About sentence

 A sentence is the major grammatical part in language. It communicates a complete contemplation a statement, question, command, or exclamation. In general, assertions and questions—the overwhelming majority of sentences necessitate a subject and a verb, put together in a way that can stand alone, ensuing in what is called an sovereign clause (see main clause ): He kicked the ball is a sentence. After he kicked the ball is not a sentence; in its place it is a reliant clause (see subordinate clause). Even though it has a subject and a verb, it needs to be connected to something in arrange to complete the assertion: After he kicked the

ball, he fell down; or He fell down after he kicked the ball. In the case of guidelines, the subject need not be written because “you” is understood: Go home! Means you go home! And exclamations clearly utter excitement, alarm, anger, or the like with no need for either a subject or a verb: Wow! Bazookas! Ouch! In everyday speech we routinely use phrases or clauses that would not make a complete sentence so-called

 sentence rubbish  because the discussion or the position make the denotation clear. For example, we might answer a question like “Where did you go?” with “To the store,” or “Why can’t I stay out till midnight?” with “Because I say so,” or “What are you doing?” with “Trying to fix this toaster,” instead of “I went to the store,” “You can't stay out that late because I say so,” or “I am trying to fix this toaster.” In written interview sentence remains are rightly acceptable. They would generally be regarded as sentences simply because they start with a capital letter and end with a suitable <p>punctuation mark. But they are not sentences in strict grammatical </p>brains. And as a rule, sentence rubbish is frowned upon in formal or expository writing. They can be useful indeed, powerful but in such writing they are effective only if used sparingly, in order to achieve a intentional special effect: We will not give up combating for this cause. Not now. Not ever. a word, clause, or phrase or a group of clauses or phrases forming a syntactic unit which express an statement, a question, a control, a wish, an scream, or the performance of an act, that in writing usually begins with a capital letter and concludes with proper end punctuation, and that in speaking is distinguished by quality patterns of stress, pitch, and pause a numerical or commonsense account (as an equation or a proposition) in words or symbols cluster of words that makes complete sense is called a sentence. There are four kinds of sentences:1. Assertive or declarative sentence (a statement)2. Imperative sentence (a command)3. Interrogative sentence (a question)4. Exclamatory verdict (an exclamation) 1. An assertive sentence is a sentence that states a fact. Such sentences are simple statements. They state, assert, or declare incredible. Examples:

Raja is a student. She lives in a big city. 2. Imperative sentence is a sentence which gives a control, makes a request, or expresses a wish.Examples:Go to your room. (an order)Please lend me your book. (a request)Have a good time at the picnic. (a wish)3. Exclamatory sentence is a sentence that expresses sudden and sturdy feelings, such as surprise, wonder, pity, compassion, happiness, or gratitude.Example: What a shame! Boy, am I tired! 4. Interrogative sentence: A sentence that asks a question is called an interrogative sentence.Examples: What is your name? Where do you live? When students learn to inscribe, they begin by learning about the four types of sentences and the role punctuation plays in determining and creating those dissimilar sentence types. The four types of sentences in the English language include: Declarative sentence Imperative sentence Interrogative sentence Exclamatory sentence And there are only three punctuation marks with which to end a sentence: Using dissimilar types of sentences and punctuation, students can vary the tone of their writing assignments and express a selection of thoughts and emotions. A declarative sentence simply makes a statement or expresses an opinion. In other words, it makes a declaration. This kind of sentence ends with a period. Examples of this sentence type:“I want to be a good writer.”  (Makes a statement)“My friend is a really good writer.” (Expresses an opinion)An imperative sentence gives a control or makes a request. It usually ends with a period but can, under certain circumstances, end with an exclamation point. Examples of this sentence type: “Please sit down.”“I need you to sit down now!”An interrogative sentence asks a question. This type of sentence often begins with who, what, where, when, why, how, or do, and it ends with a question mark. Examples of this sentence type: “When are you going to turn in your writing assignment?”“Do you know what the weather will be tomorrow?”An exclamatory sentence is a sentence that expresses great feeling such as excitement, surprise, happiness and anger, and ends with an exclamation point. Examples of this sentence type: “It is too dangerous to climb that mountain!”“I got an A on my book report!”Learning about the different types of sentences and punctuation will help students turn into better writers by enabling them to convey a range of types of in sequence and emotion in their writing. Activities to Help Your Child Learn about the Types of Sentences There are plenty of activities you can do with your child to help him be trained about the different kinds of sentences. For example, sit down with your child and read his favorite books together. Have him identify statements, questions, commands, and exclamations. You can also read from magazines, web sites, song lyrics – any medium that is fun and interesting to your child. This next activity is a good example of how punctuation impacts the message of a sentence. Have your child say or write an exclamation. Turn it into a account by replacing the exclamation point with a period. Discuss with your child how the change in punctuation changes the tone and mood of the sentence. Another fun activity is to have a conversation with your child using only one type of sentence. Pick a topic that interests her and encourage her to be inspired with her responses. This activity will illustrate the importance of different kinds of sentences in speech and writing. Writing Classes about Sentence Types If you think your child needs one-on-one writing instruction, Time4Writing offers individualized writing classes for elementary, middle, and high school students. Our online elementary school writing course teaches students to inscribe and revise examples of the four types of sentences – statements, commands, questions, and exclamations. We also present an interactive

