Sentence StructureHandout

SENTENCE STRUCTURE HANDOUT
Contents:
Parts of Speech (pp. 1-10)
Sentence Structure, Part I (pp. 11-21)
Sentence Structure, Part II (pp. 22-29)
Sentence Structure, Part III (pp. 30-41)
Last revised: August, 2013.
THE PARTS OF SPEECH

The eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, conjunctions,
prepositions, and interjections.
1.
NOUNS: Nouns are words that name somethinga person, place, thing, concept or
idea. There are several kinds of nouns. Nouns can be proper or common.
Proper Nouns: A proper noun is the name of a particular person, place, thing,
language, country, day, month or religion. Your name is an example of a proper noun. Here
are some other examples: Sir John A. MacDonald, Toronto, the CN Tower, Monday, English.
Proper nouns are always capitalized.
Common Nouns: Common nouns are divided into two groups: Concrete and abstract.
a) Concrete Nouns: These refer to tangible things perceived through the senses.
E.g., rain, bookcase, student.
b) Abstract Nouns: These refer to intangible things as well as whole groups. We perceive
them through intellect rather than through our senses. These nouns are singular in form.
E.g., honesty, happiness, courage, information, government.
A.
Put one line under the common nouns, two lines under the proper nouns.
1.
Louise paid a lot of money for that dress.
2.
You like Coke, but I prefer Pepsi.
3.
These are not difficult questions, but they make you think.
4.
For Christmas, his parents gave him a computer.
5.
Sticks and stones will break my bones, but names will never hurt me.
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Sentence Structure Handout Last revised: August, 2013.
Count and Noncount Nouns:

a) Count Nouns are words that refer to objects that are seen as separate items and that can
be counted. These nouns have a plural form.
E.g., (one) book, (two) books; desk, desks; word, words; car, cars.
b) Noncount Nouns are words that refer to things that are not seen separately and that
cannot be counted. These nouns do not have a plural form.
E.g., sugar, water, information, traffic, homework, truth. Many abstract nouns can also
be described as noncount nouns.
2.
B.
Find all the count nouns and change them to their plural forms by adding
s or es. (Remember that noncount nouns do not have a plural form.)
1)
chair
2)
electricity
3)
flour
4)
potato
5)
kilometer
6)
bread
7)
flower
8)
food
9)
song
10)
jewellery
PRONOUNS: Most pronouns are words that stand for nouns or take the place of nouns.
there are several kinds of pronouns. Here are some of them:
Personal Pronouns: Personal pronouns usually refer to a person, and sometimes to a thing.
Personal pronouns are further broken down into subject pronouns, object pronouns, and
possessive pronouns.
SINGULAR
1st person
2nd person
3rd person
SUBJECT
I
you
he
she
it
OBJECT
me
you
him
her
it
POSSESSIVE
my
your
his
her
its
mine
yours
his
hers
its
2
PLURAL
1st person
2nd person
3rd person
we
you
they
us
you
them
our
your
their
ours
yours
theirs
Demonstrative Pronouns: These pronouns point out someone or something. There are only
fourthis, that (singular); these, those (plural).
E.g., This is mine. Those are yours.
Interrogative Pronouns: Interrogative pronouns ask questions who, whom, whose,

which, whichever, what.
E.g., Who has my book? Whose is this? Which is mine? What is your opinion?
Whichever will you choose? (___-ever in a question usually emphasizes surprise or
confusion.)
Reflexive Pronouns: Reflexive pronouns end in -self or -selves and indicate that the
subject reflects back to itself; in other words, it has the same identity as the subject.
E.g., I hurt myself. He can do it by himself.
The forms are myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
Indefinite Pronouns: These pronouns dont refer to any specific person. They include all
words which end in one, -body, or thing.
someone
everyone
nothing
somebody
no one
anyone
something
nobody
anything
The important thing to remember with the above noted pronouns is that they are always
singular, even though they sometimes sound as though they should be plural.
E.g.,
Everybody is here.
Something was missing.
The following indefinite pronouns are always plural: both, many, few, several.
Another group of indefinite pronouns can be singular or plural: all, some, none, more, most,
any. If the noun in the prepositional phrase following is singular, the pronoun is considered
singular, and the verb following is singular also.
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C.
Underline the pronouns in the following exercise:
1.
My mother and I saw him at the park.
2.
She hurt herself on that sharp rock.
3.
Most of the guests brought gifts and put them under the Christmas tree.
3.
4.
Nobody told her about our decision.
5.
Those are the rules; we expect everyone to obey them.
VERBS: Verbs are words that express an action or state of being.
They change their form

to indicate that time frame of the action or condition. There are different kinds of verbs.
Action Verbs: As the name implies, action verbs express an action, although the action can
be either physical or mental.
E.g.,
I walk to school.
I think about him often.
Helping Verbs: These are also called auxiliary verbs. The main helping verbs are: be, do,
have and the sub-group of verbs called modal verbs.
1.
be
am, are, is, was, were, been
2.
have
have, has, had
3.
do
do, does, did
4.
modals
will/would
ought to
have to/had to
may/might
shall/should
can/could
must
Helping verbs are used with main verbs to form verb phrases.
When you are looking for the verb in a sentence, you must include the complete verb phrase
(the helping verb + the main verb.)
She was listening.
Was she listening?
Does he listen?
He did not listen.
As you can see, the helping verbs can be separated by the main verb, but it is still part of the
verb phrase. Not and never are never part of the verb phrase. An infinitive (a verb with
the word to in front of it) is not considered the verb in a sentence.
E.g.,
Mary did not want to go to the party.
Mary doesnt like parties.

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Linking Verbs: Linking verbs are words that express a condition or state rather than an
action.
All forms of the verb be are linking verbs.
E.g., He is a doctor.
Here are some other linking verbs: appear, become, feel, look, seem, taste, smell. Some of
these linking verbs can also be action verbs.
4.
E.g.,
She tasted the soup (Action)

The soup tasted salty. (Linking)
D.
Underline the verbs or verb phrases in the following sentences.
1.
That lesson seems very easy.
2.
The car swerved off the road and went into the ditch.
3.
Did the police charge the driver?
4.
When I am happy, I dance and sing.
5.
She enjoyed the book, but she didnt like the movie.
6.
Helen doesnt watch TV very often.
7.
What time is it?
8.
Tim had a hamburger for lunch.
9.
Is anyone going to the party?
10.
Do you believe everything you hear?
ADJECTIVES: These are the words that modify a noun or pronoun.
They limit, qualify or

make the meaning of another word more specific. They describe. Adjectives usually answer
what kind of, how many, or which one.
Adjectives usually come in front of the noun they modify. E.g., the beautiful dress
Adjectives can also be used alone after a linking verb. E.g., The dress is beautiful.
5
Some common adjective endings include the following:

