Sentence II Sentence Structure · Anothermethod of combining simple sentences into a compound...

Note: If a writer organizes his/her ideas in mostly simple sentences, his/her writing will be

Sentence Part II—Structure—handout 1

JOHNSON COUNTY COMMUNITY COLLEGE

THE SENTENCE PART IISTRUCTURE

The four types of sentence structures (syntax) are simple, compound, complex, compound

complex.

SIMPLEA simple sentence consists of a subject, verb and/or complement, and any modifiers (words or phrases). A simple sentence is one independent clause (independent because it can, of course, stand alone and it expresses a complete thought).

S V DO Example: The hardworking students studied their algebra for many hours.

choppy and weak. If he/she combines his/her sentences into compound, complex or compound

complex structures, he/she will achieve emphasis, variety, and, most of all, readability for his/her reader.

COMPOUNDA compound sentence consists of two or more simple sentences or independent clauses.

Writers may join two simple sentences or independent clauses with a coordinating conjunction, such as but, and, or, nor, for, so. When punctuating a compound sentence, the writer must include a comma before the conjunction.

Example:

BEFORE: The hardworking students studied their algebra for many hours. The unconcerned students partied all night.

AFTER: The hardworking students studied their algebra for many hours, but the unconcerned students partied all night.

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Another method of combining simple sentences into a compound sentence is to join them without a coordinating conjunction. Punctuation for this sentence structure is a semicolon between the two main or independent clauses.

Example: The hardworking students studied their algebra for many hours; the unconcerned students partied all night.

If a conjunctive adverb, such as therefore, however, nevertheless, moreover, is used to introduce the second main or independent clause, a semicolon must be used before the conjunctive adverb and a comma after.

Example: The hardworking students studied their algebra for many hours; however, the unconcerned students partied all night.

NOTE: One must not confuse compound subjects or verbs with compound sentences. To write a compound sentence the writer must have two or more independent clauses.

Simple sentence with compound verb:

Examples:

S V DO V DO

The violinist tucked his instrument (under his chin) and played the music.

Compound sentence:

S V IO DO Conj S V V DO

Wealth can give you security, but it does not ensure happiness.


Examples:


Simple sentence with compound verb:

S V V DO

The Newton Insurance Company built and financed this building.

Compound sentence:

S V Conj S V DO

Allan works during the day; nevertheless, he attends school at night.

Practice Exercise A

Write ten simple sentences. Mark the simple subject, verb and complement. Combine the ten sentences into five logical compound sentences. Use both methods of combining to join simple sentences to make compound sentences.

COMPLEXA complex sentence consists of an independent clause and one or more dependent clauses. A dependent clause is a group of words with a subject, verb and possible complement with modifiers of these principal parts. A dependent clause cannot stand alone, because it is subordinate to or dependent on the idea presented in the main clause or independent clause. There are three types of dependent clauses: noun, adjective, and adverbial.

A noun dependent clause can serve as the subject, object, complement, or appositive of the main or independent clause. A noun clause is usually introduced by one of the following words: that, whatever, whoever, who, what, why, when, where and whether.

Noun clause as objects:

DO Bob suggested that we go fishing this weekend.



S V Object of preposition

You may go in wherever you want.

Noun clause as a complement:

S LV PN

Mary is whom I want.

Noun clause as subject:

S V

Whoever broke that dish will be severely punished.



S LV PA

That we are friends is clear.

Note: The conjunction that may not always be expressed.

Example: The teacher said [that] I was wrong.

Practice Exercise B

Underline each noun clause in the sentences below. Indicate whether the noun clause is used as a subject, object, complement, or appositive.

Example: Ed saw that many people had already left. Direct object

Noun clauses as appositives

S Appos. V DO The realization that they were lost struck them.