middle school writing class and high school writing class

in basic technicalities that helps students enhance their writing skills by understanding and using punctuation to create different types of sentences.Time4Writing offers accepted writing classes for gifted students, after school enrichment, remediation and as a summer school alternative. All of the Time4Writing online lessons are led by certified writing teachers who present valuable feedback for

every writing duty. These writing classes help students form and fortify the foundation for strong writing skills in elementary school, middle school, high school, and beyond. Learn more about Time4Writing today! The term 'sentence' is widely used to refer to quite different types of unit. Grammatically, it is the uppermost unit and consists of one independent clause, or two or more linked clauses. Orthographically and rhetorically, it is that unit which starts with a capital letter and ends with a full stop, question mark or exclamation mark."

(Angela Downing, English Grammar: A University Course, 2nd ed. Rutledge, 2006) I have taken as my definition of a sentence any combination of words whatsoever, beyond the simple naming of an object of sense."(Kathleen Carter Moore, The Mental

 Development of a Child, 1896)[A sentence is a] unit of speech constructed according to language-dependent rules, which is relatively complete and independent in respect to content, grammatical structure, and intonation."(Hadumo Busman, Rutledge Dictionary of Language and Linguistics. Trans. by Lee Forester et al. Rutledge, 1996)A written sentence is a word or group of words that conveys meaning to the listener, can be responded to or is part of a response, and is punctuated."(Andrew S. Rothstein and Evelyn Rothstein, English Grammar Instruction That Works! Corwin Press, 2009)None of the usual definition of a sentence really says much, but every sentence ought somehow to organize a pattern of thought, even if it does not always lessen that thought to bite-sized pieces."(Richard Lanham, Revising Prose. Scribner's, 1979)The sentence has been definite as the largest unit for which there are regulations of grammar."(Christian Lehmann, "Theoretical Implications of Grammaticalization Phenomena." The Role of Theory in Language Description, ed. by William A. Foley. Mouton de Grunter, 1993)The Notional Definition of a Sentence It is sometimes said that a sentence expresses a complete thought. This is a notional definition: it defines a term by the notion or idea it conveys. The difficulty with this definition lies in fixing what is meant by a 'complete thought.' There are notices, for example, that seems to be whole in them but is not generally regarded as sentences: Exit, Danger, 50 mph speed limit. On the other hand, there are sentences that clearly consist of more than one thought. Here is one relatively simple example: This week marks the 300th anniversary of the magazine of Sir Isaac Newton's Philosophize Naturalism Principal Mathematical, a fundamental work for the whole of contemporary science and a key influence on the philosophy of the European Enlightenment. How many 'complete thoughts' are there in this sentence? We should at least distinguish that the part after the comma introduces two additional points about Newton's book: (1) that it is a essential work for the whole of modern science, and (2) that it was a key influence on the philosophy of the European Enlightenment. Yet this example would be approved by all as a single verdict, and it is written as a single sentence."