Examples:
-ful
-al
-able, ible
-ent, -ant
-ous, -ious
careful, helpful beautiful

comical, hysterical
adorable, edible
independent, redundant
courageous, curious, adventurous
ARTICLES: Articles are a special form of adjective. There are only three: a, an, and the. A
and an are used only with singular nouns that can be counted. You use a in front of a
consonant and an in front of a vowel; the may be used with a singular or plural noun.
5.
ADVERBS: Adverbs, like adjectives, describe, qualify, or limit other elements in the
sentence.
Examples:
Adverbs tell
how
how much
how often
when
where
slowly, well
extremely, somewhat
frequently, never
late, afterwards
there, here
Many adverbs end in ly but not all ly words are adverbs. (for example, friendly and
lovely are adjectives.)
Adverbs can modify verbs, adjectives, and other adverbs.
E.g.,
ran fast (Fast modifies the verb ran.)

ran very fast (Fast modifies the verb ran, and very modifies the adverb fast.)
an
extremely intelligent girl (Extremely modifies the adjective intelligent.)
E.
Put one line under the adjectives and two lines under the adverbs.
1.
He walked slowly toward the tall, dark man.
2.
I am reading a very interesting book.
3.
Later, we will visit the CN Tower, the tallest free-standing structure in the world.
4.
The quick, brown fox jumps over the lazy dog.
5.
That young student read extremely well.
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6.
CONJUNCTIONS:
Conjunctions are words that connect words, phrases or clauses.
Coordinating Conjunctions: The coordinating conjunctions are for, and, not, but, or, yet,
and so. These conjunctions join similar elements in a sentence.
E.g., John and Mary live in Toronto, but their parents live in Ottawa.
Subordinating Conjunctions: There are many of these words. Here are a few of them: since,
although, because, if, unless, until, and after. These conjunctions, as the name implies,
subordinate one element of the sentence to another; they make one part of a sentence
dependent or inferior to another part of a sentence.
E.g., Although John and Mary live in Toronto, their parents live in Ottawa.
7.
F.
Underline the conjunctions in the following sentences.
1.
I will make the dinner if you will wash the dishes.
2.
Jack and Alan studied all night, yet they failed the test.
3.
After you get home, please feed the dog and cat.
4.
Go to the movies or watch TV, but please dont bother me.
5.
Im tired, so lets stay home tonight.
PREPOSITIONS: Prepositions are words that show the relationship of a noun or pronoun
to some other word in the sentence. Most prepositions are short single words such as in, on,
at, to, for, from, with, across, above, along, among, of, beside, beneath, during.
E.g.,
He is running with the dog.

He is running toward the dog.
He is running beside the dog.
He is running from the dog.
He is running behind the dog.
Notice how the preposition changes the runners location in relation to the dog.
Additionally, a preposition introduces and is a part of a group of words known as a
prepositional phrase. A prepositional phrase consists of a preposition followed by a noun or
pronoun which is the object of the preposition.
E.g., The book is on the shelf.
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8.
G.
Put brackets around each prepositional phrase and a circle around the preposition.
1.
Will you be at home at ten oclock?
2.
The elderly lady fell down the stairs.
3.
Near my house, there are a number of stores.
4.
He did many odd jobs around the house.
5.
The tourists went into the museum.
INTERJECTIONS:
Interjections (also called exclamations) are words that exclaim.

They are used to express surprise or strong emotions. They may stand alone or serve
as part of a sentence.
E.g., Oh!
Help!
Well!
Indeed, we should go.
H.
In the blank at the right of each sentence, identify the part of speech of the underlined
words.
1.
There are two new students in the class.
__________________
2.
They will arrive at ten oclock.
__________________
3.
Is everybody going to the party?
__________________
4.
Those are not difficult questions to answer.
__________________
5.
I like coffee, but my roommate likes tea.
__________________
6.
Did you find this exercise difficult?
__________________
7.
Ouch! I cut myself.
__________________
8.
Ouch! I cut myself.
__________________
9.
He limped slowly and painfully toward the car.
__________________
10.
Some people learn from books, others from experience.
__________________
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**
Articles
Basic Article Usage

1. Using A or : Generic Nouns
Function: generalizations
SINGULAR COUNT NOUNS
(a)
A banana is yellow.
PLURAL COUNT NOUNS
(b)
Bananas are yellow.
NONCOUNT NOUNS
(c)
Fruit is good for you.
A speaker uses generic nouns to make generalizations. A generic noun represents a whole
class of things; it is not a specific, real, or concrete thing but rather a symbol of a whole group.
In (a) and (b): The speaker is talking about any banana, all bananas, bananas in general. In
(c), the speaker is talking about any fruit and all fruit, fruit in general.
Notice that no article () is used to make generalizations with plural count nouns and
noncount nouns, as in (b) and (c).
2. Using A or Some: Indefinite Nouns

Function: Real but unspecific
(d)
I ate a cookie.
PLURAL COUNT NOUNS
(e)
I ate some cookies.
NONCOUNT NOUNS
(f)
I ate some fruit.
Indefinite nouns are actual things (not symbols), but they are not specifically identified. In
(d): The speaker is not referring to this cookie. The speaker is simply saying that he or she
ate one cookie. The listener does not know nor need to know which specific cookie was
eaten; it was simply one cookie out of that group of things in this world called cookies.
In (e) and (f): Some is often used with indefinite plural count nouns and indefinite noncount
nouns. In addition to some, a speaker might use two, a few, several, a lot, etc. with plural
count nouns, or a little, a lot of , etc. with noncount nouns.
3. USING THE: DEFINITE NOUNS

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Function: Real & Specific

(g)
Thank you for the cookie.
PLURAL COUNT NOUNS
(h)
Thank you for the cookies.
NONCOUNT NOUNS
(i)
Thank you for the fruit.
A noun is definite when both the speaker and the listener are thinking about the same specific
thing.
In (g): The speaker uses the because the listener knows which specific cookie the speaker is
talking about. i.e., that particular cookie which the listener gave to the speaker.
Notice that the is used with both singular and plural count nouns and with noncount nouns.
** Please note that there are a number of special generic noun groups that can use the in the
same way as previously discussed in the first section about generic nouns.
Here is a list of some of these word groups: inventions, musical instruments, organs of the
body, animals. Words in these groups sometimes use the to identify and introduce a point of
discussion.
E.g.,
The computer is a machine that can produce calculations very quickly.