1. Whoever reads the novels of Faulkner and Hemingway will have a better understanding of people.

2. When he was trying to break into the movies, Marion Morrison decided that he would change his name to John Wayne.


10. The ancient Egyptians believed that the pharaoh was immortal.

1. The awareness (NC) comforted him.


3. We will sell our house to whomever you suggest.

4. Their complaint that there was no heat was ignored.

5. At the end of the evening, he asked when they might go out again.

6. When he released the ball, he knew that he had thrown a strike.

7. In writing your term paper, you may draw material from whatever has been written on the subject.

8. When we leave is important.

9. His problem is that he is lazy.

Practice Exercise C

Complete each sentence by adding a noun clause (NC) where indicated.

(NC) should plan to eat dinner early. Example:

Whoever is going to the movie should plan to eat dinner early.

2. Phil said (NC).


In the following sentences, the noun clauses used as subjects and complements could be

2. A free and open society is what I believe in.


3. (NC) should be ready to defend his or her actions.

4. To control the waiting crowd, the security officer ordered (NC).

5. The subject of Dr. Broyles' lecture was (NC).

Practice Exercise D

considered stilted or awkward. Revise the sentences to eliminate this possibility.

Examples: Bedtime is when I enjoy reading.

1. Whether or not the college should regulate dormitory hours was the issue.

I enjoy reading at bedtime.

That the building would collapse was certain.

It was certain that the building would collapse.

3. Unfortunately, in our society the successful individual usually is considered to be whoever makes the most money.

4. Failure to understand another person's point of view is why many arguments occur.



5. If they were able to make all of the arrangements, that they would call and report to us before we had to leave was understood.

An adjective dependent clause acts as a modifier or descriptive word, modifying, limiting or pointing out a noun or pronoun in the main clause. The adjective clause is normally positioned after or immediately following the noun or pronoun it modifies. The clause may or may not be punctuated according to whether or not it is essential or restrictive or nonessential or nonrestrictive.

An adjective clause that is essential or restrictive is necessary to the meaning of the sentence and does not require commas enclosing it.

S V PA Example: The book that I am reading is boring.

An adjective clause that is nonessential or nonrestrictive is not necessary to the meaning of the sentence and does require commas enclosing it.

S V DO Example: We saw Jim, who you thought had moved, after school

yesterday.

Adjective clauses are usually introduced by the following subordinating words: who, whom, that, which, whose, where, when or why. Like the functioning subordinating words of noun clauses, these words are used within the adjective clause as pronouns (subject, object, complement), adjectives, or adverbs.

S V Examples: The person who studies hard will succeed.

S LV PN This is the paper I wrote.



S V DO We saw John, whose paper received an F.

Practice Exercise E

Underline each adjective clause in the sentences below. Then identify the noun or pronoun

some adjective clauses the relative word is omitted.

Any runner who leaves the track will be disqualified.

modified by each clause. Some sentences have more than one adjective clause. Remember that in

Example:

1. The police officer who apprehended the suspect should be commended for her bravery.

2. At the Gettysburg battleground we visited the spot where Pickett led his famous charge.

3. Business Law is a course in which you have to work hard but one in which you learn a lot.

4. When we chose our new rug, we tried to select a color which would match our draperies.



5. Egypt is one country I hope to visit.

6. The alligators that are found in the Everglades are descendants of the Protosuchians which flourished in the late Triassic period.

7. The lettuce we are having in our salad came from the garden we planted last spring.

8. The film suggested some reasons why modern Americans feel alienated.

Write each adjective clause into a sentence by adding a main clause and any other necessary

Practice Exercise F

words.

Example:

The park where we first met is no longer there.

where we first met

1. who believes that whales must be protected

2. where the tribal elders were holding a conference

3. why you were unable to find a store open

4. from whom we obtained directions



5. that television creates in young people

Practice Exercise G

Rewrite each sentence, adding one or more adjective clause(s). Then underline the noun or pronoun modified by each adjective clause.

Example: My aunt took us to see a film.

My aunt, who is visiting from Chicago film , took us to see a that was really good.

