, and another
student was dissatisfied
with the clarity of
instruction. Learners
for complex
sentences prior to
the practice
activity. Activity
8: Improve
examples on slide
38 and provide
examples of
conjunctions.
Activity 9: Revise
instruction of
provide more in
depth instruction,,
examples, and
practice on
essential vs. non-
essential clauses.
Activity 10:
Revise instruction
to provide more
concrete examples
of complex
sentence
punctuation on
Slide 40. Provide
resource materials
of grammar rules
for complex
sentence
punctuation.
COMBINING CLAUSES 44
struggled just a bit to
articulate where
commas are needed—
seemed confused that
there were multiple
answers. Both learners
noted that there was no
example of Point #3 on
Slide 40 in the activity;
they recommended
adding one.
Synthesis of Compound
and Complex Concepts
Cluster 3
Activity 12: Two
students noted this
activity to be of medium
learning effort. Students
noted consistency in
punctuation rules for
compound and complex
sentences. Activity13:
Three students found
the level of effort
medium for this
activity, and students
felt pressed for an idea
and wanted expert
feedback on the
exercise. Students felt
there could have been
more lead instruction or
reference material to
assist in the task.
Activities 14, 15: Three
students expressed a
medium level of effort
and one expressed high.
Several students wanted
expert feedback on the
exercise as they were
not confident in their
learning of the content
yet. Learner 3 noted that
the final question in
Activity 12:
Revise instruction
to provide more
content on
punctuation rules
for complex and
compound
sentences. Provide
students with
resource materials
to assist in practice
activities. Activity
13: Revise to
include more
instructional
content with
feedback on
composing
sentences. Offer
topic suggestions
on practice
activities.
Activities 14, 15:
Revise instruction
to include
resources for
sentence
composition,
including a
summary of
grammar rules and
Subjective and
formative
assessments:
Cluster 3
Feedback:
Workshop debrief
COMBINING CLAUSES 45
Activity 15 was
confusing as “chilly but
sunny” is itself
somewhat complex, and
having more than one
conjunction could be
distracting. Student #5
would have liked to
have a slide with the
answers to ensure they
completed the task
correctly.
expert feedback.
Create more sound
practice examples
specific to Activity
15.
Student Participation/
Practice with Feedback
Students requested more
expert feedback
throughout the practice
activities.
Revise instruction
to more direct
practice of
correct/incorrect
responses to
practice activities.
Provide students
reference materials
of relevant
concepts in
support in support
of the instructional
content to ensure
better response to
clarity of
instruction and
practice activities.
Feedback:
Workshop debrief
Subjective and
formative
assessments
Assessment/Post-test
The posttest results
indicated a basic
understanding of the
workshop instruction in
terms of compound/
complex sentence
structure and
punctuation. However,
the results of the post-
test were inconsistent
with feedback from
students regarding
Revise posttest to a
more formal
content aligned
with both terminal
and subordinate
goals. Test future
revisions with a
larger samples size
representative of
the target
population.
Post-Test
COMBINING CLAUSES 46
confidence and
comprehension. Also,
the resulting averages in
Figure I1 indicate that
student 1 fulfilled the
assignment, yet student
1 scored more than 3-4
points lower on the
assessment.
Post-Test
Cluster 4
One student found the
activity of no personal
relevance, and two
students found the level
of difficulty to be
medium. Students felt a
need for reference
materials in support of
this task, such as
punctuation rules and
visual reference of
compound and complex
sentences. Students
reviewed each other’s
work but were not
confident with each
other’s feedback.
Learner 5 would have
liked to have more
expert input, even just
with correct answers
included for all
activities.
Revise instruction
to provide more
instructional
resources leading
to posttest. Provide
expert feedback
through correction
on posttests.
Subjective and
formative
assessments:
Cluster 3
Feedback:
Workshop debrief
Transfer Most students indicated
confidence in some of
the practice activities,
but not all.
Provide more
feedback to
students in
instruction and
materials.
Feedback:
Workshop debrief
Timing/Pace of
Instruction
The pre-instruction took
3 minutes; activities,
instruction, and posttest
Consider timing
with second
revision of
Cluster
Assessments 1-4
Subjective and
COMBINING CLAUSES 47
Summary of Results
Results from the trial identified several key points of consideration for future
development of the workshop instructional content and materials to promote effective instruction
and transfer.
First, future revision should incorporate reference material for associated practice
activities that promote reinforcement of new knowledge and assist students in the completion of
practice activities. In particular, student feedback noted a need for reference materials that
support comprehension of punctuation rules for commas and semicolons.
Additionally, the small group sessions were productive, but students identified confusion
as to activity feedback; they would have preferred more expert feedback and discussion sessions
with the instructor. Students in paired group discussion had different ideas, which affected the
building of accurate mental schemata for the content. This was complicated by the fact that
comprised of 53.9 min.
Total workshop = 56.9
min
instruction and
materials.
observable data
General Comments: Feedback Workshop Debrief:
For the most part, students found the instruction interesting or
moderately interesting.
All students indicated that instruction and materials met objectives.
Students requested more structured feedback.
Students noted they could learn better if provided reference
materials and resources for activities. Also students noted that
learning could be improved if some content was not passed through
so quickly.
Most students believed tests measured knowledge of the objectives.
COMBINING CLAUSES 48
without visual reference materials, students could not hold on to the new knowledge to match the
pace of instruction and ensure confidence in practice activities.
One solution to this issue would be to create reference materials in the form of a learner
guide aligned with the lesson plan of instruction, inclusive of relevant examples. Given the time
allocated for the workshop, a learner guide may serve the purpose of improved feedback from
students in small group pairs, increase the independence and confidence of the learner, and free
instructors from addressing less relevant questions. Instructors would therefore have available
time to provide additional guidance and consultation for students who need it.
For future development efforts, it is recommended that the rubrics for pretest and posttest
be aligned to assess knowledge transfer of students’ participation in the workshop trials, as
neither provided a clear comparison of entry skills to new knowledge gained through the
workshop. For the purposes of future objective assessments, it would be best to revise posttests
to a more formal content aligned with both terminal and subordinate goals and utilize a larger
sample size of participants. In order to assess heterogeneity among the different learner groups,
future analysis design may structure objective analyses with participants who are equally
representative of the target populations of adult learners and non-native English speaking
learners. Such analysis may reveal learning and comprehension differences relative to complex
writing skills and ensure that the instructional product meets the goals and needs of all
stakeholders.
COMBINING CLAUSES 49
References
Baer, J. D., Cook, A. L., & Baidi, S. (2006). The literacy of America’s college students.
Retrieved from http://www.air.org/resource/literacy-americas-college-students
COMBINING CLAUSES 50
Appendix A: Goal Analyses
Figure A1. Goal analysis.
COMBINING CLAUSES 51
Appendix B: Task Analyses
Figure B1. Task analysis Part 1.
COMBINING CLAUSES 52
Figure B2. Task analysis Part 2.
COMBINING CLAUSES 53
Figure B3. Task analysis Part 3
.
COMBINING CLAUSES 54
Appendix C: Workshop PowerPoint Slides
Slide 1 Slide 2
Combining Clauses: Writing
Compound & Complex
Sentences
Writing Center Workshop
Session Objectives
• Differentiate between compound and complex
sentences.
• Write grammatically correct compound and
complex sentences.
• Identify errors in sentence structure and
punctuation.
• Revise sentences to eliminate errors.
Slide 3 Slide 4
Session Overview
• Review of simple sentence structure
• Compound sentences
• Complex sentences
• Combined practice
• Composition practice
• Revision
• Review
Why Practice Combining
Clauses?
• Too many simple sentences in a row seems choppy.
• Varying sentence structure makes your writing more engaging and sophisticated.
• Correct grammar allows your reader to focus on your ideas.
I work hard as a student. I enjoy school. I always complete my homework on time. I study for my finals.
I work hard as a student because I enjoy school. I always complete my homework on time, and I study for my finals.
Slide 5 Slide 6
Pretest
• Quick test of your understanding of basic sentence
structure.
• Section 1 of your worksheet.
• Exchange worksheets with a partner to review
(correct answers on next slide).