(Sidney Green brae and Gerald Nelson, an opening to English Grammar, 2nd ed. Pearson, 2002)Traditional effort to define the sentence were usually either psychological or logical-analytic in nature: the previous type spoke of 'a inclusive thought' or some other unreachable psychological phenomenon; the latter type, following Aristotle, expected to find every verdict made up of a logical subject and logical predicate, units that themselves rely on the sentence for their definition. A more fertile approach is that of [Otto] Spenser (1924: 307), who suggests testing the totality and independence of a sentence, by assessing its potential for standing alone, as a complete utterence."Stanley Fish's Two-Part Definition of a Sentence sentence is a structure of logical relationships. In its bare form, this scheme is hardly edifying, which is why I immediately supplement it with a simple exercise. 'Here,' I say, 'are five words randomly chosen; turn them into a sentence.' (The first time I did this the words were coffee, should, book, garbage and quickly.) In no time at all I am presented with 20 sentences, all perfectly coherent and all quite different. Then comes the hard part. 'What is it,' I ask, 'that you did? What did it take to turn a random list of words into a sentence?' A lot of fumbling and stumbling and false starts follow, but to finish someone says, 'I put the Well, my bottom line can be summarized in two statements: (1) a sentence is an organization of items in the world; and (2) a sentence is a structure of logical relationships."A grammatical unit that is syntactically independent and has a subject that is uttered or, as in imperative sentences, silent and a predicate that contains at least one finite verb. The penalty forced by a law court or other ability upon someone found guilty of a crime or other offense. Obsolete An opinion, especially one given formally after deliberation.American Heritage  Dictionary of the English Language, Fifth Edition. Copyright © 2011 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved. (Linguistics) a sequence of words capable of standing alone to make an assertion, ask a question, or give a domination, usually consisting of a subject and a predicate containing a finite verb (Law) the judgment formally pronounced upon a person convicted in criminal proceedings, esp. the decision as to what punishment is to be imposed an opinion, judgment, or decision (Music, other) music another word for period (Ecclesiastical Terms) any short passage of scripture working in liturgical use: the funeral sentences.  (Logic) logic a well-formed expression, without variables archaic a proverb, adage, or aphorism  to pronounce sentence on (a convicted person) in a court of law: the judge sentenced the murderer to life imprisonment. a structurally independent grammatical unit of one or more words, in speech often preceded and followed by pauses and in writing begun with a capital letter and ended with a period or other end punctuation, typically consisting of a subject and a predicate containing a finite verb and express a statement, question, request, power, or exclamation, as Summer is here.