The guitar is a stringed instrument that has evolved over a very long period of time.
The human brain is an incredibly complex structure.
It has been shown that the average dog is much more intelligent than previously
believed.
The important point with these examples is that the is not being used to describe specific
things. Instead, it is being used to identify generic symbols of things that the listener should
be able to understand.
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SENTENCE STRUCTURE -- PART 1

TYPES OF SENTENCES
Various kinds of words (the parts of speech) make up the English language. Words are put together
to form phrases (groups of related words) and clauses (groups of words that have a subject and a
verb). If the clause also expresses a complete idea, it is an Independent Clause. When it stands
alone, it is called a SENTENCE. In other words, for a group of words to be a sentence, there must
be
(1)
a subject
(2)
a complete verb
(3)
a complete idea
(4)
proper punctuation
WHAT SENTENCES EXPRESS
In English sentences can express any of the following:
1.
Sentences can express statements:

He is reading a book.
He is not reading a magazine.
2.
Sentences can express questions:

Is he reading a book?
He is reading a book, isnt he?
3.
Sentences can express commands:

Read the book!
Read the book, please.
TYPES OF SENTENCES
In English, there are three basic types of sentences:
1. Simple Sentence
She is doing her English homework.
The students always do their English homework.
Each of these sentences contains one idea.
2. Complex Sentence
She is doing her English homework because she wants to do well in COMM 140.
Because she wants to do well in COMM 140, she is doing her English homework.
Each of these sentences contains two ideas.
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3. Compound Sentence
She wants to do well in COMM 140, so she is doing her English homework.
She is doing her English homework, for she wants to do well in COMM 140.
Each of these sentences contains two ideas.
THE PARTS OF A SENTENCE

A sentence is divided into two parts the subject and the predicate. The subject is the part of the
sentence that tells us whom or what we are talking about. The predicate contains everything else in
the sentence. The predicate must contain a verb. The verb is the most important part of the predicate
because it tells us what the subject does, or it describes the subjects state of being. When a verb
describes a state of being the verb to be (am, is, are) is often used.
If a sentence consists of one independent clause, it is called a SIMPLE SENTENCE. A simple
sentence can consist of only a noun, which is the subject of the sentence, and a verb, which is the
predicate.
Students study.
In this sentence, what are we talking about? Students. Therefore, students is the subject of the
sentence. What do students do? Study. Study is the verb.
We can expand this sentence.
Dedicated students study.
Dedicated college students study.
Dedicated college students study at the library.
Dedicated college students study at the library every day.
Lets take a look at another sentence.

The student is here.
In this sentence, what are we talking about? Student. Therefore, Student is the subject of the
sentence. Does the student do anything in this sentence? No. The verb is is denoting a state of
being.
We can expand this sentence.
The dedicated student is here.
The dedicated college student is here.
The dedicated college student is here at the front desk.
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The most commonly used being verb is the verb to be. Here is its conjugation:
Present
I am
you are
he/she/it is
we are
you are
they are
Past
I was
we were
you were
you were
he/she/it was they were
A simple
sentence
can even consist of a single word.

Stop!
In this sentence, we have a verb, and the subject is (you) understood.
This sentence is a command. These sentences dont appear to have a subject, but the subject is
always the word you understood. Commands are the only sentences that dont have stated
subjects. All other sentences have stated subjects.
The VERB is the most important part of a sentence. Remember that every sentence must have a
verb, and the verb must be complete for the sentence to make sense. The following sentence makes
sense because the verb is complete:
She is waiting to see the professor.
However, the next sentences dont make sense because the verbs are incomplete.
Can you determine what is wrong with the following sentences?
a. She going to see the professor.
b. She is go to see the professor next week.
c. She to go to see the professor next week.
The verbs in each sentence are not complete, so the sentences are not correct.
REVIEW
Every sentence must have
(1)
(2)
(3)
(4)
a subject
a complete verb
a complete idea
proper punctuation
PRACTICE
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A.
Can you identity which of the following fulfill the four requirements of a sentence, and
which are merely groups of words?
1.
The student wearing a plaid shirt, tattered blue jeans, and dirty, muddy, worn-out sneakers.
2.
Amrita likes to read.
3.
Realized her mistake and tried to correct it.
4.
They are go to the basketball game.
5.
Sunil and Bei are studying in the library.
Dont be fooled by the length of a group of words. There could be many descriptive words and
phrases, but if the group of words is missing any of the four requirements, it will not be a correct
sentence.
SUBJECTS
Now lets take a closer look at SUBJECTS. The subject is the doer of the action or condition
expressed by the verb. To find the subject of the sentence, ask yourself who or what is being
discussed in the sentence. You can do this by first finding the verb and then asking yourself Who
or what did the action?
PRACTICE
B.
Put one line under the (bare) subject in each of the following sentences.
Put two lines under the verb or verb phrase.
1.
The girls studied in the library all day.
2.
Before a storm, my two cats always behave strangely.
3.
Please try to be there on time.
4.
Centennial College and Seneca College offer summer courses.
5.
The busy student drank some water, ate his lunch and reviewed his notes during his break.
Did you notice that sentence 3 is a command, so the subject is (you) understood? What is different
between sentences 4 and 5? Well, sentence 4 has two words as the subject. The two words are
joined by a conjunction. This is called a multiple subject. Sentence 5 has three verbs, also joined
by a conjunction. This is called a multiple verb. However, both of these sentences are Simple
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Sentences. As long as all the nouns or verbs are joined by conjunctions to form one subject or one
predicate, the sentence is classified as a Simple Sentence.
The cat caught the mouse. A simple sentence.
The fat, gray cat with the white paws and the sleek, black cat with the white tail eagerly
chased and finally caught the frightened little brown mouse. Also a simple sentence.
PRACTICE
C.
In the following exercise, put one line under the bare subject and two lines under the
complete verb:
1.
Michael loves thin crust pizza.
2.
The daycare supervisor was speaking to the parents.
3.
My uncle and his wife moved to Hong Kong two years ago.
4.
Acid rain is killing our maple trees.
5.
The maple leaf is Canadas emblem.
6.
Jamal ran fast and won the race.
7.
That question is different from the others.
8.
After the holidays, employees always feel relaxed.
9.
Figure this one out.
10.
For three minutes, he held his breath.
Note that sentence 3 has a multiple subject joined by and, and sentence 6 has a multiple verb.
Sentence 9 is a command, so the subject is (you) understood.
SYNTAX
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THE MOST COMMON SENTENCE PATTERN IN ENGLISH