Pretest: Answers
1. Because she is often very busy, the student struggles
to meet her assignment deadlines.
2. The new employee , worried about his
performance, requested further training.
3. John is from Antigua; his family still lives there.
John is from Antigua. His family still lives there.
John is from Antigua, and his family still lives
there.
COMBINING CLAUSES 55
Slide 7 Slide 8
Review: Simple Sentences
Basic sentence structure:
Subject + Predicate.
Who or what is
responsible for the
action of the
sentence
What the subject
does or is. Must
include at least 1
verb.
Review: Simple Sentences
Subject + Predicate.Examples:
• I am a master’s student.
• Tom retired after 30 years of teaching.
• All of the employees will attend the retreat.
Sentences must express a complete idea.
Slide 9 Slide 10
Compound
Sentences
Independent Clauses
Consider the following clauses:
Because I was late for class yesterday.
I was late for class yesterday.
The new student who enrolled in January.
The new student enrolled in January.
The clauses in green are considered independent.
With your small groups, discuss why the green clauses might
be considered independent. List the requirements for an
independent clause in Activity 1 on your worksheet.
Slide 11 Slide 12
Independent Clauses
Requirements for an independent clause:
1. Subject
2. Predicate (including verb)
3. Complete idea
Independent clause = simple sentence
Independent Clauses
The following slides contain examples of
independent and dependent clause. We will
click through these slides quickly.
When the clause is independent, raise your hand.
COMBINING CLAUSES 56
Slide 13 Slide 14
Independent Clauses
My paper is due on
Wednesday.
Independent Clauses
My paper that is due on
Wednesday.
Slide 15 Slide 16
Independent Clauses
The history test on the Civil
Rights movement.
Independent Clauses
The history test will be on the
Civil Rights movement.
Slide 17 Slide 18
Compound Sentences
Consider the following sentences:
The movie comes out this week.
We are seeing the movie on Friday.
The move comes out this week; we are seeing it on Friday.
Jeff is traveling to Paris for work.
He will stay an extra week to tour the city.
Jeff is traveling to Paris for work, and he will stay an extra week to tour the city.
The sentences in green are compound.
With your small groups, discuss what makes green sentences compound. List the requirements for a compound sentence in
Activity 2 on your worksheet.
Compound Sentences
Requirements for a compound sentence:
1. Two independent clauses
2. Comma or semicolon
+
COMBINING CLAUSES 57
Slide 19 Slide 20
Compound Sentence
Punctuation
Semicolons
Consider the following sentences that use semicolons correctly:
• John has worked at the company for 20 years; he plans to retire next spring.
• Amy decided to change her major; she wants to study chemistry.
• Campus will be closed beginning December 20; it will reopen on January 5.
With your small groups, discuss how semicolons are used in these sentences. In Activity 3 on your worksheet, (a) define how
semicolons are used and (b) add semicolons as needed to the example sentences (correct answers on next slide).
Compound Sentence
Punctuation
Semicolons
Used between two independent clauses.
Activity 3 Answers
1. Mike exercises every day; he is training for a marathon.
2. A winter storm warning is in effect today; all public schools
have been cancelled.
3. Trini accepted a job in New York; now she needs to sell her
house in Denver.
Slide 21 Slide 22
Compound Sentence
Punctuation
Commas
Consider the following sentences that use commas correctly:
• John has worked at the company for 20 years, but he plans to retire next spring.
• Amy decided to change her major, as she wants to study chemistry.
• Campus will be closed beginning December 20, and it will reopen on January 5.
With your small groups, discuss how commas are used in these sentences. In Activity 4 on your worksheet, (a) define how commas
are used and (b) add commas as needed to the example sentences (correct answers on next slide).
Compound Sentence
Punctuation
Commas
Used between two independent clauses that are joined by coordinating conjunctions (and, but, or, nor, so, yet)
Activity 4 Answers
1. The new parents are exhausted, but they are also very happy.
2. Kim wants to audition for the orchestra, so she practices her cello every day.
3. The patient complains of chronic pain, yet he refuses treatment.
Slide 23 Slide 24
Compound Sentences
Practice: Combining independent
clauses
Complete Activity 5 on your worksheet
(answers on next slide)
Compound Sentences
Activity 5 Examples(more than one possible answer)
1. James was sick yesterday, so he missed the
wedding.
2. Tim’s sister is getting married; he will be a
groomsman in the wedding.
COMBINING CLAUSES 58
Slide 25 Slide 26
Complex
Sentences
Dependent Clauses
Consider the following clauses:
Because I was late for class yesterday.
I was late for class yesterday.
The new student who enrolled in January.
The new student enrolled in January.
The clauses in blue are considered dependent.
With your small groups, discuss why the blue clauses might be
considered dependent. List the requirements for an dependent
clause in Activity 6 on your worksheet.
Slide 27 Slide 28
Dependent Clauses
Requirements for a dependent clause:
1. Incomplete sentence
2. Missing subject and/or verb
3. Does not include a complete sentence
Dependent clause = sentence fragment
Dependent Clauses
The following slides contain examples of
independent and dependent clause. We will
click through these slides quickly.
When the clause is dependent, raise your hand.
Slide 29 Slide 30
Dependent Clauses
The algebra test has been
rescheduled because the
teacher is sick.
Dependent Clauses
The algebra test has been
rescheduled.
COMBINING CLAUSES 59
Slide 31 Slide 32
Dependent Clauses
Because the teacher is sick.
Dependent Clauses
The teacher who is sick.
Slide 33 Slide 34
Complex Sentences
Consider the following sentences:
Although it is due tomorrow.
I have not started the assignment.
Although it is due tomorrow, I have not started the assignment.
The new music professor.
Dr. Peterson played violin in the Symphony Orchestra.
Dr. Peterson, the new music professor, played violin in the Symphony Orchestra.
After giving instructions.
The teacher administered the test.
The teacher administered the test after giving instructions.
The sentences in green are complex.
With your small groups, discuss what makes green sentences complex. List the requirements for a complex sentence in Activity 7 on your worksheet.
Complex Sentences
Requirements for a complex sentence:
1. One independent and one dependent clause
2. Dependent clause can appear at different places in
the sentence.
Slide 35 Slide 36
Complex Sentences
Consider the following complex sentences:
• As new employees, Pat and Derek are nervous for their first performance review.
• Pat and Derek, as new employees, are nervous for their first performance review.
• Pat and Derek are nervous for their first performance review as new employees.
Complete Activity 8 on your worksheet with your small group.
Complex Sentences
Complex Sentence Models:
1. Dependent Clause + , + Independent Clause
2. Independent Clause Part 1 + , + Dependent Clause + , +
Independent Clause Part 2
3. Independent Clause + Dependent Clause
Activity 8 Answers1. As biology students, Patricia and Ben are always busy in the lab.
2. Patricia and Ben, as biology students, are always busy in the lab.
3. Patricia and Ben are always busy in the lab as biology students.
COMBINING CLAUSES 60
Slide 37 Slide 38
Essential & Nonessential
ClausesDependent clauses can be essential or nonessential clauses. Essential
clauses provide necessary information; nonessential clauses do not
affect the meaning of the sentence and can be removed without
changing the meaning.
• She always gets lost without a map. ↑Essential: The information in blue is necessary to the sentence’s meaning.
• He goes to Maryville College, which is in New York. ↑Nonessential: The information in red can be cut out without changing the meaning
• My brother who is named Carl is a biology major. ↑Essential: Implies that I have multiple brothers, but I’m talking about Carl.
• My brother, who is named Carl, is a biology major. ↑Nonessential: Implies that I have one brother, who is named Carl.
Essential & Nonessential
Clauses
The following sentences contain highlighted dependent clauses.
Using the sentences below, complete Activity 9 on your worksheet. Check your answers with your small group.
1. The dog that I want to adopt is named Ginger.
2. Maria ordered the lobster, which is the most expensive item on the menu.
3. The students are stressed because their finals are next week.
4. The new employee, Noah, is attending training.
Slide 39 Slide 40
Complex Sentence
Punctuation
Consider the following compound sentences that use
commas correctly:
• After Zeke graduates, he will join the Army.
