combining clauses: writing compound and complex...

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

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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

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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

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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

COMBINING CLAUSES 8

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.

COMBINING CLAUSES 10

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.



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.


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.


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.


dependent and independent

clauses:

Because he was sick

yesterday

James missed the meeting

Write a complex sentence

combining these two


3.2.3 Classify compound &

complex sentences.

Given examples of


sentences, correctly classify

the sentences as compound

or complex.


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.


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.


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


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.


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.


3.2.9 Identify dependent

clauses.

Given a dependent clause,

identify it as dependent and

explain what makes it

dependent.


clause: Due to the earthquake

that caused millions of dollars

of damage.

Is this clause independent or

dependent? How can you tell?


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


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?


small groups.


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


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


In the following compound



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.


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



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.


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


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.



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.


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.


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.


7. Have all main points been

addressed?


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.



8. Proofread sentences for

sentence structure errors.


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.


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.


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).


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.



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.


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.



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.


9. Are all sentences

grammatically correct?


on a laptop, identify any

grammar or sentence

structure errors. The task


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.


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


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.



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.


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


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.


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.



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.


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.



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


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 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.


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



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.


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 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.



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 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


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.



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


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 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 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.


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 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 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


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.


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 Participation Practice Items & Activities: Students work in small groups to

revise/rewrite the sentences in the previous passage




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 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


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


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


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).


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


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


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


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


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.


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


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


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


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


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


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.


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.


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


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


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


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


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


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.


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.


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


Appendix A: Goal Analyses

Figure A1. Goal analysis.


Appendix B: Task Analyses

Figure B1. Task analysis Part 1.


Figure B2. Task analysis Part 2.


Figure B3. Task analysis Part 3

.


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.


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.


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

+


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.


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


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.


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.


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.



Slide 43 Slide 44

Combined Practice

Combined Practice


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.


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!


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


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


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!


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.


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


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.


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


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


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.


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.


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


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.


6. Trinity College, my alma mater, is raising funds for a new dorm building.


6. My father, Patrick, is a pilot.


Activity 11

1. Because he was sick yesterday, James missed the meeting. James missed the meeting because he was sick yesterday.


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.


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


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


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


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


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.


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


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


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


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


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


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


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


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


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


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


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


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



there were multiple





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.


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


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


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


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.


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


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


exercise as neither

were confident in their


yet.

2 Y Y M D

3 Y Y M S 5 min Learner 3 noted that


Activity 15 was

confusing as “chilly

but sunny” is itself

somewhat complex,

and having more than

one conjunction could

4 Y Y L S


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


this task, such as


visual reference of

2 Y Y M S


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



included for all

activities.

6 Y N L S


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)


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)


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)


more punctuation

errors in complex

sentences.

Score: __________/15


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.


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:


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


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


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




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.)


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




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.)


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




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.)


a requirement for a

sentence. Learners


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,




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.)


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



there were multiple





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




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.)


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


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





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.)


H (1) exercise as neither

were confident in their


yet.

Learner 3 noted that


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


this task, such as


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




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.)


seemed comfortable

with peer review

process.

Learner #5 would have

liked to have more



included for all

activities.

combining clauses: writing compound and complex...

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