This is a fancy word which means word order. Word order in English is not absolutely rigid, but
most of the time, it follows this pattern:
Subject / Verb / Completion
So in English we say
I like to watch television in the evening.
S V
C
We sometimes say
In the evening, I like to watch television.
S V
C
But we dont say
Television, I like to watch.
And we would never say
To watch television like I in the evening.
Remember that in English, the most commonly used sentence pattern is subject, verb, completion.
PRACTICE
D.
Find the SVC pattern in the following sentences.
1.
Computers increase workplace efficiency.
2.
Vaccination programs have helped to eradicate most childhood diseases.
3.
Michelle has worked hard to develop her computer skills this semester.
4.
Solar energy is an efficient cost-effective non-polluting resource.
5.
Your hotel reservations can be cancelled up to three days before your expected arrival.
6.
The child care centre is next to the main office.
7.
Children learn through play.
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HERE AND THERE CONSTRUCTIONS IN ENGLISH

In Here and There constructions, the subjects are found after the verb. Although here or
there is in the subject position, it is not the subject. Here or there shows the existence or
location of something.
There are two big dogs in the yard.
The verb is are. Who or what are? The two big dogs. So "dogs" is the subject of the sentence.
Here comes the waiter now.
What is the verb? _________________________________________________________________
What is the subject? _______________________________________________________________
PRACTICE
E.
Find the subjects in the following sentences:
1.
There are colourful flowers in the garden.
2.
Here is the main cause of your confusion.
3.
There wasnt any food in the refrigerator.
4.
Here are some clean clothes.
5.
There are several apples in the bowl.
PREPOSITIONAL PHRASES
A prepositional phrase consists of a preposition followed by a noun or pronoun. Prepositional
phrases are useful sentence building tools because they allow us to increase our sentence length and,
hence, provide our readers with more information. Examine the following sentence:
(On Mondays,) she studies (with her friends) (in the Learning Centre) (at Progress Campus).
Note how the prepositional phrases provide the reader with much information.
COMMON PREPOSITIONS
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about
behind
except
outside
above
below
for
over
across
beneath
from
past
after
beside
in
through
against
between
inside
to
along
beyond
into
under
among
by
near
until
around
despite
of
up
at
down
off
with
before
during
on
without
SUBJECTS CANNOT BE IN PREPOSITIONAL PHRASES.

What does this mean? You already know that a prepositional phrase consists of a preposition
followed by a noun or pronoun. The noun or pronoun in that prepositional phrase is NEVER the
subject of the sentence.
PRACTICE
F.
Cross out all the prepositional phrases in the following sentences; then find the bare subject
and the verb.
1.
I enjoy typing on a word processor more than on a conventional typewriter.
2.
Cynthia thanked me for the gift.
3.
Mother hid the Christmas presents in a bag in the back of the closet in her room.
4.
In a fit of anger, he put his fist through the wall.
5.
In the winter, I love to walk to school on the crunchy snow.
When you cross out all the prepositional phrases, there isnt much left, is there? This makes it much
easier to locate the subject and verb.
You are probably wondering why this is important. Well, look at the following sentence:
One of the students (is, are) absent today.
Which form of the verb is correct? If you chose students as the subject, you would choose are
as the verb. However, of the students is prepositional phrase, and since students is the noun in
the prepositional phrase, it cannot be the subject. So the subject must be one which, of course, is
singular. Therefore the verb has to be is in order to agree with the subject. As you can see correct
subject/verb agreement is possible only when you know which word is the subject.
PRACTICE
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G.
See if you can determine the correct subject/verb agreement in the following sentences.
Underline the correct verb.
1.
Several of the members (is, are) going to the conference.
2.
Both of the books (is, are) heavy.
3.
The display of expensive cars (makes, make) me envious.
4.
The box of cookies (was, were) standing on the counter.
5.
The colours in that fabric (blends, blend) beautifully.
DIRECT OBJECT
As you remember, the most common sentence pattern is English is SUBJECT VERB
COMPLETION. Since you can already find subjects and verbs, lets take a look at completions.
A DIRECT OBJECT often functions as a completion section. Only action verbs can take objects.
To find the object of a sentence, first identity the verb, and then ask the question who or what
receives the action?
PRACTICE
H.
Find the object, if there is one, in the following sentences:
1.
She drives a Buick.
2.
The Buick crashed his car.
3.
My dog, Chloe, hid a bone under the bed.
4.
Hang your coat up in the closet, please.
5.
He broke a tooth while playing football.
6.
John wrote his parents a letter.
7.
The coach shouted angrily at his players.
8.
When are you getting your drivers license?
9.
How do you make lasagna?
10.
Do you ever play golf?
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SYNTAX: Making Questions

The syntax (word order) changes when we make questions. The word order for questions is the
same regardless of the tense. Study the pattern.
Question
Word
Helping
Verb
Subject
Main Verb
When
What
Why
Does
Are
are
did
is
Trevor
you
you
she
he
speak (French)?
leaving (now)?
leaving?
say?
crying?
SUMMARY
In this lesson you have learned the following:
1.
All sentences must have complete verbs.
2.
All sentences must express a complete idea.
3.
Simple sentences consist of one independent clause
4.
Commands dont have to have a stated subject.
5.
Subjects are NEVER in prepositional phrases.
6.
It is important to know what the subject is so that the verb can agree with it.
7.
The most common syntax in English sentences is subject / verb / completion.
8.
Question formation always takes the same pattern, regardless of tense, with the
helping verb always preceding the subject.
9.
Only action verbs take objects.
PRACTICE
20
I.
On a separate sheet of paper
1.
Write two sentences using a single subject and a single verb.
2.
Write two sentences with a multiple subject and a multiple verb.
3.
Write two sentences using a single a subject, a single verb, and a direct object.
4.
Write two sentences with a multiple subject, a single verb, and a direct object.
5.
Write two sentences with a single subject, a multiple verb, and a direct object for each verb.
21

Any time you have a subject (noun) connected to a complete verb, you have what is called a clause.
Sometimes a clause is strong enough to exist on its own because the meaning is completely clear.
This is called an independent clause. For example, I watch television, has a subject and a verb
and is completely clear in meaning, so it may be described as an independent clause.
However, sometimes a clause cannot exist on its own because the meaning is not clear. This is
called a dependent clause because it is dependent on further clarification to make it understandable.
For example, Because I watch television, has a subject and a verb, which makes it a clause, but it
needs more information to make it understandable.
The previous pages helped you learn how to identify the various parts of a sentence and learn to use
the basic SVC pattern. All the sentences that you explored in PART 1 were simple sentences.
Simple sentences contain one main idea. The one main idea in a simple sentence can also be called
an independent clause because it has a subject and verb, and its meaning is clear.
Now, you will learn how to recognize the different types of clauses and how to punctuate them
correctly. First, review simple sentences. Be very careful when identifying simple sentences with
multiple subjects or verbs do not mistake these simple sentences with other types of sentences!
Review
Simple sentences contain only one clause. A simple sentence may, however contain more than
one subject and more than one verb. Here are some examples.
1. Marsha washed the dishes.
one subject, one verb.
2. Marsha and Jack washed the dishes
two subjects, one verb.
3. Marsha and Jack washed and dried the dishes
two subjects, two verbs.
These are known as multiple subjects and multiple verbs.