• My father, Brian, is an architect.
• Tom is tired because he stayed up too late last night.
• Hannah’s husband is late to dinner, which is her
biggest pet peeve.
With your small groups, discuss how commas are used in these sentences.
In Activity 10 on your worksheet, (a) define how commas are used and (b)
add commas as needed to the example sentences (correct answers on next
slide).
Complex Sentence
Punctuation
Commas1. After dependent clauses at the beginning of a sentence2. Surrounding nonessential clauses that appear in the middle of a
sentence3. Before nonessential clauses that appear at the end of a sentence
Activity 10 Answers1. Without his glasses, Jackson is legally blind.
2. The car that I bought last year has already broken down.
3. Trinity College, my alma mater is raising funds for a new dorm building.
4. My father, Patrick, is a pilot.
5. Dr. Wilson, the history professor, is on sabbatical.
Slide 41 Slide 42
Complex Sentences
Practice: Combining independent
and dependent clauses
Complete Activity 11 on your worksheet
(answers on next slide)
Complex Sentences
Activity 11 Examples(more than one possible answer)
1. James missed the meeting because he was sick
yesterday.
2. Dr. Wilson, the history professor, is on sabbatical.
COMBINING CLAUSES 61
Slide 43 Slide 44
Combined Practice
Combined Practice
The following slides contain examples of
compound and complex sentences. We will click
through these slides quickly.
When the sentence is compound, raise your right hand.
When the sentence is complex, raise your left hand.
Slide 45 Slide 46
Combined Practice
Suzanna, an international
student, is from Latvia.
Combined Practice
Suzanna is studying political
science; she also likes to take
art classes.
Slide 47 Slide 48
Combined Practice
Due to the requirements of her
scholarship, she needs to
maintain a 3.5 GPA.
Combined Practice
She studies hard, but she also
makes time for extracurricular
activities.
COMBINING CLAUSES 62
Slide 49 Slide 50
Combined Practice
She studies hard, but she also
makes time for extracurricular
activities.
Combined Practice
Punctuation
Discuss the following with your small group:
1. What punctuation can be used in compound sentences?
2. What punctuation can be used in complex sentences?
3. What is the difference between punctuation in compound
and complex sentences?
Complete Activity 12 on your worksheet. Check your answers with
your small group.
Slide 51 Slide 52
Combined Practice
Activity 12 Answers
Correct Punctuation:
• Elizabeth is excited for her first day of school, but she is also nervous.
• After his surgery today, the patient will need to stay a week in the
hospital.
Added Punctuation:
• Because of his knee injury, Eric was unable to play soccer this season.
• The fundraising goal was not met, but the committee said that the event
was still a success.
• Lisa has worked at the company since 2013; she expects a raise this
year.
Combined Practice
Composing Sentences
Both compound and complex sentences involve adding an
additional clause to an independent clause.
• Jennifer is sick; she missed school today.
• Because Jennifer is sick, she missed school today.
Complete Activity 13 on your worksheet. Share your answers with
your small group.
Slide 53 Slide 54
Combined Practice
Proofreading Sentences
1. Read carefully and critically
2. Identify errors
3. Classify the errors (determine what the problem is)
4. Fix the error or rewrite the sentence
Complete Activities 14 and15 on your worksheet.
Your Turn!
COMBINING CLAUSES 63
Slide 55 Slide 56
Composition Practice
Pick a topic to write about and identify key points to address. Type
your topic as the title of your composition and outline a few key points
to address about your topic.
Possible Topics:
• Describe one room in your home
• Describe of one of your career goals
• Narrate your morning routine
• Summarize your favorite book or movie
Composition Practice
Write a short paragraph on your topic. Your draft must
include:
1. At least two compound sentences
2. At least two complex sentences
3. A cohesive development of ideas
Be sure to proofread your draft for any grammar or
punctuation errors.
Slide 57 Slide 58
Composition Practice
Review
Switch places with a classmate at your table to
review his or her draft. Use the rubric provided
at the end of your worksheet to review your
classmate’s work.
Thanks for
Attending!
Practice your revision skills in your academic
papers!
For further help with grammar and sentence
structure, visit the Writing Center!
COMBINING CLAUSES 64
Appendix D: Workshop Handout
Combining Clauses: Writing Compound & Complex Sentences
Writing Center Workshop
Student Worksheet
Section 1: Pretest
Revise the sentence structure and punctuation in the following sentences.
1. Because she is often very busy; the student struggles to meet her assignment
deadlines.
2. The new employee worried about his performance requested further training.
3. John is from Antigua, his family still lives there.
Section 2: Compound Sentences
Activity 1
Define independent clauses.
Define dependent clauses.
Activity 2
List the requirements for a compound sentence.
1.
2.
Activity 3
Where are semicolons needed in compound sentences?
In the following compound sentences, add semicolons as needed to correctly connect the clauses.
1. Mike exercises every day he is training for a marathon.
2. A winter storm warning is in effect today all public schools have been cancelled.
COMBINING CLAUSES 65
3. Trini accepted a job in New York now she needs to sell her house in Denver.
Activity 4
Where are commas needed in compound sentences?
In the following compound sentences, add commas as needed to correctly connect the clauses.
1. The new parents are exhausted but they are also very happy.
2. Kim wants to audition for the orchestra so she practices her cello every day.
3. The patient complains of chronic pain yet he refuses treatment.
Activity 5
Write a compound sentence combining each pair of independent clauses below.
Clause 1: James was sick yesterday
Clause 2: He missed the meeting
Compound sentence:
Clause 1: Tim’s sister is getting married
Clause 2: He will be a groomsman in the wedding
Compound sentence:
Section 3: Complex Sentences
Activity 7
List the requirements for a complex sentence.
1.
2.
Activity 8
In a complex sentence, where can the dependent clause appear in relation to the independent
clause?
1.
2.
3.
Write three sentences that combine the following clauses in different ways.
Clause 1: As biology students
COMBINING CLAUSES 66
Clause 2: Patricia and Ben are always busy in the lab
1.
2.
3.
Activity 9
Using the sentences on Slide 38, write an E if the highlighted clause is essential and N if the
clause is nonessential.
1. 2. 3. 4.
Activity 10
Where are commas needed in complex sentences?
The following sentences contain highlighted dependent clauses. Add commas as needed to
correctly connect the clauses.
1. Without his glasses Jackson is legally blind.
2. The car that I bought last year has already broken down.
3. Trinity College my alma mater is raising funds for a new dorm building.
4. My father Patrick is a pilot.
5. Dr. Wilson the history professor is on sabbatical.
Activity 11
Write a complex sentence combining each pair of clauses below.
Clause 1: Because he was sick yesterday
Clause 2: James missed the meeting
Complex sentence:
Clause 1: Dr. Wilson is on sabbatical
Clause 2: The history professor
COMBINING CLAUSES 67
Complex sentence:
Section 4: Combined Practice
Activity 12
Write a next to the sentences with correct punctuation.
Tim loves living in Sweden; but he misses his family. Elizabeth is excited for her first day of school, but she is also nervous. After his surgery today, the patient will need to stay a week in the hospital. Morale is low at the company, many employees have quit recently.
In the following sentences, add punctuation as needed to correctly connect the clauses.
Because of his knee injury Eric was unable to play soccer this season. The fundraising goal was not met but the committee said that the event was still a
success. Lisa has worked at the company since 2013 she expects a raise this year.
Activity 13
In the space below, write an independent clause. Use this clause to form two additional
sentences: (a) add another independent clause to form a compound sentence, and (b) add a
dependent clause to form a complex sentence. Make sure to use appropriate punctuation as you
connect your clauses.
Activity 14
In the following sentences, write a if the sentence is correct and an X if the sentence is
incorrect. If the sentence is incorrect, briefly describe the error beneath the sentence.
1. Paula and Brian just got married they are going to Key West for their honeymoon.
2. Because his son is sick, Nick is staying home from work today.
3. The semester ended last Friday; which is why the campus is so empty.
4. In spite of the flooding that is threatening the town.
5. The family has four children, all of whom have red hair.
6. The teenager, despite failing to parallel park; passed his driving test.
Activity 15
COMBINING CLAUSES 68
Revise the following sentences, adding or combining clauses and punctuation as needed, to form
grammatically correct compound or complex sentences. Share your answers with your small
groups.
