ExamReviewPackB2

Part 1: Grammar :

I. Sentence Types and Functions

Choosing what types of sentences to use in an essay can be challenging for several reasons.
The writer must consider the following questions: Are my ideas simple or complex? Do my
ideas require shorter statements or longer explanations? How do I express my ideas
clearly? This handout discusses the basic components of a sentence, the different types of
sentences, and various functions of each type of sentence.

1. What Is a Sentence?
A sentence is a complete set of words that conveys meaning. A sentence can communicate
● a statement (I am studying.)
● a command (Go away.)
● an exclamation (I’m so excited!)
● a question (What time is it?)
A sentence is composed of one or more clauses. A clause contains a subject and verb.

2. Independent and Dependent Clauses

There are two types of clauses: independent clauses and dependent clauses. A sentence
contains at least one independent clause and may contain one or more dependent clauses.

Independent Clause (or Main Clause)

● Is a complete thought.
● Can stand by itself.

Dependent Clause (or Subordinate Clause)

● Is an incomplete thought. ● Cannot stand by itself.

You can spot a dependent clause by identifying the subordinating conjunction. A

subordinating conjunction creates a dependent clause that relies on the rest of the sentence
for meaning. The following list provides some examples of subordinating conjunctions:
after, as, before, if, though, while, unless, although, because, even though, since, when, until,
whereas.
Independent Clause: When I go to the movies, I usually buy popcorn.

Dependent Clause: When I go to the movies, I usually buy popcorn.

Independent Clause: I don’t like the ocean because sharks scare me.

Dependent Clause: I don’t like the ocean because sharks scare me.

II. What Are the Different Types of Sentences?

Sentences are divided into four categories: simple sentences, compound sentences,
complex sentences, and compound-complex sentences.

1. Simple Sentences
Definition A simple sentence contains one independent clause.
Examples ● Johnny rode his bike to school.
● Who is your best friend?
● She ate her lunch, took a walk, and went back to work.
2. Compound Sentences
Definition A compound sentence contains two independent clauses. A
coordinating conjunction (for, and, nor, but, or, yet, so) often links
the two independent clauses and is preceded by a comma.
Examples ● She wanted to go on vacation, so she saved up her money.
● I like apples, but my sister loves bananas.
● Tim loves to read, and he also loves to hike.
3. Complex Sentences
Definition A complex sentence contains one independent clause and one or
more dependent clauses. A complex sentence will include at least
one subordinating conjunction.
Examples ● She went to class even though she was sick.
● As John was arriving to work, he realized he forgot his lunch.
● While I enjoy classical music, I prefer rock and roll because I
play the drums.
4. Compound-Complex Sentences
Definition A compound-complex sentence combines complex sentence and
compound sentence forms. A compound-complex sentence contains
one or more independent clauses and one or more dependent clauses.
Examples ● Although she felt guilty for missing her friend’s birthday, she
took her out to dinner the next day, and they had a great time.
● I try to eat healthy food, but because fast food is so convenient,
I cannot maintain a healthy diet.
● If he got the job, he would have to commute 50 miles to work,
so he decided the job was not worth it.
5. What Are the Functional Purposes of each Type of Sentence?
Because each type of sentence can serve various functions, the writer should use the
type of sentence that best communicates the purpose of his or her idea.

● Choose the sentence type that will most clearly and accurately convey the logic of
your idea.
● Consider the amount of information your readers need, and consider the links the
readers need to process the information.
● Vary sentence structures to pace your readers through your argument.

a) Functions of Simple Sentences

Use simple sentences when presenting a limited amount of information. Although
simple sentences may be shorter, they are not any less academic than other sentence types.
To declare a direct ● First, I will give background information about my
statement project. This conclusion is supported by extensive
evidence.
To display a ● The researchers created their hypothesis, conducted some
simple tests, and drew their conclusions.
list
● My evidence comes from journal articles, periodicals, and
books.
To give concise ● Please consider my application for the
directions internship. Turn to Table 1 in the appendix.
To ask a question ● What is the true meaning of the poem?
● What will this study mean to medical research in a decade?