A.
Identify the subjects and verbs in the following examples. Put one line
under the bare subject and two lines under the complete verb. (Remember that not/never
are not part of the complete verb phrase.)
1.
Charlie tried and tried to learn Cantonese but didnt succeed.
2.
He called the registrars office and asked for clarification.
3.
Our professor explained the concept and then gave us a quiz.
4.
Vancouver, Victoria and Penticton are cities in British Columbia.
5.
Do your homework immediately.
6.
Joe and I studied for more than a week but failed the exam.
22
THE COMPLEX SENTENCE

A complex sentence allows you to express more than one idea in a sentence. Since a complex
sentence consists of two different parts, it is called complex.
A complex sentence consists of an independent clause (IC) plus one or more dependent clauses
(DC).
We know that a clause is a group of words containing a noun and a complete verb. Clauses can be
independent or dependent. An independent clause is one which contains a complete thought and can
stand alone. A dependent clause cannot stand alone. It needs other words to complete the idea of
the sentence. Perhaps it is missing a subject or a verb, the verb is incomplete, or the clause does not
express a complete idea. Dependent clauses are also call subordinate clauses.
A conjunction is a word that links one phrase, clause, or sentence with another phrase, clause, or
sentence. Certain conjunctions can change an independent clause into a dependent one; these are
called subordinate conjunctions.
Subordinate conjunctions can be found at the beginning of dependent clauses. These
conjunctions are also called dependent words or signal words. Remember that dependent
clauses need extra information to make them completely understandable. Therefore, dependent
clauses are typically joined to an independent clause. Dependent clauses are made more
understandable by independent clauses. Subordinate conjunctions link these two clauses.
Here is a list of the most common subordinating conjunctions.

after
although
as, as if
as long as
as soon as
because
before
even if, even though
if
once
provided that
since
so that
that
though
unless
until
what, whatever
when, whenever
where, wherever
whether
which, whichever
while
who
why
Whenever a clause begins with one of these words or phrases, it is dependent.

I was waiting for the bus.
Complete thought Independent clause
While I was waiting for the bus
Incomplete thought -- Dependent clause
While is a dependent clause signal word.
23
A dependent clause must be attached to an independent clause. If a dependent clause is not attached
to an independent clause, it is incorrect because it is an incomplete sentence. If it stands alone in this
way, it is called a sentence fragment.
Here is the punctuation rule for dependent clauses. If the dependent clause comes first in the
sentence, there is a comma placed after it. If the independent clause comes first in the sentence, do
NOT use a comma between the two clauses.
i.e.
After I read the chapter,
DC
I understood the topic
DC,
IC
IC.
DC.
I understood the topic.

IC
after I read the chapter.
IC
DC
Examples of Subordinating Conjunctions in Use:
Subordinating Conjunctions of Time

Conjunction
Meaning
Example
after
sequence
I got a license after I passed the driving test.
as
happening at the same time
It started to rain as I was driving down the street.
before
sequence
I passed the driving test before I got a license.
by the time
completion before another event
The rain had stopped by the time I finished the driving

test.
since
beginning at a point in time and

continuing to the present
I have had a drivers license since I passed the driving

test.
a period of time before an event
My brother waited until my driving test was finished.
Sequence; two events happening at the

same time
I smiled when I passed the test.

My brother was waiting when I was taking the test.
Happening at the same time
My brother was waiting while I was taking the test.
until
when
while
24
Subordinating Conjunctions of Reason

as
I wanted to get a drivers license as my job was far from my home.
because
I wanted to get a drivers license because my job was far from my home.
since
I wanted to get a drivers license since my job was far from my home.
Subordinating Conjunctions of Purpose

so that
I wanted to get a drivers license so that I could drive to work.
Subordinating Conjunctions of Condition

if
I will be able to work in another city if I have a car.

I would be able to work in another city if I had a car.
Subordinating Conjunctions of Surprising Result

although
I prefer to walk although walking is slow.
Adapted from: Fitzpatrick, M. (2011). Engaging Writing 1. New York: Pearson Inc. (Appendix IA, p. 198).
25
PRACTICE
A.
Punctuate the following complex sentences by adding commas where needed. Put a circle
around the signal words (subordinating conjunctions), and put brackets around the dependent
clause.
1.
Donna got an A in English because she always handed in her assignments.
2.
Although David did not feel well he went to school.
3.
I got a passport before I came to Canada.
4.
When you went to Banff did you also go to Lake Louise?
5.
Susan wants to go to the Maritimes next year if she has enough money.
6.
They turned on the radio so that they could listen to the news.
7.
Whatever you decide to do someone wont like it.
8.
Once she makes up her mind nothing will change it.
9.
As Bill was leaving the Air Canada Centre he ran into his boss.
10.
If you bring the salad Jane will bring the sandwiches.
PRACTICE
B.
In the following exercise, use an appropriate signal word (subordinating conjunction) to join
the two independent clauses to form a complex sentence. Remember that a complex sentence
contains an independent clause and a dependent clause. Be careful with punctuation. There
may be more than one appropriate conjunction.
1.
He began to repair the photocopier. The secretary informed him of the problem.
2.
My neighbours are interested in energy conservation. They installed solar panels last year.
3.
You go on a diet. You will probably feel hungry.
4.
It was Joes birthday. We took him out to dinner.
5.
The smoke detector in the main floor office goes off. The computer printer overheats.
6.
She was very sick. She went to work.
26
7.
The hotel owners intend to renovate. The bank approves their loan.
8.
Yesterdays meeting was heated and noisy. Several employees complained.
9.
Peter woke up the next morning. His head was throbbing.
10.
He will go to work. He recovers from his hangover.
PRACTICE
C.
Form complex sentences by connecting a dependent clause to each of the independent