1. Because the students did not receive sufficient instruction.
2. Mrs. Peters the principal announced a school-wide reading challenge for the month of March.
3. Ben bought a new car. It is a Toyota.
4. Ellen is excited, because she just was offered a new job.
5. It is chilly but sunny today; so the marathon runners are pleased with the weather.
Section 5: Final Composition
As prompted on PowerPoint Slide 56, type your composition practice paragraph into the space
provided below.
Answer Key
Section 1: Pretest
1. Because she is often very busy, the student struggles to meet her assignment deadlines.
2. The new employee, worried about his performance, requested further training. 3. John is from Antigua. His family still lives there. OR
John is from Antigua; his family still lives there. OR John is from Antigua, and his family still lives there.
Section 2: Compound Sentences
Activity 1
1. Subject 2. Predicate (including verb) 3. Complete idea
Activity 2
1. Two independent clauses 2. Comma or semicolon
Activity 3
Semicolons are used between two independent clauses.
COMBINING CLAUSES 69
1. Mike exercises every day; he is training for a marathon. 2. A winter storm warning is in effect today; all public schools have been cancelled. 3. Trini accepted a job in New York; now she needs to sell her house in Denver.
Activity 4
Commas are used between two independent clauses that are joined by coordinating conjunctions
(and, but, or, nor, so, yet).
1. The new parents are exhausted, but they are also very happy. 2. Kim wants to audition for the orchestra, so she practices her cello every day. 3. The patient complains of chronic pain, yet he refuses treatment.
Activity 5
1. James was sick yesterday; he missed the meeting. OR James was sick yesterday, so he missed the meeting.
2. Tim’s sister is getting married; he will be a groomsman in the wedding. OR Tim’s sister is getting married, so he will be a groomsman in the wedding
Section 3: Compound Sentences
Activity 6
1. Incomplete sentence 2. Missing subject and/or verb 3. Does not include a complete sentence
Activity 7
1. One independent and one dependent clause 2. Dependent clause can appear at different places in the sentence
Activity 8
1. Before the independent clause 2. In the middle of the independent clause 3. After the independent clause
1. As biology students, Patricia and Ben are always in the lab. 2. Patricia and Ben, as biology students, are always in the lab. 3. Patricia and Ben are always in the lab as biology students.
Activity 9
1. E 2. N 3. E 4. N
Activity 10
Commas are used (a) after dependent clauses at the beginning of a sentence, (b) surrounding
nonessential clauses that appear in the middle of a sentence, and (c) before nonessential clauses
that appear at the end of a sentence.
4. Without his glasses, Jackson is legally blind.
5. The car that I bought last year has already broken down.
6. Trinity College, my alma mater, is raising funds for a new dorm building.
COMBINING CLAUSES 70
6. My father, Patrick, is a pilot.
7. Dr. Wilson, the history professor, is on sabbatical.
Activity 11
1. Because he was sick yesterday, James missed the meeting. James missed the meeting because he was sick yesterday.
2. Dr. Wilson, the history professor, is on sabbatical.
Section 4: Combined Practice
Activity 12
Tim loves living in Sweden; but he misses his family. Elizabeth is excited for her first day of school, but she is also nervous. After his surgery today, the patient will need to stay a week in the hospital. Morale is low at the company, many employees have quit recently.
Because of his knee injury, Eric was unable to play soccer this season. The fundraising goal was not met, but the committee said that the event was still a
success. Lisa has worked at the company since 2013; she expects a raise this year.
Activity 13
Answers will vary. Example:
My favorite hobby is camping.
My favorite hobby is camping; I camp at least five times a year.
Because I love the outdoors, my favorite hobby is camping.
Activity 14
X Paula and Brian just got married they are going to Key West for their honeymoon. Run-on sentence; a semicolon is needed after “married” Because his son is sick, Nick is staying home from work today. X The semester ended last Friday; which is why the campus is so empty. Incorrect semicolon usage; complex sentences use commas X In spite of the flooding that is threatening the town.
Dependent clause that is not attached to independent clause; sentence fragment
The family has four children, all of whom have red hair. X The teenager, despite failing to parallel park; passed his driving test. Incorrect semicolon usage; complex sentences use commas
Activity 15
1. [Answers will vary] Because the students did not receive sufficient instruction, they did not pass the test.
2. Mrs. Peters, the principal, announced a school-wide reading challenge for the month of March.
3. Ben bought a new car; it is a Toyota. OR Ben bought a new car, and it is a Toyota.
4. Ellen is excited because she just was offered a new job. 5. It is chilly but sunny today, so the marathon runners are pleased with the weather.
COMBINING CLAUSES 71
Appendix E: Pretest Rubric, Results, and Feedback
Table E1
Pretest Assessment
Pre - Test
Test Item Assessment
Students are provided handouts with three incorrectly
structured sentences (e.g., sentences with incorrectly
combined clauses and punctuation errors). Two
instructors will circulate and casually observe student
work, and students will be divided into small groups to
briefly discuss their revision.
No formal results will be taken for this assessment, but
this exercise will enable instructors to identify key
questions and concerns that they can immediately address
as they introduce instruction. Correct answers are
displayed to whole group via PowerPoint Slide for
discussion and self-assessment.
Rubric
Student Assignment
fulfillment Yes/No
Sentence 1 Correct/Incorrect
Sentence 2 Correct/Incorrect
Sentence 3
Correct/
Incorrect
Score Time
to
Test
Participant
Feedback
1 Y I C C 2
4
Student’s first
sentence did not
match the answer
but I think it was
correct.
2 Y C I C 2 5 Student thought
they could reword
to: Worried about
his performance,
the new employee
requested further
training.
3 Y C C C 3 1 min Learner expressed
confusion about last
question and felt
like it was a trick
question
4 Y C C C 3 40
sec
Learner performed
well
5 Y C I C 2 2 min Learner reworded
the sentence,
though on seeing
the answers can
understand the idea
6 Y C I C 2 1 min Learner used
different meaning
of sentence
COMBINING CLAUSES 72
Appendix F: Practice Activities
Table F1
Practice Activities Associated to Objectives
Cluster Activity Description of Activity Associated
Objectives
1 Compound
Sentences
1 (a)With your small groups, discuss why the green clauses might be
considered independent. List the requirements for an independent
clause in Activity 1 on your worksheet.
(b) The following slides contain examples of independent and
dependent clause. We will click through these slides quickly.
When the clause is independent, raise your hand.
3.2.8
2 With your small groups, discuss what makes green sentences
compound. List the requirements for a compound sentence in
Activity 2 on your worksheet.
3.2.6
3 With your small groups, discuss how semicolons are used in these
sentences. In Activity 3 on your worksheet, (a) define how
semicolons are used and (b) add semicolons as needed to the
example sentences (correct answers on next slide).
Worksheet Exercise:
Where are semicolons needed in compound sentences?
In the following compound sentences, add semicolons as needed to
correctly connect the clauses.
1. Mike exercises every day he is training for a marathon.
2. A winter storm warning is in effect today all public schools have
been cancelled.
3. Trini accepted a job in New York now she needs to sell her house
in Denver.
3.3.4
3.3.3
4 With your small groups, discuss how commas are used in these
sentences. In Activity 4 on your worksheet, (a) define how commas
are used and (b) add commas as needed to the example sentences
(correct answers on next slide).
Worksheet Exercise:
In the following compound sentences, add commas as needed to
correctly connect the clauses.
1. The new parents are exhausted but they are also very happy.
2. Kim wants to audition for the orchestra so she practices her cello
every day.
3. The patient complains of chronic pain yet he refuses treatment.
3.3.5
3.3.6
5 In Activity 5 on your worksheet, write a compound sentence
combining each pair of independent clauses below.
Clause 1: James was sick yesterday
Clause 2: He missed the meeting
Compound sentence:
Clause 1: Tim’s sister is getting married
Clause 2: He will be a groomsman in the wedding
Compound sentence:
3.2.1
COMBINING CLAUSES 73
2 Complex
Sentences
6 (a) With your small groups, discuss why the blue clauses might be considered dependent. List the requirements for an dependent clause in Activity 6 on your worksheet.
