Tutoring Subordinating and Coordinating Clauses

1
Tutoring Subordinating and Coordinating Clauses

• Drop the Jargon-
• Keep it Simple

2
First, Get Back to Basics (Scaffold)

• Explain what a sentence is
• A sentence contains a subject, verb, and complete
  idea
• Next explain what a clause is
• A clause contains a subject and verb, but may not
  express a complete idea
• Finally, Introduce the concept of Independent and
  Dependent clauses
• Independent a complete sentence
• Dependent Lacks a complete idea

3
Identifying Dependent (Subordinate) Clauses

• Hand student the worksheet containing list of
  dependent words. Avoid using jargon like
  subordinating conjunctions. Yuck!
• Read over some of the words with the student and
  ask what they mean?
• Remember, both subordinating and coordinating set
  up the relationship between the two parts of the
  sentence.

4
Example

• Tutor What does although mean?
• Student Hmm. Uh. Except?
• Tutor Although John likes to travel, he decided
  to stay home for Christmas. Would except replace
  although in this sentence?
• Student Even though
• Tutor Very good.

5
Subordinate Clauses Depend on the Independent
Clause for Meaning

• Ask the student why we call it a dependent or
  subordinate clause.
• Tutor Why?
• Student I dont know.
• Tutor What does the word dependent mean to
  you?
• Student To rely on somebody else. Like some
  co- dependent relative you cant get rid of.
• Tutor Exactly. The dependent clause is the
  same way. It cant stand alone. It relies on
  the dependent clause for its meaning.
• Student Oh.

6
Model Some Examples

• First demonstrate examples where the dependent
  clause comes first, highlighting the dependent
  word and comma placement as well as the
  relationship.
• Because Kim hates cooking, she orders out every
  night.
• Whenever she gets sick, Maria swallows handfuls
  of cold pills.
• Since our dog is so frisky, we have to take her
  to the park every night.

7
Now Model the Alternative

• Write the same sentences the alternative way.
• Ask what makes them different and why3
• Kim orders out everyday because she hates
  cooking.
• Maria swallows handfuls of pills whenever she
  gets sick.
• Point out if the IC comes first, there is no need
  for a comma.

8
Next Do the Same for Coordinating Conjunctions

• Ask the student how they can join two Independent
  clauses.
• Tutor How?
• Student A semi-colon?
• Tutor Damn. Well, yes. But how else?
• Student UhGot me.

9
Introduce Student to a List of Coordinating
Conjunctions.

• Show the list
• Talk about the relationships
• And addition
• So Cause and effect
• But Opposite
• Emphasis that unlike subordinate clause,
  independent clauses joined together have equal
  value.

10
Model How To Join

• I love eating chicken, so I bought two dozen
  frozen hens at the supermarket.
• Mary sings the Blues, but her boyfriend prefers
  Opera.
• We can go to Disney World, or we can go to Las
  Vegas.

11
Another Tool Break It Down into Mathematical
Formulas.

• IC comma coordinating conjunction IC
• DC comma IC
• IC DC

12
Keep it Simple

• Remember to
• Question the student
• Avoid jargon
• Model examples
• Use simple formulas to help students understand