1. Alex Haley's novel Roots traces his African and AfroAmerican heritage.

2. A press conference was called to explain the reason.

3. We discovered some old bones.

4. The advertisement convinced Walter to buy a machine.

5. At the exhibit, Randy saw paintings and statues.


Mary left before I could stop her.

Place (where, wherever)


An adverb dependent clause acts as a modifier or descriptive word by modifying, limiting or pointing out a verb, adverb, or adjective in the main clause. Adverbial clauses may be positioned before, after, or in the middle of main clauses. Adverbial clauses positioned at the beginning of the sentence or before the main clause require a comma placed after them. If the adverbial clause is positioned after the main clause no comma is necessary. The commonly used subordinating conjunctions introducing adverb clauses are the following words:

Time (when, before, after, since, while, until, as)

S V

Manner (as if, as, as though)

S V He looks as if he is sick.

We went wherever we wanted.



Result (that, so that)

We left early so that we could get home on time.

Cause (because, since, as)

She went home because she was sick.

Purpose (that, in order that)

He studied that he might pass.

Condition (if, unless, provided that, on condition that)

If I were you, I would study harder.



Concession (although, though, even if)

I want to go even if I don't have enough money.

Comparison (than, as)

Your dress is prettier than mine is.

Examples:

adverbial clause modifying adverb:



The lesson was so difficult that we could not finish it.

adverbial clause modifying adjective:

We are sorry that we were delayed.

NOTE: Sometimes the subordinate clause is modifying the entire main clause. To determine this look at the meaning of the sentence.

Practice Exercise H

Underline each adverb clause in the sentences below. If the adverb clause modifies a verb, adjective, or adverb, write that word below the sentence. If it modifies the entire main clause, write MC in the space. Some sentences have more than one adverb clause; others have none.

Examples: We arrived at the post office after it closed. arrived

If I can save enough money, I'll go to Spain. MC

1. Albert Einstein published his "Special Theory of Relativity" when he was twentysix years old.



2. If you are domineering and regal, you were probably born under the sign of Leo.

3. He rigged the camera so that it would photograph anyone who opened the door.

4. As long as you are going out, you might as well stop at the post office because we need stamps.

5. After they spotted me hiding behind a large leaf, they acted as if they had never seen an elf before.

6. You may have until the end of the week to complete your assignment.

7. The strike will last longer if both sides refuse to negotiate.

8. Old Bozo is content when he has a bone to gnaw.

Practice Exercise I

Complete each sentence by adding an adverb clause after the bold word(s). (The bold word(s) will connect the adverb clause to the main clause.)

Example: After the painting dried, we placed it in a frame of dark wood.

1. Provided that ________________________ we will have enough food in the future.

2. Three crewmen were able to survive in a lifeboat until

3. A chameleon changes color when

4. Mr. Devlin bought eight tickets so that

5. Unless ________________________________________ you will be unhappy.



Practice Exercise J

Rewrite each sentence adding one or more adverb clauses. After each sentence indicate the type of relationship between each adverb clause and what it modifies (time, place, direction, cause, effect, condition, manner, or concession.)

Example: The librarian told us to be quiet.

When we were laughing, the librarian told us to be quiet because we were disturbing people. [time; cause]

1. We were able to survive on the island.

2. To most children, cough medicine tastes better.

3. We toured the ancient ruins.

4. She attended Harvard Law School.

clauses added to a compound sentence or two or more independent clauses.

Example: We stayed at the party until it was very late, but our parents did not seem to care.