clauses found below. Use the provided signal word (subordinating conjunction), found at the
end of each sentence inside the parentheses. Make sure your punctuation is correct.
1.
People plant their gardens. (when)
2.
We stayed at school. (after)
3.
I get hungry. (whenever)
4.
You will never learn English. (unless)
5.
Take your vitamins. (before)
6.
Betty didnt learn much from the information meeting. (because)
7.
Jessica graduated from Centennial College. (so that)
8.
They wont move. (since)
9.
Trevor got a job. (as soon as)
10.
Helen went (even though)
11.
Justin files his receipts. (while)
12.
I enjoy music. (as long as)
13.
You cant get on the bus. (if)
14.
Stephanie is unsure of her spelling. (until)
15.
Kevins mother wont buy him inflatable running shoes. (although)
27
PRACTICE
D.
All of the following clauses are sentence fragments and are, therefore, incorrect. Fix
all of these sentence fragments by adding an independent clause. Be careful with your
use of punctuation.
1.
Even if I buy a car.
2.
Provided that everyone in the group helps a little.
3.
As the student entered the classroom.
4.
Because I hate cold weather.
5.
Once the plane left the airport.
6.
Whatever the reason is.
7.
Who I met at the party.
8.
After the rain stopped falling.
9.
Unless you go first.
10.
Before I leave for the day.
28
PRACTICE
E.
On this page, or on a separate sheet of paper, write 10 complex sentences using a

different subordinating conjunction for each one.
SUMMARY
1.
Simple sentences consist of one main (independent) clause.
2.
A simple sentence can contain a multiple subject and/or a multiple verb.
3.
A complex sentence is made up of one independent clause and one or more dependent
clauses.
4.
A dependent clause cannot stand alone. It has to be joined to an independent clause;

otherwise, it is a fragment and is, therefore, incorrect.
5.
If the dependent clause comes first in the sentence, it is followed by a comma; there is no
comma if the independent clause comes first.
29

On the previous pages of this handout, we discussed simple sentences and complex sentences. As you know,
a simple sentence consists of one main clause having a subject and a complete verb, expressing a complete
idea and having correct punctuation. It can contain a multiple subject and/or a multiple verb. It can take the
form of
(a) a statement (affirmative or negative)
(b) a question
(c) a command/request
They like ice cream. They dont like ice cream.

Do they like ice cream?
Please buy me an ice cream cone.
Complex sentences consist of one main (independent) clause and one or more dependent clauses. Dependent
clauses are introduced by the subordinating conjunctions or signal words that we listed in the previous
handout, Sentence Structure, Part 2. Remember that dependent clauses are not complete sentences; they are
known as fragments and must be joined to an independent clause to form a complete sentence.
PRACTICE
A.
Put an X beside the sentences which are incomplete.
1.
If he completes this course, he will graduate in June.
2.
This morning, when I was looking all over for my binder.
3.
Even though I wanted to visit all the other members of his family while I was in
town.
4.
As soon as it stops raining and the sun comes out.
5.
Yesterday morning, Joanne went to the Learning Centre to type up her assignment.
PRACTICE
B.
Identify the following sentences as being either simple (S) (one independent clause) or complex (C)
(one independent clause + one or more dependent clauses). Put one line under the bare subject and
two lines under the complete verb in each clause.
1.
I will probably go to the library after I eat lunch.
2.
I will mail your letter on my way to school.
3.
Some of the campers went on a hike while the others went swimming.
4.
We havent planted any flowers in the garden yet.
30
5.
Are your next door neighbours planning to move soon?
6.
When Marie came home from work, she made dinner and ate it while she watched TV.
7.
Carol and Jim have never been to Bermuda.
8.
Do you enjoy sightseeing when you travel?
9.
Nobody can hear her when she answers a question because she speaks so quietly.
10.
Jean picked up the telephone and called her husbands office.
31
COMPOUND SENTENCE.
A compound sentence consists of two clauses, each of which could be a complete sentence in itself. Each of
these complete sentences is an Independent Clause or IC for short. There are three ways to create
compound sentences.
COMPOUND SENTENCE: COORDINATING CONJUNCTIONS

The first type of compound sentence joins the two independent clauses with one of the following words: and,
but, or, for, so, yet, nor. As you already know, these words are called conjunctions. (They are coordinating
conjunctions, but for the sake of simplicity, we can call them the short conjunctions.) For as a
conjunction has the meaning of because, nor is negative and follows the syntax used in questions. (See
the Sentence Structure, Part 1 handout.)
If you remember the word FANBOYS, you will remember all the coordinate conjunctions in English:
F (for) A (and) N (nor) B (but) O (or) Y (yet) S (so)
Coordinating Conjunctions
Coordinating
Conjunctions
Meaning
Examples
for*
reason or cause
I went to the theatre, for I

wanted to watch a movie
and
addition
I watched a movie, and

I liked it.
nor**
both parts of the

statement are negative
but
contrast
or
a choice; only one of the

two statements is true or possible.
I dont like war movies,

nor do I like horror movies.
I watched the movie, but
I didnt like it.
I watch movies at home,
or I go to the theatre.
yet
contrast or surprising result
Every new person appears

first in a theatre, or it first
plays on TV.
I had wanted to watch the
movie, yet I didnt like it.
so
result
I wanted to watch the

movie, so I went to the theatre.
* The coordinating conjunction for is formal. A more common way to express this idea is I went to the theatre because
I wanted to watch a movie. (Note that because is a subordinating conjunction.)
** After nor, a verb or a part of a verb comes before the subject.
Adapted from: Fitzpatrick, M. (2011). Engaging Writing 1. New York: Pearson Inc. (Appendix IA, p. 196).
32
PRACTICE
C.
The following sentences are examples of compound sentences using short conjunctions. Identify
the parts of the sentence and note the meaning suggested by the conjunction.
In each clause, put one line under the subject, two lines under the verb, and D.O. above the direct
object if there is one. Put a circle around the conjunction.
1.
Carl enjoys baseball, but his brother likes hockey better.
2.
I have always enjoyed dancing, and this fall, I am going to join a dance class.
3.
She can buy a station wagon, or she can buy a minivan.
4.
She would like to buy the minivan, but it is rather expensive.
5.
He left his wallet at home, so he had to borrow some money for his lunch.
6.
Monica plays the piano very well, for she practices several hours every day.
7.
Jessie doesnt like cooking, yet she is always trying new recipes.
8.
Kate never eats meat, for she is a vegetarian.
9.
Tom likes to cook, but he doesnt like washing the dishes.
10.
She didnt enjoy the show, nor did she like the reception afterwards.
(Look at the work order in this construction.)
When you join two independent clauses with one of the above conjunctions, you put a
comma before the conjunction, not after it.
PRACTICE
D.
Change the following pairs of sentences to form a compound sentence, using an appropriate short
conjunction (and, but, or, for, so, yet, nor). More than one answer may be possible. Be sure to use
the correct punctuation. Remember that the second clause does not begin with a capital letter.
1.
I was feeling worse. I decided to call the doctor.
2.
We played badminton in the afternoon. We went to a movie in the evening.
3.
Charlie has to study hard. He has to pass all his courses.
4.
Melissa invited Sue to the play. Sue preferred to stay home.
5.
We can keep the damaged goods. We can return them and demand a refund.
6.
Take the car to the garage. Dont forget to get an oil change.
33
7.
Jerry opened the window and turned on the fan. The room remained hot and stuffy.
8.
Beth is very shy. She is very popular.
9.
You can pay me the money now. You can pay me next week.
10.
They wanted to get a good view of the city. They went to the CN tower.
PRACTICE
E.
Combine each pair of sentences into one compound sentence using nor. Here are some reminders:
Watch the word order. Dont repeat the name; use a pronoun in the second clause. After nor no
becomes any, and never becomes ever in order to avoid a double negative.
1.
They dont like snow. They dont like such cold weather.
2.
Gordon wont help his brother paint the bedroom. Gordon wont help his brother clean out the garage.
3.
Bob doesnt come to class on time. Bob never hands in his homework on the due date.
4.
There was no more milk in the fridge. There was no bread in the house either
5.
I have never been to India. I have never visited the Orient.
COMPOUND SENTENCE: CONJUNCTIVE ADVERBS