b) Functions of Compound, Complex, and Compound-Complex Sentences

Compound, complex, and compound-complex sentences can serve similar purposes.
The writer can tailor the amount of information he or she provides by adding independent
and dependent clauses to simple sentences.
To combine similar ● Compound: Recycling is an effective way of helping the
ideas environment, and everyone should recycle at home.
● Complex: Since recycling is an effective way of helping the
environment, everyone should recycle at home.
● Compound-Complex: Since recycling is an effective way of
helping the environment, everyone should recycle at home; we
can all work together to protect our planet.
To compare or ● Compound: Van Gogh was a talented and successful artist, but
contrast ideas he had intense personal issues.
 ● Complex: Although he was a talented and successful artist, Van
Gogh had intense personal issues.
● Compound-Complex: Although he was a talented and
successful artist, Van Gogh had intense personal issues; indeed,
many say his inner turmoil contributed to his beautiful art.
● Compound: The researchers did not come to the correct
conclusion, so they restructured their hypothesis.
To convey cause ● Complex: Since the researchers did not come to the correct
and effect or chain
conclusion, they restructured their hypothesis.
of events ● Compound-Complex: Since the researchers did not come to
the correct conclusion, they restructured their hypothesis, and
they will attempt the experiment again.
To elaborate on a ● Compound: Cell phones should not be permitted in class, for
claim or extend they distract students and teachers.
reasoning ● Complex: Since cell phones distract students and teachers, they
should not be used in class.
● Compound-Complex: Since cell phones distract students and
teachers, they should not be used in class, and I encourage
faculty to forbid their use.
Activity 1
Directions: Identify the sentence type. Circle any coordinating or subordinating
conjunctions. Underline independent clauses once and dependent clauses twice. Then, explain
what function the sentence is performing.

1. Harry Potter was rejected from many publishers before J.K. Rowling found success.
Sentence type: _________________________________________________________________

Function: _____________________________________________________________________

2. Even though the patients showed various symptoms, the clinical study found that lack of
sleep contributes to the inability to focus, irritability, and poorer health.

Sentence type: _________________________________________________________________

Function: _____________________________________________________________________

3. More and more students are relying on online databases to find sources.

Sentence type: _________________________________________________________________

 Function: _____________________________________________________________________

4. The business analysts proposed higher numbers for next quarter, and they expect to
exceed those numbers the following quarter.

Sentence type: _________________________________________________________________

Function: _____________________________________________________________________

5. Homeless teens face intense obstacles, but when it comes to schooling, they do have the
chance to receive an education if they enroll in a special program.

Sentence type: _________________________________________________________________

Function: _____________________________________________________________________

Activity 2
Directions: Practice composing your own sentences given the information provided.
Consider what sentence type will be best to express the information.

1. You are telling the reader about three important qualities of a character in a book.

Sentence: _____________________________________________________________________

______________________________________________________________________________
2. You are showing both sides of an argument.

Sentence: _____________________________________________________________________

______________________________________________________________________________

3. You are wondering about the types of resources available to students at SJSU.

Sentence: _____________________________________________________________________

______________________________________________________________________________

4. You are describing a sequence of events.

Sentence: _____________________________________________________________________
 ______________________________________________________________________________

5. You are providing extensive detail about a particular event.

Sentence: _____________________________________________________________________

______________________________________________________________________________

Activity 3
Directions: Fill in the correct form of the verb – all tenses
1. I _______________ a great film yesterday. (see)
2. _____________________ a new car? (you ever buy)
3. I _______________ him last Monday. (meet)
4. The band _______________ while I _______________
5. She _______________ the new car in 2005. (buy)
6. Her mother _____________________ in Victoria for the past five years. (live)
7. _______________________ to get married? (you plan)
8. I _____________________ so much fun since I was a kid. (have)
9. When I got up I _____________________ out of the window and _____________________ that it
_____________________. (look, see, rain)
10. Janet _____________________ for Smith and Brothers before she came to work for us. (work)
11. I _____________________ three movies so far this week. (see)
12. How long _____________________ for me? (you wait)
13. I _____________________ over Loch Ness last week. - _____________________ the Loch Ness
monster? (fly, you see)
14. I’m afraid I’m not hungry. I _____________________. (already eat)
15. Peter _____________________ football in the afternoon when he got the call. (play)
16. “What _____________________ between 9 and 12 yesterday morning?”. (you do)
17. He kept looking at her, wondering where he _____________________ her before. (see)
18. Travelling _____________________ much easier in the past hundred years. (become)
19. I _____________________ cake. That’s why my hands are full of flour. (bake)
20. When I first came to this house it _____________________ quite a noisy area. (be)
21. He twisted his ankle while he _____________________. (ski)
22. _____________________ the doors before you leave the house? (you ever lock)
23. My best friend and I _____________________ each other for 15 years. (know)
24. He never _____________________ in the evening, only on Sundays. (work)
25. Herbert’s father _____________________ his son’s birthday (never forget)
26. I _____________________ my report because I had a problem with my computer. (finish)