About vowel and consonent--letters

A written character or character representing a speech sound and being a section of an alphabet. A written symbol or character used in the graphic symbol of a word, such as the h in Thames. A written or printed announcement directed to a person or society. Often letters A certified document granting rights to its bearer. Literal meaning: had to adhere to the letter of the law. Letters (used with a sing. verb) Literary culture; belles-letters. Learning or acquaintance, especially of literature. Literature or writing as a profession. Printing a portion of type that prints a single character. A specific style of type. The characters in one style of type. An emblem in the shape of the initial of a school awarded for outstanding performance, in particular in varsity athletics. To write letters on: lettered the paper. To write in letters: lettered our name on the mailbox. To write or form letters. To earn a school letter, as for terrific athletic achievement: She lettered in three unworldly sports. Synonyms: letter, epistle, memorandum, and communiqué, note these nouns denote a written announcement directed to another: customary a letter of complaint; the Epistles of the New Testament; a memorandum outlining the attendance policy; a communiqué of comfort; a thank-you note. American Heritage® Dictionary of the English Language, Fifth Edition. Published by Houghton Mifflin Harcourt publish Company. All rights reserved. (Linguistics) any of a set of straight cryptogram used in writing or printing a language, each symbol being associated with a group of phonetic morals in the language; character of the alphabet a written or printed communication addressed to a person, company, etc, usually sent by post in an envelope. The letter the harsh legalistic or pedantic interpretation of the meaning of an agreement, document, etc; exact wording as discrete from actual intent (esp. in the phrase the letter of the law).  (Printing, Lithography & Bookbinding) printing archaic a style of typeface: a fancy letter. Following the literal interpretation or language exactly attendance to every detail to write or mark letters on (a sign, etc), esp. by hand to set down or print using letters a written or printed account addressed to a person or society and usu. transmitted by mail.  A temperament or character that is predictably used in writing and printing to signify a dialogue sound and is part of an alphabet.  a piece of printing type bearing such a symbol or character.  A particular style of type.  Often, letters. A formal essay granting a right or privilege. Actual necessities or wording; literal meaning, as distinct from obscure meaning or intent (opposed to spirit): the letter of the law. Letters, (used with a sing. or pl. v.)  Literature in wide-ranging.  The profession of literature.  Learning; data, esp. of prose.  An emblem consisting of the initial or monogram of a school, awarded to a student for accomplishment, esp. in athletics. to mark or write with letters; inscribe. To earn a letter in a school activity, esp. a sport. Word Origin and History for letter c.1200, "graphic symbol, alphabetic sign, written character," from Old French letter (10c., Modern French letter) "character, letter; communiqué, note," in plural, "literature, writing, learning," from Latin litter (also liter) "letter of the alphabet," of uncertain origin, perhaps via Etruscan from Greek diphtheria "tablet," with change of d- to l- as in lachrymose. In this sense it replaced Old English bocstæf, accurately "book staff" (cf. German Buchstabe "letter, character," Latin litter also meant "a writing, document, record," and in plural litter "a letter, epistle," a sense first attested in English early 13c., replacing Old English ærendgewrit, literally "errand-writing." The Latin plural also meant "literature, books," and figuratively "learning, liberal education, schooling" (see letters ). School letter in sports, attested by 1908, were said to have been first awarded by University of Chicago football coach Amos Alonzo Stagg. Expression to the letter "precisely" is from 1520s (earlier as after the letter). Letter-perfect is from 1845, initially in theater jargon, in position, position to an actor knowing the lines exactly. Letter-press, in location to matter printed from relief surfaces, is from 1840. A vowel is a letter of the alphabet (a, e, i, o, u, and sometimes y) that represents a speech sound created by the relatively free channel of breath through the larynx and oral cavity. Letters that are not vowelsmarry, are consonants. As pointed out below, spoken English has approximately 20 distinct vowel sounds, though there are "In all vowels, the mouth passage is unobstructed. If it is stymied at any time during the production of a speech-sound, the resulting sound will be a consonant."(Charles Laurence Barber, the English Language: A Historical Introduction. Cambridge University Press, 2000) In written English, the 26 letters of the alphabet comprise 5 vowels and 21 consonants. In spoken English, there are 20 vowels and 24 consonants. It is this discrepancy, of course, which underlies the complexity of English spelling."(David Crystal, How Language Works. Overlook Press, 2006)"How many different vowels does English have? Well, it depends on your dialect. Standard American English makes fewer vowel distinctions than Standard Southern British English. For instance, many Southern British English speaker make a three-way distinction between merry, marry, and Mary, whereas for most Americans these all sound the same. Likewise, I pronounce cot and caught, and coral and choral, differently, but for most Americans these word pairs are spoken identically. In my accent of English, each of the following words is spoken with a different vowel: pit, pet, pat, putt, put, pot, peat, pa, bought, boot, pate, bite, quoits, and pout. That's fourteen different vowels. Some English accents use fewer than this, and a few dialects use even more. English, of whatever dialect, is rather extravagant in the vowels it uses. Keeping them all separate is helped noticeably by using different features of the swear afforded."

