1. His new personal trainer and friend thinks Charlie may be a lost cause.

a. The coordination is inside an element

b. The coordinated elements make up a clause
c. The coordinated elements do not have the same function.
d. It is an example of a compound sentence.

2. She can ask him where he works but not where he lives
a. We are coordinating DO
b. It is an example of a compound sentence
c. We are coordinating predications
d. We are coordinating adverbials

3. He is very good when Miss Bongiorno is around, but he goes to the freezer for the
ice-cream when she leaves

a. It is a compound sentence
b. We have more than one coordinating conjunction
c. We have no hints of coordination in this sentence
d. We are coordinating adverbials

4. Charlie must learn that eating all those sweets may give him a temporary pleasure
but is not good for his heart and he would feel better about himself if he stopped
eating all those rich and sweet foods that are not good for him

a. We are coordinating DO with the last conjunction

b. The second and third conjunction are coordinating the same structures
c. The last conjunctions is coordinating pre modifiers
d. The first and third conjunction are coordinating full clauses

II. Take a look at the syntactic features of coordinators mentioned below and give two
examples for each, different from the ones studied in class if not they will not be
considered. a. Underline in the example what is underlined in the characteristics

b. Coordinators can link clause constituents

c. Coordinators can link more than two clauses

d. Coordination of clauses and lesser constituents

e. Coordinated clauses are sequentially fixed

Give two examples for each of the following ideas stated below. Underline what you
are coordinating in each example:

1. Coordination of prepositional phrases

2. Coordination of adverbials
3. Coordination of pre-modifiers
IV. Take a look at the text below to answer the next 2 exercises

Help Your Kids Make the Most of Summer

Every June, I have the best of intentions: I'm going to keep the kids on a
schedule. They're going to do more chores and read more books. We're going
to take a family bike ride or walk every day, preferably in the cool of the
morning. We'll be closer than ever.

And by the time the Fourth of July rolls around, things have usually slid out of
control. (I) The kids are sleeping way past breakfast, lounging in front of the
TV (or YouTube), and texting the afternoons away. (II) It usually starts with a
soft-hearted moment on my part ("They need a break after the school year —
I'll let them sleep in today"), but quickly turns into a pattern. (A) I'm still
busy — with work, laundry, etc. — (III) I sidestep my guilt and let them veg.

It's a common problem. (IV) By the middle school years, kids are[ too old to
play Monopoly or go to town camp all day, but not old ]enough to drive or
have real summer jobs. Though children may beg for "free time," it's not in
anyone's best interest to let them achieve total slackerdom. (V) "Tweens and
teens often believe they'd just love to have weeks of 'doing nothing,'" says
Annie Fox, M.Ed., author of the Middle School Confidential series. "But the
reality rarely matches the daydream. (1) Kids get bored, and, like puppies,
bored kids often get into stuff they shouldn't." They also fall behind
academically (more on that later). (2) To be honest, we parents often have
unrealistic, Norman Rockwell-like notions about bonding with our kids; (B)
we put an awful lot of pressure on [ourselves and our kids] to get closer than
we are during the busy school year, says Michael J. Bradley, Ed.D., author of
Yes, Your Teen Is Crazy: Loving Your Kid Without Losing Your Mind:
"Parents who approach summer with too many plans for bonding usually wind
up feeling like they're in a Chevy Chase movie where everything goes wrong."
But there are realistic ways to sneak some structure, learning, and — yes —
family time into the summer without feeling like a drill sergeant. Here, the
smart strategies:

(3) Good intentions often fizzle because kids have one set of summer goals
(say, making it to the next level in Halo 3) and parents have another goal for
them (tackling all of Charles Dickens). (4) Many struggles can be avoided,
says Fox, if parents and kids sit down before school gets out to discuss what
worked in the past and then brainstorm together. (C) "Ask questions such as:
'What was the best day/week of last summer? Worst?'" says Fox. (5) Point out
that plans that worked were probably those that left kids and parents feeling
good about themselves and one another ("I liked biking to the pool instead of
your driving me"), and that those that didn't work left everyone crabby ("I
resented the mess you made playing upstairs").

It helps to think of your kid's day like the food pyramid, suggests clinical child
psychologist Joyce Cooper-Kahn, Ph.D., coauthor of Late, Lost, and
Unprepared: A Parents' Guide to Helping Children with Executive
Functioning. (D) On the bottom are the essentials: hobbies, social time, brain
work, and volunteer time; in the middle are exercise, outdoor time, and
chores. Shoot for a few daily "servings" from each list — a total of about six
hours altogether, says Cooper-Kahn. (E) Then top off the pyramid with a
limited amount of [video games and TV] (more on setting limits later). (6)
Remember that some acti and its social — and cities fall into more than one
category — soccer practice is exercise,that even playing Wii can be physical.
Your kid probably won't hit all the sections of the pyramid on any given day,
and that's OK, says Cooper-Kahn. "You're looking for overall balance, which
can take a few days," she says.

a) Write the form and function, when it corresponds, of the coordinated elements you
can find in the sentences labeled (I), (II), (II), (IV), (V).
b) Pay attention to the coordinator underlined in the sentences marked 1, 2,3,4,5,6.
Mention its syntactic feature and the form and or function, depending on what you
are asked for.
c) Consider the sentences (A) to (E) and answer the questions below, make sure to
support your answer.

Exercise (A)
I. Form: verb phrases
Function: predicates

II. Form: verb phrases

Function: predicates

III. Form: Verb phrases

Function: predicates

IV. Form: Adjective phrases

Function: Subject Complement

V. Form: Noun phrases

Function: Subject
Exercise (b)

1. Form: Compound sentence

Function: -
Syntactic feature: Coordination of two independent clauses

2. Form: Compound sentence

Syntactic feature: Coordination of two independent clauses

3. Form: Finite clauses

Function: -
Syntactic feature: Coordination of subordinate clauses

4. Form: Noun phrases

Function: subject
Syntactic feature: Coordination of lesser constituents

5. Function: Direct Object

Syntactic Feature: Coordination of lesser constituents

6. Form: Two full clauses (Compound sentence)

Syntactic feature: Coordination of independent clauses

Exercise (C)

(A) Is coordination present?

There is asyndetic coordination of prepositional complement.

(B) We are coordinating subjects.

We are coordinating prepositional complement
(C) We are coordinating full phrases.
No, we are coordinating adjective phrases.

(D) The elements coordinated with the first and second

conjunction have got the same function

Yes, both conjunctions have the same function, subject complement.

(E) We are coordinating modifiers

We are coordinating prepositional complement.