Does anyone knows some tips and tricks to identify if a sentence is a simple compound, complex, or a compound-complex sentence???

A simple sentence is the type of sentence that has at least one subject and one predicate. It has only one independent clause and it cannot be divided into smaller units.

e.g. I saw her yesterday at the bus station.

A compound sentence consists of two or more independent clauses that are bringing together similar ideas. This type of sentence can stand alone as a complete, separate thought, and contains a certain coordinator as for, and, or, but, yet, so, etc.

The main difference between compound and the complex sentences is the fact that complex sentences contain an independent clause and one dependent clause, which doesn't express a complete, separate thought and it cannot stand alone.

Find the example of the compound sentence below:

e.g. Hannah likes to travel, and she is going on the trip on Monday.

In this case, we have one compound sentence, composed of two independent clauses, joined with the coordinator and:

1. Hannah likes to travel

2. She is going on a trip on Monday.

As we said before, complex sentence consists of one independent clause (that can stand alone) and one dependent clause (that cannot stand alone).  One clause represents related thoughts, while the other clause represents the base of the sentence.

e.g. My boyfriend smiled when he saw me.

My boyfriend smiled = independent clause

when he saw me = dependent clause

Compound-complex sentence consists of two independent clauses and at least one dependent clause.  

e.g. Jane doesn't like chocolate because it is too sweet, so she doesn't eat it.

Jane doesn't like chocolate = independent clause

Because it's to sweet = dependent clause

She doesn't eat it = independent clause

the first proposition is to question economic materialism and victorian christianity. the lines are:

“it moves us not.—great god! i'd rather be

a pagan suckled in a creed outworn; ”

wordsworth is stating that nature no longer interests mankind, that the latter is not “moved” by it and explains that ancient western paganism had a more positive attitude concerning nature since it lacked the perv erted judaeo-christian interpretation of having received the world and all its animals and elements from god to use as we , instead of humans actually being not only part of nature but its wardens, meant to appreciate it and protect it.

the next lines are:

“so might i, standing on this pleasant lea,

have glimpses that would make me less forlorn;

have sight of proteus coming from the sea;

or hear old triton blow his wreathed horn.”

wordsworth here make it very clear that by actually looking and contemplating nature, human beings would reconnect with happiness, serenity and purpose. the use of mythological figures is quite evocative as well, proteus is a greek mythological god of the changing sea. he personifies the sea that changes, which symbolizes the way nature changes and inevitably can change to be destructive not only due to natural causes but to human pollution. furthermore, the sea is even more symbolic since all life originated in the sea so it is not only our past but our future since no life form in our planet can survive without water and if all water is destroyed in earth all life will be gone as well.

he then uses triton which is symbolic of the synthesis of both nature and mankind. triton is a mythological greek god that has the upper body of a man and the lower body of a fish (a merman). this human fish duality evokes the fact that humans are not only human but also part of nature, the fish tail representing nature. the main attribute of this god was that he used a conch shell as a horn to calm the roaring seas. in other words, triton uses nature through science for the benefit of human sailors who risk death during tempests. with the use of such metaphor, wordworth is conveying the message that human technology   is supposed to use nature to preserve nature and thereby humanity as well.

frances ellen watkins harper writing was influenced by: b. the education she received growing up in the north.

she was born in baltimore, maryland, on september 24, 1825. after the death of her parents, her uncle reverend william watkins, a teacher at the academy for negro youth, raised and educated her. she also continued educating herself by accessing a library of the family she worked for, beginning writing poetry afterwards. as a civil rights activist and abolitionist, watkins greatly influenced her life and work.