(James R. Harford, the Origins of Language. Oxford University Press, 2014)the modify which has become acknowledged as the Northern Cities Vowel Shift, which is individual of the accents of younger people (except for African Americans . . .), above all in cities such as Chicago, Detroit, Cleveland and Buffalo, . . . is a kind of circular association of vowels which represents one of the most spectacular changes ever to have taken place in the history of the pronunciation of English. In this change, the vowel of naught and all like words (taught, law, fall etc.) is moving downwards to the position of gnat. The vowel of gnat has caught; dramatically altered its elocution to the kind of quality describe also for New York City .The vowel of net, meanwhile, has moved in the course of nut, which in turn has got out of the way by moving in the direction of nougat, thus completing the circle."(Peter Trudge, Sociolinguistics: An Introduction to Language and Society, 4th ed. Penguin, 2000) Vowels were amazing else. He didn't like them and they didn't like him. There were only five of them, but they seemed to be everywhere. Why, you could go through twenty words without bumping into some of the shyer consonants, but it seemed as if you couldn't tiptoe past a syllable without waking up a vowel. Consonants, you knew beautiful much where you stood, but you could never trust a vowel."(Jerry Spinally, Maniac Magee. Little, Brown Books for Young Readers, 1990) Always end the name of your child with a vowel, so that when you yell the name will carry."
(Bill Cosby, Fatherhood. Doubleday, 1986) A gentleman entered the room of Dr. Barton, Warden of Merton College, and told him that Dr. Vowel was dead. 'What!' said he, 'Dr. Vowel dead? Well, thank heaven it was neither U nor I.'"(Gleanings from the Harvest-Fields of Literature, Science and Art: A Melange of Excerpt Humorous, and useful, ed. by Charles C. Tombaugh. T. Newton Kurtz, 1860), snooping, phonetically, it is easy to give definition: a vowel is any sound with no perceptible noise produced by limitation in the vocal tract, and consonant is a sound with audible noise produced by a constriction. However, this definition services us to identify as vowels many sounds which purpose as consonants in speech. For example, in the English word "yes", the original is phonetically a vowel according to the explanation above. In the phonological scheme of English, however, the is in a typical consonant position (compare "yes" with "mess", "less", "Tess" etc.). An explanation to this terminological intricacy, suggested by Pike, is to have two unlike distinctions, one strictly phonetic and the other based on function, or phonological criteria. For the phonetic distinction, Pike promoter using the words ovoid and connoted. A ovoid is defined as a "central oral resonant". It's central because not a lateral sound, like; oral because air passes from side to side the oral cavity; and reverberating because there is no constriction, so all the sound comes from the resonances in the oral tract resulting from the vibration of the vocal cords. Everything which is not a ovoid is a connoted. Thus, is a ovoid, is a ovoid, is a ovoid, [w] is a ovoid, but [l] is not; it is a connoted, as are [b], etc. These plants the terms "vowel" and "consonant" existing to be used as phonological terms. Generally, vowels are syllabic vicious. Thus, of the vicious above, and could be vowels, but and would not, as they are never syllabic. Consonants are conchoids which gist as syllable margins, and every now and then (in words like "lip", "lot", but not the closing segment in "little", where the is syllabic. This organization of vowels and consonants leaves two other shows potential classifications: monosyllabic vicious, syllabic conchoids, such as English syllabic and syllabic [n], or the syllabic fricative [s] in "suppose", or e.g. syllabic in Chinese "four”. Consonants and vowels are conventionally classified in two extents: place and manner of articulation. Place of articulation refers to the location of the narrowest part of the vocal tract in producing a sound. For example, for the consonant [b] the vocal tract is narrowest at the lips (in fact, it could not maybe any narrower here!). In vowels, the narrowest part of the vocal tract is usually in the middle of the mouth, in the region of the palate. "Manner of articulation" refers to various other things, together with whether the airflow is central or lateral, oral or nasal, retroflex or non-retroflex, the phonation type, and the degree of stricture. Children learn all the letters of the alphabet in the groundwork Stage (nursery and Reception years). This means they learn to look at a dispatch and then make its sound, but also to hear the sound of a letter and be able to write it down. In feedback children move onto schooling to read and write CVC words (consonant, vowel, consonant) such