SUBJECT CODE: DT1213

20 Lorong 1/137C, Batu 5,

Jalan Klang Lama, 58000 SUBJECT NAME: GRAMMAR II
Kuala Lumpur

Mission
We inspire to transform
communities by providing WEEK: 10
affordable education for every
eligible individual whereby we
encourage students to relate
academic knowledge in
TOPIC: 8
meaningful and thought-
provoking- ways with real
business environment to guide
them from classroom to
boardroom.

PREPARED BY:
Vision
To be a top-notch Higher
Education Institution via
Mr. KHAIRUL
creating excellent
teaching-learning platforms to
promote Holistic Education.
 UNIT 8
20 Lorong 1/137C, Batu 5,
Jalan Klang Lama, 58000
Kuala Lumpur
SENTENCE
Mission
We inspire to transform
communities by providing
STRUCTURE,
FUNCTION AND
affordable education for every
eligible individual whereby we
encourage students to relate
academic knowledge in
meaningful and thought-

FORM
provoking- ways with real
business environment to guide
them from classroom to
boardroom.

Grammar II (DT1213)
Vision
To be a top-notch Higher
Education Institution via
creating excellent
Lesson 10
teaching-learning platforms to
promote Holistic Education.
By Mr. Khairul
LEARNING OUTCOMES
By the end of this unit, students should be able to:

1. Accurately identify and construct sentences with different structure

(Simple, Compound, Complex, and Compound-Complex) to

effectively convey the meaning and enhance written and spoken
communication.

2. To analyze and apply the discourse functions of sentences in order to

effectively convey information, express relationships between ideas,

and structure written and spoken discourse.
 INTRODUCTION
This unit covers the lesson
topics of:
a. Sentence Structure (Simple,
Compound, Complex, and
Compound-Complex
sentences)
b. Sentence Function
(Discourse Function of
sentences).
 SENTENCE STRUCTURE
 Sentence Structure refers to the way in which words, phrases, and clauses

are organised within a sentence. There are several types of sentence

structure including:
 Simple Sentence

 Compound Sentence

 Complex Sentence

 Compound-Complex Sentence
 SIMPLE SENTENCE
 A Simple Sentence is a type of sentence structure that

consists of a single independent clause.

 It is the most basic and straightforward sentence form.

 SIMPLE SENTENCE
 Key characteristics of simple sentence: Independent clause,

complete thought, standalone sentence.

 Examples:

 “She runs every morning.”

 “The cat is sleeping.”

 “He laughed at the joke.”

 They will buy the mooncakes for the party.”

SIMPLE SENTENCE
 Can you
create some
simple
sentences this
instance?

 Give it a
Try!!!
 COMPOUND SENTENCE
 A Compound Sentence is a type of sentence structure that

consists of two or more independent clauses joined

together.

 In compound sentence, these independent clauses are

connected using coordinating conjunctions, punctuation

marks, or conjunctive adverb.
 COMPOUND SENTENCE
 Key characteristics of compound sentence: two or more

independent clauses, coordinating conjunctions (remember

the acronym fanboys), punctuation marks (semicolon), or
conjunctive adverbs (however, therefore, meanwhile,
moreover, nevertheless).
COMPOUND SENTENCE
 COMPLEX SENTENCE
 A Complex Sentence is a type of sentence structure that

consists of one independent clause and at least one

dependent clause.

 Key characteristics of complex sentence: independent

clause, dependent clause, subordinating conjunction

(because, although, while, if, when, since, unless, and where).
COMPLEX SENTENCE
 COMPOUND-COMPLEX
SENTENCE
 A Compound-Complex Sentence is a type of sentence structure that

combine the elements of both compound and complex sentences.

 It consists of two or more independent clauses and at least one

dependent clause.

 Key characteristics of compound-complex sentence: independent

clause, dependent clause, and coordinating conjunction (for, and, nor,

but, or, yet, and so).
COMPOUND-COMPLEX
SENTENCE
 SENTENCE STRUCTURE
Let’s practise!!

Identify the independent clauses in the compound sentences below.