Activity 3
Directions: Fill in the correct form of the verb – all tenses

1. My family have ___________________ (buy) some land in southern France recently. They
___________________ (build) a summer house there at the moment.
2. Andy and Mary ___________________ (go) to a concert tomorrow night. They ______________
(look forward to) it the whole week.
3. Jonathon ___________________ (watch) the news on TV every day and it __________________
(help) him with his English.
4. My car ___________________ (break) down when I ___________________ (drive) home from
work. I ________________________ (fix) it if I ___________________ (know) what was wrong. But I
didn’t so ___________________ (have) to take it to the garage.
5. When he ___________________ (found) Microsoft, Bill Gates was only 20 years old. He
___________________________ (already write) his first computer programme six years earlier.
6. Mrs Smith said that one day she ________________________ (retire) from teaching. She said
that she ___________________ (spend) her new free time learning about computers.
7. I ______________________ (not sleep) at all last night. Someone ___________________ (listen) to
music all night.
8. The judge sentenced the man to 8 years in prison because he _________________ (rob) a
bank.
9. They ________________________ (stand) in the queue for over an hour when the manager
___________________ (tell) them that there were no more tickets.
10. Alan ___________________ (be) in the car accident yesterday. The other driver
 ___________________ (lose) control of his car because he ___________________ (fall)
asleep.
11. She ___________________ (not see) her father since he ___________________ (start) to work in
Marseille two years ago.
12. Linda phoned and explained that she _________________________ (not can) to come to the
party the next day because she ___________________ (be) still sick.
13. My sister ___________________ (fly) home from London today. Her flight
___________________ (arrive) in an hour so I ___________________ (leave) for the airport
right now to get there in time.
14. I ___________________ (use) to ski when I was at the university but I ___________________
(break) a leg five years ago and since then I ___________________ (not ski) anymore.

Part 2: Comprehension Activity 1

Incorporate cultural foods

A study in the American Journal of Clinical Nutrition was released in December 2021
stating that there is a lack of diversity among nutrition professionals. Many dietitians have
since come forward expressing a need for representation of all backgrounds in the field of
nutrition, and also in the foods that dietitians recommend to their patients and clients.

"Seeking culturally diverse foods continues to be a trend and priority in both retail
and institutional food service. This can provide an opportunity to increase dietary diversity
through new types of root vegetables or legumes and incorporate more herbs and spices,
which are full of polyphenols that act as antioxidants and fuel our gut microbiota. This
trend can also help ensure that as many people are included in conversations about
nutrition and health as possible because they see their cultures represented and embraced,"
registered dietitian Christina Badaracco tells us.

1. Eating more cultural foods

A. Is currently not very popular in retail services.

B. Provides nutrients from foods we are not used to eating.
C. Is generally recommended for certain modern diets.

2. According to Badaracco, including culturally diverse foods will help more people:
 A. Become involved in well-being and nutrition. B. Dramatically improve their health
in general.
C. Understand other cultures in depth.

Activity 2
Focus on family dinners

Dani Lebovitz, food literacy expert in Franklin, Tennessee, and founder of Kid Food
Explorers tells us why family dinners are trending in 2023: "Although the rise of family
meals that occurred during the peak of the pandemic has somewhat decreased, an
anticipated trend for 2023 is more meals being prepared at home due to rising food costs
and inflation," Lebovitz says.

1. Eating with family at home…

A. is gaining popularity because of increasing prices.

B. began as a trend before the pandemic started.
C. has been confirmed as the most common way nowadays.

2. According to Lebovitz, family meals can…

A. help people diet more effectively.

B. encourage a positive view of food.
C. improve children’s ability to prepare food.

She continues, "As the research suggests, the return to family meals also aligns with
another food -related trend: rejecting diet culture to help kids develop healthy relationships
with food. Family meals with responsive parenting practices and supportive feeding
environments can positively shape children's beliefs, attitudes, and eating habits for a
lifetime."
Activity 3
Opt for a 'homestead lifestyle'

Farm-to-table takes on a whole new meaning here. Homesteading is the practice of

growing your own food and raising your own animals at home. During the pandemic, we
have seen a huge rise in people moving away from the city. Homesteading, or even home
gardening, was on the rise after being home more during the pandemic.
Dietitian Lara Clevenger notes, "I have loved seeing the homesteading trend rise.
Growing your own fruits and vegetables, raising your own livestock, and forming a
community with other local homesteaders or farmers changes people's lifestyles to a
slower pace of life. You can control the quality of the produce, how humanely the animals
are raised, and the quality of the meat or dairy you eat.
1. During the pandemic…
A. people in cities began to grow their own food.
B. there was an important increase in rural inhabitants.
C. people’s view of food changed significantly.
2. Clevenger suggests that homesteading…
A. may be too slow for some families.
B. makes little difference to the types of food eaten.
C. can help people to make new connections.

Part 3 : Essay

You must answer this question. Write your answer in 140 - 190 words in an appropriate style
on the separate answer sheet.

1. Your teacher has asked you to write your response to the following statement taken
from a recent newspaper article: “Cars should be banned from the centres of all major
cities.” Write an essay giving your point of view on the subject.
● Cars should be banned from the centres of all major cities.

I'm going to decide on this after I have finished my work. Try and
Title
create a title which connects to the description.