An adverb is a word or phrase that can provide a comment about the relationship between ideas, so a
conjunctive adverb is a word or phrase that links one independent clause with another independent clause,
while also expressing some kind of relationship between these two clauses. The second type of compound
sentence uses the following conjunctive adverbs: however, nevertheless, consequently, therefore, thus,
moreover, furthermore, in addition, in fact. These conjunctions are formally known as conjunctive
adverbs, but we can call them the long conjunctions. When these conjunctions are used to join two
independent clauses, the sentence is punctuated differently from the first type of compound sentence. The
correct punctuation is this:
IC; however, IC.
IC; therefore, IC.
IC; furthermore, IC. etc.
That is, the first independent clause is punctuated with a semi-colon; this is followed by the
conjunction followed by a comma, and then by the second independent clause.
The second clause does not begin with a capital letter.
34
Conjunctive Adverbs
Addition
Alternative
Contrast
Time
additionally
also
besides
furthermore
in addition
moreover
in fact
instead
on the contrary
on the other hand
otherwise
however
nevertheless
nonetheless
eventually
finally
later
meanwhile
subsequently
Example or
Emphasis
Result or
Consequence
for example
for instance
or course
undoubtedly
consequently
hence
therefore
thus
Adapted from: Gaetz, L., Phadke, S., & Sandberg, R. (2011). The Canadian Writer's World.
Pearson Canada Inc. (p. 286)
PRACTICE
F.
Change the following pairs of sentences into compound sentences using these conjunctions: however,
nevertheless, consequently, therefore, thus, moreover, furthermore, in fact, in addition. Vary
the conjunctions. Watch the punctuation.
1.
He refused to take his medicine. His chest cold got worse.
2.
Linda would like to go to the meeting. She has no babysitter.
3.
My mother expected me to succeed. I tried to live up to her expectations.
4.
George never studies. He never does his homework.
5.
Christine wants to be a concert violinist. She practices for six hours a day.
6.
The Browns had a new roof put on their house. They had the house painted.
7.
We have a dog and two cats. We had no difficulty renting an apartment.
8.
Janice finished typing her paper. She proofread it very carefully.
9.
He thinks his way is the best. He is completely unwilling to compromise.
10.
The students had three assignments to do. They were all due on the same day.
35
PRACTICE
G.
Create compound sentences by attaching logical independent clauses to what has already been
provided. You should consider the meanings of the provided independent clauses as well as the
conjunctions found at the end of each of these clauses. Add appropriate punctuation when and where
necessary.
1.
My car broke down meanwhile
2.
I usually wake up on time but
3.
The movie was incredible however
4.
In the morning, Justin casually answered the phone and
5.
We decided not to attend the meeting moreover
6.
The baby usually never cries when she is held yet
7.
My keys werent on the desk nor
8.
Jane didnt read the memo consequently
9.
Having self-confidence is incredibly important for
10.
You may choose to read a book or
36
NOTES ON PUNCTUATION
Remember, that the punctuation rules you have studied apply only when you are joining two independent
clauses. If you are not joining two independent clauses, the rules change.
She fell, but she didnt hurt herself. (This is a compound sentence)
If you examine both pairs of this sentence, you see that each part can stand alone, so we have two independent
clauses. Therefore, we apply the rule for using short conjunctions and put a comma before the conjunction.
She fell but didnt hurt herself. (This is a simple sentence.)
She fell is an independent clause, but didnt hurt herself is not an independent clause because
it doesnt have a subject. Since we dont have two independent clauses, this is not a compound
sentence and no comma is required.
They won the battle; nevertheless, they lost the war.
There are two independent clauses, so we follow the punctuation rules for long conjunctions.
They, nevertheless, lost the war.
Nevertheless does not join two independent clauses, so instead of a semi-colon, we use a comma.
What happens if we dont want to use a conjunction to join two independent clauses?
The boss fired her secretary. He was totally incompetent.
It is perfectly correct to leave this as two separate sentences. However, we could make a
compound sentence by using:
1.
a comma and a short conjunction

The boss fired her secretary, for he was totally incompetent.
2.
a semi-colon and a long conjunction and a comma

The boss fired her secretary; in fact, he was totally incompetent.
3.
a semi-colon (and no conjunction)

The boss fired her secretary; he was totally incompetent.
This third method (noted above) is, in fact, the final way to make compound sentences, but it should not be
used frequently because there must be a strong relationship between the clauses for a sentence to function
correctly. A semicolon is a like a downgraded period. Use a period when you have two distinctly different
ideas. However, if those two ideas seem to be united in meaning somehow, they can be connected with a
semicolon. This situation does not occur very frequently; therefore, do not use semicolons frequently. Also,
because semicolons have become somewhat rare in English writing, using them requires a very good reason,
or else the writing may seem awkward for the reader. Still, when used correctly and appropriately, the use of
semicolons for compound sentences can be a very effective way to communicate ideas.
Consider the following example sentences and information:
37
A thermometer measures the temperature; a barometer measures air pressure.