Make a list of the subject and verb of each independent clause in the
sentence. Write the subject first then the verb. Bolden the conjunction
used.
Example: The farmers feed the country, yet they remain the poorest of
the poor.
Answer: The farmers feed the country, yet the remain the poorest of
the poor.
 The farmers, feed
 They, remain
 SENTENCE STRUCTURE
Let’s practise!!

1. A butterfly flew in through the window and Mom believes it’s the
spirit of her deceased father visiting.
2. Paul came from a family of singers, but he hates his voice.
3. Midnight silence creeps in, the light flickers, the windows creak,
and a lady in white glares at him.
4. While basking in the sunset, Matt looked at Ana, for he’s always
believed she’s more beautiful than any view in front of him, then
he pulls out a ring from his pocket to propose.
 SENTENCE STRUCTURE
Let’s practise!!
In each complex sentence below, indicate the independent clause and
the subordinate clause. Bolden the subordinating conjunctions and
relative pronouns used. Some sentences have more than one
subordinate clause.
Examples: Although Jewel has travelled the world since she was a singer, she still
hasn’t found a place to call home.
Answer: Independent Clause: 1. she still hasn’t found a place to call home.
Dependent Clauses: 1. Although Jewel has travelled the world
2. since she was a singer
 SENTENCE STRUCTURE
Let’s practise!!
In each complex sentence below, indicate the independent clause and the
subordinate clause. Bolden the subordinating conjunctions and relative pronouns
used. Some sentences have more than one subordinate clause.
Examples:
1. After an exhausting month at work, Myra hit the beach to unwind.
2. Even if it hurt, he chose to let her go when she said she needed space.
3. As we achieve higher things, we tend to forget the things that really matter.
4. This pandemic will happen again unless we make a change today while we still
can.
5. She met her soulmate during these insane times where physical distancing and
isolation are the new normal.
 SENTENCE STRUCTURE
Let’s practise!!
Make a list of independent and dependent clauses in each
compound-complex sentence below.
Example: Despite a hard year, we managed to achieve some
personal goals, and we found faith in ourselves again.
Answer: Despite a hard year, we managed to achieve some
personal goals, and we found faith in ourselves again.
: Independent Clause:
1) we managed to achieve some personal goals.
2) we found faith in ourselves again.
Dependent Clause: 1) Despite a hard year,
 SENTENCE STRUCTURE
Let’s practise!!

1. We told her to wait in the car while we bought food, but she was

gone when we came back.

2. After a long time, I still don’t understand her reason for leaving,

but I guess it’s for the best.

3. Until we realise the gravity of climate change, we’ll continue with

our detrimental acts as if the world is right, for we often care

only when it’s too late.
 SENTENCE STRUCTURE
Let’s practise!!

4. Some new clothes were sitting on the cabinet, and because

they’re unused, Mom wants to sell them.

5. Sam and Alex only knew each other for a year, but they

decided to get married before Sam goes abroad, and that

was the best decision they’ve ever made.
 THE SPEECH ACT THEORY
 Speech Act Theory focuses on the idea that when we speak,

they are not merely stating facts or conveying information

but also performing acts through their utterances.

 Utterances can have illocutionary force, which refers to the

intended function or force behind the words spoken.

 THE SPEECH ACT THEORY
 In analysing the utterances, there are 3 stages under the speech act theory

involved:
1. Locutionary Act
 The act of producing an utterance with a particular meaning or propositional content.

 It focuses on the surface structure and literal meaning of the words and sentences used.

 In this example, “It’s raining outside.” the locutionary act involves producing a sentence that