(b) The following slides contain examples of independent and dependent clause. We will click through these slides quickly. When the clause is dependent, raise your hand.
3.2.9
7 The sentences in green are complex.
With your small groups, discuss what makes green sentences
complex. List the requirements for a compound sentence in Activity
7 on your worksheet.
3.2.7
8 Worksheet Exercise:
In a complex sentence, where can the dependent clause appear in
relation to the independent clause?
1.
2.
3.
Write three sentences that combine the following clauses in
different ways.
Clause 1: As biology students
Clause 2: Patricia and Ben are always busy in the lab
1.
2.
3.
3.2.5.
3.2.4
9 The following sentences contain highlighted dependent clauses.
Using the sentences below, complete Activity 9 on your worksheet.
Check your answers with your small group.
The dog that I want to adopt is named Ginger.
Maria ordered the lobster, which is the most expensive item on the
menu.
The students are stressed because their finals are next week.
The new employee, Noah, is attending training.
3.3.10
10 In your worksheet, the following sentences contain highlighted
dependent clauses. Add commas as needed to correctly connect the
clauses.
1. Without his glasses Jackson is legally blind.
2. The car that I bought last year has already broken down.
3. Trinity College my alma mater is raising funds for a new dorm
building.
4. My father Patrick is a pilot.
5. Dr. Wilson the history professor is on sabbatical.
3.3.8.
3.3.9
3.3.7
11 Worksheet:
Write a complex sentence combining each pair of clauses below.
Clause 1: Because he was sick yesterday
Clause 2: James missed the meeting
Complex sentence:
Clause 1: Dr. Wilson is on sabbatical
Clause 2: The history professor
Complex sentence:
3.2.2
3 12.0 The following slides contain examples of compound and complex 3.2.3
COMBINING CLAUSES 74
Synthesis of
Compound &
Complex
Concepts
sentences. We will click through these slides quickly.
When the sentence is compound, raise your right hand.
When the sentence is complex, raise your left hand.
12 Complete Activity 12 on your worksheet. Check your answers with
your small group.
Worksheet Activity:
Write a check-mark next to the sentences with correct punctuation.
Tim loves living in Sweden; but he misses his family.
Elizabeth is excited for her first day of school, but she is also
nervous.
After his surgery today, the patient will need to stay a week in the
hospital.
Morale is low at the company, many employees have quit recently.
In the following sentences, add punctuation as needed to correctly
connect the clauses.
Because of his knee injury Eric was unable to play soccer this
season.
The fundraising goal was not met but the committee said that the
event was still a success.
Lisa has worked at the company since 2013 she expects a raise this
year.
3.3.2
3.3.1
3.3
13 Complete Activity 13 on your worksheet. Share your answers with
your small group. Worksheet Activity:
In the space below, write an independent clause. Use this clause to
form two additional sentences: (a) add another independent clause
to form a compound sentence, and (b) add a dependent clause to
form a complex sentence. Make sure to use appropriate punctuation
as you connect your clauses.
10.1
10.2
14, 15 Activity 14: Worksheet
In the following sentences, write a checkmark if the sentence is
correct and an X if the sentence is incorrect. If the sentence is
incorrect, briefly describe the error beneath the sentence.
1. Paula and Brian just got married they are going to Key West for
their honeymoon.
2. Because his son is sick, Nick is staying home from work today.
3. The semester ended last Friday; which is why the campus is so
empty.
4. In spite of the flooding that is threatening the town.
5. The family has four children, all of whom have red hair.
6. The teenager, despite failing to parallel park; passed his driving
test.
Activity 15:Worksheet
Revise the following sentences, adding or combining clauses and
punctuation as needed, to form grammatically correct compound or
complex sentences. Share your answers with your small groups.
1 .Because the students did not receive sufficient instruction.
8.1
8.2
8.2.1
8.2.2
9.2.3
COMBINING CLAUSES 75
2 .Mrs. Peters the principal announced a school-wide reading
challenge for the month of March.
3. Ben bought a new car. It is a Toyota.
4. Ellen is excited, because she just was offered a new job.
5. It is chilly but sunny today; so the marathon runners are pleased
with the weather.
4 Final
Composition
– Posttest
Post-
Test
Pick a topic to write about and identify key points to address. Type
your topic as the title of your composition and outline a few key
points to address about your topic. Possible Topics:
Describe one room in your home
Describe of one of your career goals
Narrate your morning routine
Summarize your favorite book or movie
Write a short paragraph on your topic. Your draft must include:
At least two compound sentences
At least two complex sentences
A cohesive development of ideas
Be sure to proofread your draft for any grammar or punctuation
errors.
1
2
3
4
5
6
7
8
9
10
COMBINING CLAUSES 76
Appendix G: Subjective and Observable Data From Clusters 1-4
Table G1
Cluster 1: Compound Sentences
Activity 1
Objective:
3.2.8: Given an independent clause, identify it as independent and explain what makes it independent.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y L S 3 min Student #2 noted the 3
components as a
subject, predicate and
verb, instead of a
subject, predicate with
verb and main idea.
2 Y Y L S
3 Y Y L S 2 min Learners noted that
having a numbered list
to complete in the
worksheet was a hint as
to the correct answer.
Also inconsistency in
answer and simple
sentence slide, which
indicated that 3
elements were subject,
predicate, and period,
and thought that that
earlier slide explicitly
gave the answer for
this activity.
4 Y Y L S
5 Y Y L S 2 min Learner #6 was
confused as to the third
thing needed. Had to
review previous slide
for a period at the end.
6 Y N L S
Activity 2
Objective:
3.2.6: Given the term compound sentence, define the term. Definition should include the presence of two independent
clauses.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y L S 4 min Student #2 noted
clauses in their
response but was not 2 Y Y L S
COMBINING CLAUSES 77
specific to the
classification of
independent.
3 Y Y L D 3 min Numbered list was
confusing as it
suggested that there
should be 3 unique
things. Learners
recommended
changing format (e.g.,
just asking for a
definition, not a list)
4 Y Y L D
5 Y Y L D 3 min Students were unable
to determine what third
item needed was. 6 Y N L D
Activity 3
Objectives:
3.3.4: When asked how semicolons function in a compound sentence, state that they are used to connect independent
clauses.
3.3.3: Given compound sentences without internal punctuation, add semicolons to separate the independent clauses.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3 Technical
Writing Experts)
1 Y Y L S 4 min All correct responses
2 Y Y L S
3 Y Y L S 3 min Correct; seemed easy
for learners 4 Y Y L S
5 Y Y L S 2 min Correct answers
6 Y N L S
Activity 4
Objectives:
3.3.5: Given compound sentences without internal punctuation that include conjunctions, add commas before the
conjunctions to separate the independent clauses.
3.3.6: When asked how commas function in a compound sentence, state that they are used to connect independent
clauses that are joined by a conjunction.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3 Technical
Writing Experts)
1 Y Y L S 3 min Student #1 thought the
answer was two
dependent clauses, but
once the answers were
shown understood the
error
2 Y Y L S
3 Y Y L S 3 min A list of coordinating
conjunctions would be
helpful; Student #3 did
not recognize “so” as a
conjunction
4 Y Y L S
COMBINING CLAUSES 78
5 Y Y L S 2 min Correct answers
6 Y N L S
Activity 5
Objective:
3.2.1: Given two unconnected independent clauses, connect them using either a semicolon or a comma and
conjunction to form a compound sentence.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3 Technical
Writing Experts)
1 Y Y L S 5 min There was some
confusion regarding the
instructions on the
activity, students #1,#2
both would have liked
to have supporting
material for visual
reference or know they
could use a
conjunction, yet did not
find the assignment
difficult
2 Y Y L S
3 Y Y L S 3 min Learner #3 suggested
that the second
sentence could be
confusing as “Tim” is
not the subject of the
sentence, so the
pronoun “he” might be
a bit vague. Learner #4
did not seem confused
by this
4 Y Y L S
5 Y Y L S 3 min Learner #5 was able to
combine both
sentences 6 Y Y L S
Table G2
Cluster 2: Complex Sentences
Activity 6
Objective: 3.2.9: Given a dependent clause, identify it as dependent and explain what makes it dependent.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y L S 5 min Student responses
were not totally
consistent with the 2 Y Y L S
COMBINING CLAUSES 79
answer but both #1
and #2 agreed it was
not a complete
sentence
3 Y Y L D 4 min All examples listed in
slides included
subject & verb, so
inconsistent w/next
slide that says that
dependent clauses are
missing a subject or
verb. Dependent
clauses seemed poorly
defined on slide 27
4 Y Y L D
5 Y Y L D 3 min Student 5 was unable
to come up with three
and when given
answers, was
confused how 1 and 3
were different.