These ideas are related, so we can use a semi-colon. This is an appropriately constructed
compound sentence.
Cats dont like water. I have to wash my hair. These two ideas are totally unrelated, so we cant
join them into a compound sentence. This is an inappropriately constructed compound sentence.
Can you separate/join two independent clauses using only a comma? For example, is I love pizza, I eat it all
the time grammatically acceptable? NO! NO! NO! The example demonstrates what is called a run-on
sentence and is considered to be incorrect.
You can use a comma and a short conjunction (FANBOYS), or you can use a semi-colon. If you use
only a comma, you will be writing a comma splice. This is a major error. Remember that
a period and a semi-colon have almost equal value, but a period and a comma do not.
PRACTICE
H.
See if you can identify which of the following sentences are correctly punctuated and which are not.
Put the letter C beside those that are correct. If the sentence is not correct, please make the
correction
1.
I am studying accounting my sister is taking computer programming.
2.
The children began fighting, so I turned off the television.
3.
The thieves took the computer and all the stereo equipment, furthermore, they vandalized the room.
4.
Eva felt dizzy, she also felt nauseous.
5.
I wasnt paying attention to the time: therefore, I was late for class.
6.
Judy was disgusted by the movie; she didnt even stay until the end.
7.
My shoes were too tight, consequently; my feet hurt.
8.
Father chopped the wood; and the children piled it up neatly beside the tent.
9.
Hilda carried her handbag tightly under her arm. For she was afraid of purse snatchers.
10.
Everyone in the store liked the dress; however, I decided not to buy it.
38
11.
Jodi likes to organize social events moreover she is an excellent fund-raiser.
12.
We try hard to be on time but it is a long walk from the E wing to the B wing.
13.
Annabel was wearing a wig; furthermore, she had on false eyelashes and a ton of makeup.
14.
My brother is an accountant in Ottawa; my sister is a nurse in Edmonton.
15.
I cant go home, yet I have too much to do.
16.
I tried to sleep, however the thought of tomorrows exam kept me awake.
17.
Ive decided to quit smoking, for I dont want to die of lung cancer.
18.
This restaurant has its own baker. Moreover, it has a take-out counter.
19.
I couldnt afford to buy my parents an anniversary gift so I offered to cut the grass for them all
summer.
20.
The backpack was heavy for the little boy yet he carried it all the way without complaining.
COMPOUND-COMPLEX SENTENCE.
Finally, there is a fourth kind of sentence, the COMPOUND-COMPLEX sentence. As its name
suggests, it is a combination of these two sentence types. Heres an example. See if you can
identify the ICs and DCs in it.
Although John studied for the exam, he failed it, so he was quite depressed.
The pattern for this sentence is DC/IC/IC.
We could rewrite it:
John was depressed because he studied for the exam, but he failed it.
The pattern for this sentence is IC/DC/IC.
39
Now you should be able to recognize all the sentence types. In addition, you should be able to
write your own sentences correctly.
I.
Identify what type (simple, compound, complex, compound-complex) each of the following
sentences is.
1.
He stopped the car suddenly.
______________________
2.
Patti tried and tried but couldnt open the jar.
______________________
3.
Although the bus was packed, I managed to get on, but ______________________
I had to stand all the way home.
4.
We couldnt go hiking, nor could we play tennis
______________________
because it was pouring rain.

5.
Please turn the music down; Im talking on the
______________________
telephone.
6.
Whenever it snows, Torontos traffic gets snarled.
______________________
7.
Andrew is very grumpy until he has his first cup of
______________________
coffee in the morning.

8.
Martha rarely makes mistakes, for she has done that
______________________
job for years.

9.
The company declared bankruptcy; as a result, the five
______________________
employees lost their jobs.
40
SENTENCE STRUCTURE SUMMARY:

1.
Sentences can be classified according to type: statement, question, command, and exclamation.
2.
Sentences can also be classified according to structure: simple, complex, compound, and compoundcomplex.
3.
A simple sentence consists of one main (independent) clause, but it can contain a multiple subject
and/or a multiple verb.
4.
A complex sentence consists of one main (independent) clause and one or more dependent clauses.
5.
A compound sentence is made up of two (or more) independent clauses.
6.
The two independent clauses in a compound sentence can be joined by using a short conjunction
proceeded by a comma.
7.
Two independent clauses can be joined by using a long conjunction preceded by a semi-colon and
followed by a comma.
8.
Two independent clauses can also be linked by using only a semi-colon.
9.
Two independent clauses CANNOT be joined using only a comma.
10.
Compound-complex sentences combine two or more independent clauses with dependent clauses.
41

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Sentence StructureHandout

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SENTENCE STRUCTURE HANDOUT

Last revised: August, 2013.

THE PARTS OF SPEECH

Louise paid a lot of money for that dress.

You like Coke, but I prefer Pepsi.

For Christmas, his parents gave him a computer.

Count and Noncount Nouns:

Interrogative Pronouns: Interrogative pronouns ask questions who, whom, whose,

Something was missing.

Underline the pronouns in the following exercise:

My mother and I saw him at the park.

She hurt herself on that sharp rock.

Nobody told her about our decision.

Those are the rules; we expect everyone to obey them.

VERBS: Verbs are words that express an action or state of being.

They change their form

I think about him often.

am, are, is, was, were, been

have, has, had

do, does, did

Was she listening?

He did not listen.

Mary did not want to go to the party.

Mary doesnt like parties.

Sentence Structure Handout Last revised: August, 2013.

She tasted the soup (Action)

Underline the verbs or verb phrases in the following sentences.

That lesson seems very easy.

Did the police charge the driver?

When I am happy, I dance and sing.

Helen doesnt watch TV very often.

What time is it?

Tim had a hamburger for lunch.

Is anyone going to the party?

Do you believe everything you hear?

ADJECTIVES: These are the words that modify a noun or pronoun.

They limit, qualify or

Some common adjective endings include the following:

careful, helpful beautiful

ran fast (Fast modifies the verb ran.)

He walked slowly toward the tall, dark man.

I am reading a very interesting book.

The quick, brown fox jumps over the lazy dog.

That young student read extremely well.

Conjunctions are words that connect words, phrases or clauses.

Underline the conjunctions in the following sentences.

I will make the dinner if you will wash the dishes.

Go to the movies or watch TV, but please dont bother me.

Im tired, so lets stay home tonight.

He is running with the dog.

Will you be at home at ten oclock?

The elderly lady fell down the stairs.

Near my house, there are a number of stores.

He did many odd jobs around the house.

The tourists went into the museum.

Interjections (also called exclamations) are words that exclaim.

Indeed, we should go.

There are two new students in the class.

They will arrive at ten oclock.

Is everybody going to the party?

Those are not difficult questions to answer.

I like coffee, but my roommate likes tea.

Did you find this exercise difficult?

Ouch! I cut myself.