5. The nation was threatened.

COMPOUNDCOMPLEXA compoundcomplex sentence consists of one or more dependent


Identify each bold clause by writing one of the following numbers next to the sentence:

7. Roger drove slowly while Roberta studied the crudely drawn map.


Practice Exercise K

1. noun clause 3. adverb clause 2. adjective clause 4. independent clause

1. You should not make these accusations unless you have real proof.

2. Television has changed the rules by which politicians plan their campaigns.

3. Some of us wonder if the strike will ever be settled.

4. Business will suffer if the strike is not settled soon.

5. Do you believe there's a possibility of an early settlement?

6. At first, George felt isolated and friendless; later on, he became acquainted with several interesting coworkers.

8. Michael has some difficulty with mathematics, but his other grades are good.

9. Do you know which candidate Senator Thompson is backing?

10. Do you know the candidate that Senator Thompson is backing?

11. It seems almost a miracle that all five people survived the crash.

12. All of us are happy that you have returned to Centerville.

13. I reject Malcolm's argument that the public schools are overstaffed.

14. I reject the argument that Malcolm just presented.



15. Living conditions on the campus will soon improve; by next June the new dormitory will be ready for occupancy.

16. Mr. Adams' new partner is a man who was once arrested for forgery.

17. There was a time when many musicians considered Beethoven's early works dull.

18. Within three years Jim's salary was larger than his father's.

19. Have the police revealed whose fingerprints were found on the gun?

20. The police arrested the person whose fingerprints were found on the gun.

Practice Exercise L

Review: Identify the kinds of sentencessimple, compound, complex, or compoundcomplexin the following paragraphs. Use the abbreviations S, CD, CX, and CDCX.

1. A person who is just learning to skin dive usually begins in water that is somewhere between twentyfive and fifty feet deep.

2. At this depth there is no danger from pressure, and there is an abundance of fish and plant life.

3. After the person has been diving in shallow water for several weeks or months, he may go on to deeper water.

4. Below one hundred feet there is the problem of pressure, and one must be especially careful to avoid the hazards of deep diving.

5. One of the most common hazards that threaten the deep diver is caisson disease, or "the bends."

6. Nitrogen builds up in his bloodstream when he dives below one hundred feet.

7. If, when the diver is ready to surface, he ascends too quickly, the nitrogen expands and then forms bubbles in his bloodstream and body tissues.

8. The nitrogen bubbles cause extreme pain.

9. If the case is very severe, the person may die, but the effects of caisson disease are not usually that serious.

10. Fortunately, a cure was discovered in the late nineteenth century.



11. When a person is put back under pressure, the nitrogen bubbles dissolve, and the person no longer feels pain.

12. Now a recompression chamber is used for a diver who suffers from the bends. 13. Another hazard of deep diving is nitrogen narcosis.

14. The nitrogen that the diver breathes is under pressure and consequently has a strange effect on the brain.

15. When a diver is suffering from nitrogen narcosis, he acts very much like a drunk man.

16. He may do many ridiculous things.

17. On one occasion a diver who was suffering from nitrogen narcosis began to play golf underwater.

18. He used fish for his clubs.

19. Luckily he did not choose a shark for one of his clubs, or the story would not be funny.

20. Like caisson disease, nitrogen narcosis can be fatal to the unwary diver.

Practice Exercise M

The following sentences are compoundcomplex. Underline the separate clauses and indicate whether they are independent or subordinate.

1. When we returned from camp, we were very tired, but we had many pleasant experiences to remember long afterward.

2. On our way up to the camp, which is built around a lake in the mountains, we sang songs, and some of the counselors entertained us with stories about past summers at the camp.

3. The minute that the bus stopped at the campsite, we all climbed hurriedly out, for we were anxious to see our cabins.



4. Some cabins were in the woods, and because they were shaded by many trees, they were cool.

5. We were all pleased with our accommodations, and we set to work immediately to find names for our cabins so that we would really feel at home.

6. Later in the day, a committee came around to judge the names, and from the many good ones that were tacked above the cabin doors, the committee finally chose "Linger Longer" as the best name.

Practice Exercise N

Write ten simple sentences or use the same sentences written earlier. Then by subordination make five complex sentences from the ten simple sentences.


Sentence II Sentence Structure · Anothermethod of combining simple sentences into a compound...

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