6 Y Y L D
Activity 7
Objective:
3.2.7: Given the term complex sentence, define the term. Definition should include the presence of an independent
and a dependent clause.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M S 5 min Students #1, 2 were
confused about
punctuation, semi
colon vs comma, but
agreed it was a
combination of clauses
but did not specify the
clauses as one
independent and
dependent.
2 Y Y L S
3 Y Y L D 3 min List of correct answers
on Slide 34 is
confusing because it
does not include
anything about a
comma, and the second
requirement is an
observation rather than
a requirement for a
sentence. Learners
recommended revising
for clarity
4 Y Y L D
5 Y Y L S 3 min Student #5 listed
independent and
dependent clause as 6 Y Y L D
COMBINING CLAUSES 80
two separate items for
1 & 2.
Activity 8
Objectives:
3.2.5: When asked where in a main clause a dependent clause can be added to form a complex sentence, state the
beginning, middle, or end.
3.2.4: Given an independent clause and a dependent clause that are currently unconnected, write sentences in which
the clause is placed in three different locations: (a) at the beginning of the sentence, (b) in the middle of the sentence,
or (c) at the end of the sentence.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y L S 6 min All responses were
correct 2 Y Y L S
3 Y Y L S 4 min Last sentence in Part 2
of activity caused some
confusion with both
learners because they
felt that placing the
dependent clause at the
end of the sentence led
to a poorly constructed
and clunky sentence
4 Y Y L S
5 Y Y L S 3 min Student #5 was able to
complete both parts Student #6 the
instructions were a
little unclear. Am I
allowed to add words
to the clauses to
combine? According to
the answers, no, but the
instructions do not
specify
6 Y Y L D
Activity 9
Objective:
3.3.10: Given a complex sentence, identify whether the dependent clause is essential or nonessential to the sentence’s
meaning.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y L D 4 min Student #1 and 2 would
have liked to know if
their responses were
correct. They noted the
first 3 sentences as
essential and the 4th as
non-essential.
2 Y Y L D
3 Y N M D 3 min Concept of essential vs.
nonessential clauses 4 Y Y L S
COMBINING CLAUSES 81
seemed nebulous to
Learner 3 in particular,
who didn’t feel like it
was a concrete
grammar rule. Noted
that it felt like
instruction skipped
quickly over a complex
topic.
5 Y N L D 3 min Student #5 didn’t
understand why this
information was
needed
6 N N L D
Activity 10
Objectives:
3.3.8: When asked how commas function in a complex sentence, state that they are included after introductory clauses
and surrounding or preceding nonessential clauses.
3.3.9: Given a complex sentence without internal punctuation, identify what punctuation, if any, is needed around the
clause. Response should indicate that commas are needed around or preceding nonessential clauses but not essential
clauses.
3.3.7: Given complex sentences without internal punctuation, add commas as needed after, surrounding, or before
dependent clauses.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M S 4 min Students performed
well on this activity. 2 Y Y L S
3 Y Y L S 4 min Learners struggled just
a bit to articulate where
commas are needed—
seemed confused that
there were multiple
answers. Both learners
noted that there was no
example of Point #3 on
Slide 40 in the activity;
they recommended
adding one
4 Y Y L S
5 Y Y M S 3.5 min Student #5 had issues
with this and only got 3
of 5 answers correct. Student #6 thought the
slides a little unclear or
not specific enough
when determining
essential and
nonessential
6 Y N L D
Activity 11
Objective: 3.2.2: Given an independent and a dependent clause that are currently unconnected, connect them to form a complex
sentence. The dependent clause may appear at the beginning of, in the middle of, or following the main sentence;
regardless of its placement, it must be connected using appropriate punctuation.
COMBINING CLAUSES 82
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M S 3 min Student #1 had
difficulty with the first
sentence, and used a
comma to write( James
missed the meeting,
because he was sick
yesterday)
2 Y Y L S
3 Y Y L S 2 min Learners performed
well 4 Y Y L S
5 Y Y L S 2 min Learners performed
well 6 Y Y L S
Table G3
Cluster 3: Synthesis of Compound and Complex Concepts
Activity 12.0
Objective:
3.2.3: Given examples of compound and complex sentences, correctly classify the sentences as compound or
complex.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M S 5 min Students had no
answers to this Activity
therefore while one
student found the
activity to be good, the
other found feedback
was needed to
determine accuracy.
2 Y Y M D
3 Y Y L D 3 min Learner 3 did not see
the value of the
activity; Learner 4 was
satisfied with the
activity.
4 Y Y L S
5 Y Y L S 4 min Both learners wished
that answers were
evident; Learner 6 in
particular claimed not
to benefit.
6 Y Y M D
Activity 12
Objectives:
3.3.2: Given the terms commas and semicolons as well as the terms compound sentence and complex sentence,
explain the difference between how the punctuation marks function within these sentence types. The explanation
COMBINING CLAUSES 83
should include the distinction that semicolons are not used in complex sentences and that in compound sentences;
commas are used with conjunctions while semicolons are not.
3.3.1: Given examples of compound and complex sentences with both correct and incorrect internal punctuation,
identify which sentences have correct punctuation.
3.3: Given a complex or compound sentence that is lacking internal punctuation, add punctuation to the sentence as
needed to correctly combine the clauses.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M S 5 min In part A of the
activity, Both
students#1,2 picked the
correctly punctuation
sentences effectively.
In part b of this
exercise both students
used a comma in the
last sentence instead of
a semi-colon to write> Lisa has worked at the
company since 2013,
she expects a raise this
year.>
In the discussion
session students
responded that both a
semicolon and comma
can be used in both
complex and
compound sentences.
There was nothing
available independent
of the instructor to
validate this response.
Students would like to
have reference
materials for
punctuation rules.
2 Y Y M S
3 Y Y L S 4 min Learners performed
well 4 Y Y L S
5 Y Y L S 2.5 min Learner answered all
questions accurately 6 Y Y L S
Activity 13
Objectives:
10.1: Given a simple or incomplete sentence (i.e., a sentence that does not express a complete idea), add a dependent
or independent clause and associated punctuation to form a compound or complex sentence. Successful sentences will
be correctly structured with appropriate punctuation and a complete idea.
10.2: Given a structurally incorrect sentence, remove incorrect punctuation and/or words to create a structurally
correct compound or complex sentence.
COMBINING CLAUSES 84
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y M D 5 min Both students felt
pressed for an idea,
both wanted expert
feedback on the
exercise. Student” felt
there could have been
more lead instruction
or reference material to
assist in the task.
2 Y Y M S
3 Y Y L S 4 min Sentences were very
simple but correct 4 Y Y L S
5 Y Y M S 2.5 min Student #5 had
difficulty coming up
with the simple
sentence, but once able
to, could complete the
rest of the activity.
6 Y Y L S
Activity 14,15
Objectives:
8.1: Given a draft of a few sentences, read the sentences critically. To demonstrate reading comprehension, learner
must identify the subjects, predicates, sentence types, and main ideas presented.
8.2: Given a draft of a few sentences containing sentence structure and grammar errors, point out errors in grammar
and explain why they are incorrect. Error identification will be deemed successful if all errors in combining clauses
are identified (even if other grammatical errors exist).
8.2.1: Given example sentences, identify sentences containing errors and classify the presenting errors. Error
identification will be deemed successful if all errors in combining clauses are identified (even if other grammatical
errors exist).
8.2.2: Given examples of complete sentences, fragments, and run-ons, identify the fragments and run-ons.