Aim to "grab the reader's attention" and set the tone. Start with startling
Introduction
information (one or two facts on the topic). Lead them into the body of

your essay.

Idea 1 These are your body paragraphs. Each one should have a main idea and
(Paragraph some elaboration.
1)
Idea 2 These are your body paragraphs. Each one should have a main idea and
(Paragraph some elaboration.
2)
Idea 3 These are your body paragraphs. Each one should have a main idea and
(Paragraph some elaboration.
3)
This is following on from all your points which you have made. End with
Conclusion your opinion.
 Introduction
“Cars should be banned from the centres of all major cities.”
Content notes/ideas: Personal experience (Thailand): coughing, lungs hurt, not moving
anywhere.
Useful language (for making your introductory point): First of all, firstly, to begin with…
Nowadays, these days… Many people think that… Some people claim… First and
foremost… It is widely believed that… It is clear that… In general, on the whole…
Example of introductory paragraph: It is widely known that many large city inhabitants
suffer from traffic and pollution problems, but it wasn’t until a few weeks ago when I was
stuck in traffic in central Bangkok, coughing up carbon dioxide, that I fully realised the
extent of this problem.

Idea 1 (Paragraph 1) Idea 2 (Paragraph 2) Idea 3 (Paragraph 3)

Pollution is getting worse: Leaders focusing on the

traffic jams, more and more wrong things: living with
Technology vs. pollution
cars, unhealthy city centres, pollution instead of
ineffective transport addressing the root cause

Useful Language
First of all, firstly, to begin with…
Nowadays, these days…
Many people think that…
Some people claim…
First and foremost…
It is widely believed that…
It is clear that…
In general, on the whole…
Expressing your Contrasting ideas Organising and Generalising
opinion linking ideas
- I personally feel - nevertheless… - secondly… - on the whole…
that…

- In my opinion… - as opposed to… - furthermore… - in general…

- In my - on the other - moreover… - basically…

experience… hand…

- I think it’s time… - The pros and - however… - in most

cons of… cases…

- As far as I know… - in any case… - besides… - as a rule…

- The fact is that… - so why is it… - as well as…

- I firmly believe… - in theory…

Conclusion “Cars should be banned from the centres of all major cities.” Content
notes/ideas (write down your ideas for your conclusion, then develop them in
your writing)
Useful language
● Finally…
● In conclusion…
● To sum up…
● All in all…
● All things considered…
● In short…
Finally, take a moment and visualise the cities of the future. Are they lush, green and clean? Or
are they thick, dark and dirty? It’s up to us to decide.

Title Breathing the Future

 It is widely known that many large city inhabitants suffer from traffic and
pollution problems, but it wasn’t until a few weeks ago when I was stuck in
Introduction traffic in central Bangkok, coughing up carbon dioxide, that I fully realised
the extent of this problem.

We are in an era where we, the human race, have excelled in science and
Idea 1 technology, and are reaching toward the stars. So why is it that we cannot
(Paragraph 1) seem to control the most important thing in our lives – our living
environments?

I think it’s time that we, as a species, accepted the fact that this inner-city
Idea 2
pollution problem is only going to get worse if we don’t act now. I believe
(Paragraph 2)
that banning cars from all city centres is the first and most important step.
Why is it that our greatest minds work tirelessly on projects like colonising
Idea 3 Mars, as opposed to focusing on creating systems for inner-city transport
(Paragraph 3) which will work efficiently for everyone, without poisoning the air that we
breathe?

Finally, take a moment and visualise the cities of the future. Are they lush,
Conclusion
green and clean? Or are they thick, dark and dirty? It’s up to us to decide.
Take Note: the handwritten notes on the left are just for guidance, and
Note
must not be included in your final writing.
2. We are in an era where we, the human race, have excelled in science and technology,
and are reaching toward the stars. So why is it that we cannot seem to control the most
important thing in our lives - our living environments?
3. I think it’s time that we, as a species, accepted the fact that this inner city pollution
problem is only going to get worse if we don't act now. I firmly believe that banning cars
from all city centres is the first and most important step.
4. Why is it that our greatest minds work tirelessly on projects like colonising Mars, as
opposed to focusing on creating systems for inner city transport which will work efficiently
for everyone, without poisoning the air that we breathe?
Sequence: 2,4,6,8,10,…2, 4, 6, 8, 10, \dots2,4,6,8,10,… (an arithmetic sequence)
Recursive Formula:
 Define the first term: a1=2a_1 = 2a1=2.
 Define the relation: an=an−1+2a_n = a_{n-1} + 2an=an−1+2 for n≥2n \geq 2n≥2.
Explicit Formula:
 an=2na_n = 2nan=2n.
Explanation:
 The recursive formula relies on knowing the previous term and adding 222 to it.
 The explicit formula calculates the nnn-th term directly without referring to other
terms.