as cat, top, hit, nap. They then move on to read and write CCVC words such as trip, stop, and pram. They also learn CVCC words such as get the nearly all out of, lamp, and tusk. Children will also learn that sometimes two vowels are put in concert to make one sound, such as ea, i.e. which can be found in words such as rain, boot, read and pie. When two vowels are put together to make one sound, this is called a vowel digraph. They also learn that sometimes two consonants are put together to create one sound, which can be create in words such as bath, chip and mash. When two consonants are put together to make one sound, this is called a consonant digraph. Teachers may or may not make children aware of all the linguistic vocabulary in bold above. It is not unavoidably vital that they know this vocabulary or can define them: the most imperative thing is that they learn to read and write individual letters and words with assurance through thorough step-by-step phonics activities. Children moving up the school may notice certain things about vowels and consonants. For example, in English we rarely have three or more vowels together; beautiful, queue, liaise, quail, quiet, and squeal are some of the hardly any words that use this spelling pattern. Another thing children may notice is that each word in the English language contains a vowel. This is quite a useful thing to know when playing hangman: go for the vowels first! A consonant is a speech sound that's not a vowel. The sound of a consonant is produced by a partial or complete obstruction of the air stream by a constriction of the speech organs. In writing, a consonant is any letter of the alphabet except a, e, i, o, u, and sometimes y.When two or more consonant sounds are obvious in succession without an intervening vowel (as in the words dream and bursts), the group is called a consonant blend or consonant cluster. In a consonant blend, the sound of each individual letter can be heard. By contrast, in a consonant digraph (as in the word phone), two following letters represent a single sound. In a phonetic description, we distinguish vowels from consonants in terms of how they are uttered in the vocal tract, and the associated patterns of aural energy."(David Crystal, How Language Works. Overlook Press, 2006) Our B represents probably the same sound carried by the analogous letter in Near Eastern alphabets of 30 or 40 centuries ago. It is a consonant sound. Therefore, B is a consonant letter, the first in alphabetical progression of our 21. If asked at a dinner party to define the word 'consonant,' someone might project, 'Well, I know it's not a vowel . . .' and that actually is the best opening point. Whereas vowels are pronounced from the vocal cords with minimal shaping of expelled breath, consonant sounds are created through obstruction or channeling of the breath by the lips, teeth, tongue, throat, or nasal channel, variously collective. Some consonants, like B, involve the vocal cords; others don't. Some, like R or W, flow the breath in a way that steers them relatively close to being vowels."(David Sacks, Letter Perfect. Broadway Books, 2003The 24 usual consonants occur in the subsequent words, at the beginning unless otherwise specified: pale, tale, kale, bale, dale, gale, chain, Jane, fail, thin, sale, shale, hale, vale, this, zoo; (in the middle of) measure, mail, nail; (at the end of) sing, lay, rail, wail, Yale. Not one of these consonants is spelled in a completely steady way in English, and some of them are spelled very oddly and patchily indeed. Note that our alphabet has no single letters for spelling the consonants in chain, thin, shale, this, measure, and sing. Those letters that are frequently used for spelling looseanmisleading."Many consonants are just ways of beginning or ending vowels. This is chiefly true of consonants such as b, d, ɡ, each of which has a rapid movement of the lips or tongue before or after another sound such as a vowel. They are called stop consonants because the air in the vocal tract is completely stopped at some point. When forming a b in a word such as bib, the lips are firmly closed at the origination and end of the word. In the case of d as in did it is the tip of the tongue that blocks the vocal tract by form a closure just at the back the upper front teeth. For g as in gag, the back of the tongue is raised to make a closure against the roof of the mouth. Lost Consonants is a text and picture word play series which illustrate a sentence from which a vital letter has been uninvolved, altering its meaning. Welcome to a world where children have propensity difficulty and youth can become addicted to rugs; where firemen wear fame-resistant clothing, and footballers get camp in their legs; where dogs start baking and horses start catering, and where, after quite a lot of days without water, everyone is really thirty."