9.2.3: Given examples of sentences with correct punctuation as well as sentences containing errors in comma and
semicolon usage, identify the sentences containing punctuation errors.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
1 Y Y H D 5 min Both students wanted
expert feedback on the
exercise as neither
were confident in their
learning of the content
yet.
2 Y Y M D
3 Y Y M S 5 min Learner 3 noted that
the final question in
Activity 15 was
confusing as “chilly
but sunny” is itself
somewhat complex,
and having more than
one conjunction could
4 Y Y L S
COMBINING CLAUSES 85
be distracting. Learner
3 also incorrectly
added a semicolon to
#3 in Activity 15
5 Y Y M S 5 min Student #5 would have
liked to have a slide
with the answers to
ensure they completed
the task correctly.
6 Y Y L D
Table G4
Cluster 4: Final Composition: Posttest
Objectives:
1: Given a list of writing prompts, pick a topic to write about. Topic should be familiar to learner and sufficiently
focused to address in a short paragraph.
2: Haven selected a writing topic; list the main points to address in the paragraph. Main points should be appropriate
in scope to address in one or two sentences and, combined, should express a complete idea about the topic.
3. On a laptop, write either a compound or a complex sentence. Sentence should be structurally correct and contain
either two independent clauses or an independent and dependent clause, correctly joined together with appropriate
punctuation and, if needed, a conjunction.
4. Having written a complex or compound sentence, identify whether that sentence is compound (i.e., contains two
independent clauses).
5. Having written a complex or compound sentence, identify whether that sentence is complex (i.e., contains one
independent and at least one dependent clause).
6: Having written a short draft on a laptop, identify whether the draft contains at least two compound and two
complex sentences.
7. Having written a short draft on a laptop, identify whether all of the previously identified points were addressed and
whether the draft expresses a full idea. Responses should indicate a clear sense of the scope and purpose of the
paragraph and an understanding of whether the draft meets those expectations.
8: Having written a short draft on a laptop, read the sentences and point out any errors in grammar or sentence
structure. Even if learner does not identify all grammar errors, the proofreading will be deemed successful if student
correctly identifies all sentence structure errors (if any) in combining clauses, including punctuation and conjunction
errors.
9: Having written a short draft on a laptop, identify any grammar or sentence structure errors. The task will be deemed
successful if the student accurately diagnoses the correctness of the sentence structures in the draft.
10: Given a short draft containing sentence structure errors, fix the errors in the sentences or rewrite the sentences to
eliminate errors. The task will be deemed successful if the student corrects all sentence structure errors, even if other
grammar errors exist.
Student Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
Observers (3
Technical Writing
Experts)
Workshop feedback
and post-test
1 Y Y L S 7 min Both students felt a
need for reference
materials in support of
this task, such as
punctuation rules and
visual reference of
2 Y Y M S
COMBINING CLAUSES 86
compound and
complex sentences.
Students reviewed each
other’s work but were
not confident with each
other’s feedback.
3 Y Y L S 5 min Both learners indicated
that the biggest gain for
them in this session
was a clarification of
punctuation rules,
specifically with
comma usage. Learners
seemed comfortable
with peer review
process.
4 Y Y L S
5 Y Y M S 6 min Learner #5 would have
liked to have more
expert input, even just
with correct answers
included for all
activities.
6 Y N L S
COMBINING CLAUSES 87
Appendix H: Post-Test Objective Rubric
Excellent
3
Some Revision
Needed
2
Significant Revision
Needed
1
Assignment
Fulfillment
Draft contained at
least two compound
sentences and at least
two complex
sentences.
Draft was missing 1
required component.
Draft was missing 2
or more required
components, or
sentence structure
was difficult to
determine.
Compound
Sentence
Structure
All compound
sentences contained
two independent
clauses appropriately
joined together.
Draft contained 1
structural error in a
compound sentence
(e.g., incomplete or
incorrect independent
clause)
Draft contained 2 or
more structural errors
in compound
sentences.
Compound
Sentence
Punctuation
All compound
sentences contained
correct punctuation
(semicolons or
commas used before
coordinating
conjunctions)
Draft contained 1
punctuation error in a
compound sentence
(e.g., use of comma
without a
coordinating
conjunction)
Draft contained 2 or
more punctuation
errors in compound
sentences.
Complex
Sentence
Structure
All complex sentences
contained two
independent clauses
appropriately joined
together.
Draft contained 1
structural error in a
complex sentence
(e.g., incomplete
independent clause or
dependent clause
incorrectly attached
to independent
clause)
Draft contained 2 or
more structural errors
in complex sentences.
Complex
Sentence
Punctuation
All complex sentences
contained correct
punctuation (commas
after introductory
clauses or surrounding
and before
nonessential clauses)
Draft contained 1
punctuation error in a
complex sentence
(e.g., missing comma
or misused comma)
Draft contained 2 or
more punctuation
errors in complex
sentences.
Score: __________/15
COMBINING CLAUSES 88
Appendix I: Posttest Data
Table I1
Cluster 4: Posttest Data
Main Instructional
Goal
Terminal Objective Test Item
Students will
demonstrate the ability
to write grammatically
correct compound and
complex sentences in
their academic papers.
On a laptop in a workshop
setting, demonstrate the
ability to write grammatically
correct compound and
complex sentences.
Write a one-paragraph essay using varying sentence
structures. Your essay should:
Include two correctly structured compound sentences
and two correctly structured complex sentences.
Contain appropriate punctuation.
Express a single, cohesive idea.
Rubric
Student Assignment
fulfillment
Compound
Sentence
Structure
Compound
Sentence
Punctuation
Complex
Sentence
Structure
Complex
Sentence
Punctuation
Overall
Score
1 3 2 1 2 2 10
2 1 3 3 3 3 13
3 3 3 3 3 2 14
4 3 3 3 3 3 15
5 2 3 3 3 3 14
6 3 3 3 3 3 15
0
0.5
1
1.5
2
2.5
3
3.5
Assignment Fulfillment Compound Sentence
Structure
Compound Sentence
Punctuation
Complex Sentence
Structure
Complex Sentence
Punctuation
Avg
of
Sc
ore
s
Rubric
Post - Test Averages
Series1 Series2 Series3 Series4 Series5 Series6 Series7
Figure I1. Bar graph showing student averages correlated to the posttest rubric.
COMBINING CLAUSES 89
Appendix J: Feedback: Workshop Debrief Survey and Results
Workshop Debrief: Student Survey
Help Us Make the Lesson Better
Please answer the following questions to help us understand what you think about the
lessons and activities presented in this workshop. Your comments will help us make better
lessons for you. Thanks.
Student ID: _ Date: mm/dd/yyy Class: First Trial
1. Was the instruction interesting? ❍ Yes ❍ No Explain:
2. Did you understand what you were supposed to learn? ❍ Yes ❍ No Explain:
3. Were the materials directly related to the objectives? ❍ Yes ❍ No Explain:
4. Were sufficient practice exercises included? ❍ Yes ❍ No Explain:
5. Were the practice exercises relevant? ❍ Yes ❍ No Explain:
6. Did the tests really measure your knowledge of the objectives? ❍ Yes ❍ No
Explain:
COMBINING CLAUSES 90
7. Did you receive sufficient feedback on your practice exercises? ❍ Yes ❍ No
Explain:
8. Did you feel confident when answering questions on the tests? ❍ Yes ❍ No Explain:
Table J1
Workshop Debrief Results
Student 1 2 3 4 5 6
1 Was the
instruction
interesting?
yes yes moderately moderately yes No answer
2 Did you
understand
what you
were
supposed to
learn?
somewhat, but
they needed
reference
materials
somewhat, but
they needed
reference
materials
yes, although
some content
seemed
skipped over
quickly
(specifically
essential vs.
nonessential
clauses and
conjunction
use)
yes, although
some content
seemed
skipped over
quickly
(specifically
essential vs.
nonessential
clauses and
conjunction
use)
Student
was
confused
about
essential vs.
nonessentia
l clauses,
even at the
end of the
instruction.
somewhat
3 Were the
materials
directly
related to the
objectives?
yes yes yes yes yes yes
4 Were
sufficient
practice
exercises
included?
yes
needed more
practice on
punctuation
and revision
yes yes yes yes
5 Were the
practice
exercises
relevant?
yes yes yes yes yes yes
COMBINING CLAUSES 91
6 Did the tests
really
measure your
knowledge of
the
objectives?
the post-test
could, but
wanted teacher
feedback to be
sure
the post-test
could, but
wanted teacher
feedback to be
sure
yes yes yes yes
7 Did you
receive
sufficient
feedback on
your practice
exercises?