describes a particular situation. The words and sentence structure are selected to convey the
meaning that the raining is going on outside.
 THE SPEECH ACT THEORY
 In analysing the utterances, there are 3 stages under the speech
act theory involved:
2. Illocutionary Act
 Refers to the intended force or function of an utterance.
 It goes beyond the literal meaning and addresses the speaker’s attention and
the effect of utterance is intended to have on the listener.
 It includes speech act such as making requests, giving orders, asking
questions, making promises, expressing apologies, etc.
 In the same example “It’s raining outside.” could have many illocutionary
forces behind the sentence such as a statement, observation, complaint,
warning, small talk or conversation starter.
 THE SPEECH ACT THEORY
 In analysing the utterances, there are 3 stages under the speech act
theory involved:
3. Perlocutionary Act
 Refers to the effect or impact that an utterance has on the listener or the broader
social context.
 It focuses on the listener’s interpretation, understanding, and response to the
utterance.
 Perlocutionary act involves influencing attitudes, beliefs, actions, or emotions in
the listener.
 In the example “It’s raining outside.” the perlocutionary act can vary depending
on the listener’s interpretation, understanding, and response to the statement it
could be seen as understanding, emotional response, behavioural change,
conversation continuation, or social bonding by the listener.
 SENTENCE TYPES DISCOURSE FUNCTION
 The Discourse Function of sentence relates to how sentences or utterances
contribute to overall structure and organisation of discourse.
 Sentences serve various discourse functions to facilitate effective communication.
Here are some common discourse functions (in the context of illocutionary force) of
sentence:
 Providing information
 Asking question
 Expressing opinion or attitudes
 Giving instructions or commands
 Establishing relationship
 Expressing contrast and comparison
 Expressing emphasis or focus
 DISCOURSE FUNCTIONS OF SENTENCE

1. Providing Information
 Sentences often serve the function of conveying factual information,

describing events, presenting evidence, or providing explanation.

 Examples:

 “The concert starts at 7 p.m.”

 “The police apprehended the cold blooded serial killer last night.”
 DISCOURSE FUNCTIONS OF SENTENCE

2. Asking Question
 Sentences can be used to ask questions, seek information, or engage in

dialogue.
 They prompt the listener or reader to respond, provide clarification, or

participate in a conversation.
 Examples:

 “What time will the meeting take place?”

 “Can you confirm that you have only a laptop in this bag?”
 DISCOURSE FUNCTIONS OF SENTENCE

3. Expressing Opinions or Attitudes

 Sentences can express personal opinions, attitudes, beliefs,
evaluations, or emotions.
 They contribute to the speaker’s subjective stance or viewpoint on a

particular topic.
 Examples:

 “In my opinion, the movie was excellent.”

 “If she doesn’t practise enough, she will not perform well in the competition.”
 DISCOURSE FUNCTIONS OF SENTENCE

4. Giving Instructions or Commands

 Sentences can provide instructions, give commands, or offer

guidance on how to perform certain actions.

 They serve directive function and influence the behaviour of actions

of the listener or reader.

 Examples:

 “Please submit your report by the end of the day.”

 “Cook the meat in medium rare."

 DISCOURSE FUNCTIONS OF SENTENCE
5. Establishing relationship
 Sentences help establish relationships between ideas, concepts, events, or

entities.
 They provide coherence and cohesion within a discourse, connecting

different parts and creating a logical flow of information.

 Examples:

 “In addition to that, I would like to mention another important point.”

 “Apart from that, Mr. Prakash will explain all the details needed.”
 DISCOURSE FUNCTIONS OF SENTENCE
6. Expressing Contract or Comparison
 Sentences can be used to highlight differences, express contrast, or make

comparison between different ideas, objects, events, or situations.

 They contribute to the understanding of similarities, differences, or opposing

viewpoints.

 Examples:

 “Although she studied hard, she didn’t perform well in the exam.”
 DISCOURSE FUNCTIONS OF SENTENCE

7. Expressing Emphasis or Focus

 Sentences can be used to place emphasis or focus on specific information or

ideas.
 They draw intention to important elements within a discourse and help convey

the speaker’s intended emphasis.

 Examples:

 “The most important thing to remember is to stay focused.”

 DISCOURSE FUNCTIONS OF SENTENCE
Time to demonstrate what you know!!

What are the discourse functions of the following utterances:

1. “Ticket!”

2. “Is that salt?”

3. “Switch the light off?”

4. “You must be joking!”

5. “It says, ‘exit’.”

 PLENA
RY
Reflection Time

What is the relation between

Discourse Function of
Sentence and Illocutionary
Act?
 See you again soon!!!
“Good students aim for good
grade, great students aim for
understanding.” – Maxim
Lagacé.

Thank you for participating

in this class.