Not sure Not sure yes, but noted
that a whole-
group
discussion
would be
helpful to
clarify trickier
issues
yes, but
noted that a
whole-group
discussion
would be
helpful to
clarify
trickier
issues
would like
more expert
feedback
on all in
class
assessment
Not sure
8 Did you feel
confident
when
answering
questions on
the tests?
felt a degree of
confidence in
the post-test
but not on all
the practice
activities
felt a degree of
confidence in
the post-test
but not on all
the practice
activities
Yes for most
not all
yes no not for
the
information
regarding
essential
and
nonessentia
l clauses.
for some of
the material
COMBINING CLAUSES 92
Appendix K: Synthesis of Student Performance Data
Table J1
Student Performance: Subjective and Observational Data
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
Cluster 1
1 Y (6) Y (5)
N (1)
L (6) S (6) 2.3 min
There were difficulties
with the instructional
materials:
One student performed
the exercise but did not
get all items correct.
Another student was
confused and felt the
need to revisit slides.
Regarding the
instructional content on
Slide 8, contents were
not clear to reflect the
answer key on Slide
11, which indicated
that 3 elements were
subject, predicate, and
period, and thought
that that earlier slide
explicitly gave the
answer for this activity.
2 Y (6) Y (5)
N (1)
L (6) S (2)
D (4)
3.3 min Student #2 noted
clauses in their
response but was not
specific to the
classification of
independent.
Numbered list was
confusing as it
suggested that there
should be 3 unique
things. Learners
COMBINING CLAUSES 93
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
recommended
changing format (e.g.,
just asking for a
definition, not a list)
Students were unable
to determine what third
item needed was.
3 Y (6) Y (5)
N (1)
L (6) S (6) 3.3 min
4 Y (6) Y (5)
N (1)
L (6) S (6) 2.3 min Student #1 thought the
answer was two
dependent clauses, but
once the answers were
shown understood the
error
Materials: A list of
coordinating
conjunctions would be
helpful; Student #3 did
not recognize “so” as a
conjunction
5 Y (6) Y (6) L (6) S (6) 3.6 min There was some
confusion regarding the
instructions on the
activity, students #1,#2
both would have liked
to have supporting
material for visual
reference or know they
could use a
conjunction, yet did not
find the assignment
difficult
Learner #3 suggested
that the second
sentence could be
confusing as “Tim” is
not the subject of the
sentence, so the
pronoun “he” might be
COMBINING CLAUSES 94
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
a bit vague.
Cluster 2
6 Y (6) Y (6) L (6) S (2)
D (4)
4 min Student responses were
not totally consistent
with the answer but
both #1 and #2 agreed
it was not a complete
sentence
All examples listed in
slides included subject
& verb, so inconsistent
w/next slide that says
that dependent clauses
are missing a subject or
verb. Dependent
clauses seemed poorly
defined on slide 27
Student 5 was unable
to come up with three
and when given
answers, was confused
how 1 and 3 were
different.
7 Y (6) Y (6) L (5)
M (1)
S (3)
D (3)
3.6 min Students #1, 2 were
confused about
punctuation, semi
colon vs comma, but
agreed it was a
combination of clauses
but did not specify the
clauses as one
independent and
dependent.
List of correct answers
on Slide 34 is
confusing because it
does not include
anything about a
comma, and the second
requirement is an
observation rather than
COMBINING CLAUSES 95
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
a requirement for a
sentence. Learners
recommended revising
for clarity
Student #5 listed
independent and
dependent clause as
two separate items for
1 & 2.
8 Y (6) Y (6) S (5)
D (1)
4.3 min Last sentence in Part 2
of activity caused some
confusion with both
learners because they
felt that placing the
dependent clause at the
end of the sentence led
to a poorly constructed
and clunky sentence
Student #5 was able to
complete both parts
Student #6 the
instructions were a
little unclear: “Am I
allowed to add words
to the clauses to
combine?” According
to the answers, no, but
the instructions do not
specify
9 Y (3)
N (3)
L (5)
M (1)
S (1)
D (5)
3.3 min Student #1 and 2 would
have liked to know if
their responses were
correct. They noted the
first 3 sentences as
essential and the 4th as
non-essential.
Concept of essential vs.
nonessential clauses
seemed nebulous to
Learner 3 in particular,
COMBINING CLAUSES 96
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
who didn’t feel like it
was a concrete
grammar rule. Noted
that it felt like
instruction skipped
quickly over a complex
topic.
Student #5 didn’t
understand why this
information was
needed
10 Y (6) Y (5)
N (1)
L (5)
M (1)
S (5)
D (1)
3.8 min Learners struggled just
a bit to articulate where
commas are needed—
seemed confused that
there were multiple
answers. Both learners
noted that there was no
example of Point #3 on
Slide 40 in the activity;
they recommended
adding one
Student #5 had issues
with this and only got 3
of 5 answers correct.
11 Y (6) Y (6) L (5)
M (1)
S (6) 2.3 min Student #1 had
difficulty with the first
sentence, and used a
comma to write (James
missed the meeting,
because he was sick
yesterday
Cluster 3
12.0
12 Y (6) Y (6) L (4)
M (2)
S (6) 3.5 min In part A of the
activity, Both
students#1 and 2
picked the correctly
punctuation sentences
effectively. In part B of
COMBINING CLAUSES 97
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
this exercise both
students used a comma
in the last sentence
instead of a semi-colon
to write “Lisa has
worked at the company
since 2013, she expects
a raise this year.”
In the discussion
session students
responded that both a
semicolon and comma
can be used in both
complex and
compound sentences.
There was nothing
available independent
of the instructor to
validate this response.
Students would like to
have reference
materials for
punctuation rules.
13 Y (6) Y (6) L (3)
M (3)
S (5)
D (1)
3.8 min Both students felt
pressed for an idea,
both wanted expert
feedback on the
exercise. Student” felt
there could have been
more lead instruction
or reference material to
assist in the task.
Sentences were very
simple but correct
Student #5 had
difficulty coming up
with the simple
sentence, but once able
to, could complete the
rest of the activity.
14, 15 Y (6) Y (6) L (2)
M (3)
S (3)
D (3)
5 min Both students wanted
expert feedback on the
COMBINING CLAUSES 98
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
H (1) exercise as neither
were confident in their
learning of the content
yet.
Learner 3 noted that
the final question in
Activity 15 was
confusing as “chilly
but sunny” is itself
somewhat complex,
and having more than
one conjunction could
be distracting. Learner
3 also incorrectly
added a semicolon to
#3 in Activity 15
Student #5 would have
liked to have a slide
with the answers to
ensure they completed
the task correctly.
Post-Test
Post-
Test
Y (6) Y (5)
N (1)
L (4)
M (2)
S (6) 6 min Both students felt a
need for reference
materials in support of
this task, such as
punctuation rules and
visual reference of
compound and
complex sentences.
Students reviewed each
other’s work but were
not confident with each
other’s feedback.
Both learners indicated
that the biggest gain for
them in this session
was a clarification of
punctuation rules,
specifically with
comma usage. Learners
COMBINING CLAUSES 99
Blank Fields in Observer Information Indicate No Issue
Highlighted Data indicates an area of concern from more than one participant
Activity Assignment
Fulfillment
Yes/No
Personal
Relevance
Yes/No
Learning
Effort:
High (H)
Medium (M)
Low (L)
Clarity of
Instruction:
Satisfied
(S)/Dissatisfied
(D)
Time to
Complete
Objective
(Avg.)
Observer Information
seemed comfortable
with peer review
process.
Learner #5 would have
liked to have more
expert input, even just
with correct answers
included for all
activities.
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