sentence structure essays

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Scholarly Voice: Varying Sentence Structure

Sentence structure refers to the physical nature of a sentence and how the elements of that sentence are presented. Just like word choice, writers should strive to vary their sentence structure to create rhythmic prose and keep their reader interested. Sentences that require a variation often repeat subjects, lengths, or types.

Related information about varying sentence structures can be found through these links:

• Sentence Structure and Types of Sentences
• Run-On Sentences and Sentence Fragments
• Parallel Construction
• Relative, Restrictive, and Nonrestrictive Clauses
• Conjunctions

Varying Subject or Word Choice

One of the easiest ways to spot text that requires variety is by noting how each sentence opens. Writers can often overuse the same word, like an author’s name, or a subject, like pronouns to refer to an author, when beginning sentences. This lack of subject variety can be distracting to a reader. Review the following paragraph’s sentence variety:

My philosophy of education is derived from my personal experiences. I have been an educator for 4 years, and I have learned a lot from more experienced teachers in my district. I also work mainly with students from a low socioeconomic background; my background was quite different. I will discuss how all of these elements, along with scholarly texts, have impacted my educational philosophy.

Notice how the writer of this paragraph starts each sentence and clause with a personal pronoun. Although the writer does alternate between “I” and “my”, both pronouns refer to the same subject. This repetition of personal pronouns is most common when writing a Personal Development Plan (PDP) or other personal papers. To avoid this type of repetition, try adjusting the placement of prepositional phrases or dependent clauses so the subject does not open each sentence:

My philosophy of education is derived from my personal experiences. Having been an educator for 4 years, I have learned a lot from more experienced teachers in my district. I also work mainly with students from a low socioeconomic background that is quite different from mine. In this paper, I will discuss how all of these elements, along with scholarly texts, have impacted my educational philosophy.

Varying Sentence Length

Another way to spot needed sentence variety is through the length of each sentence. Repeating longer sentences can inundate a reader and overshadow arguments, while frequently relying on shorter sentences can make an argument feel rushed or stunted.

Overusing Long Sentences

The company reported that yearly profit growth, which had steadily increased by more than 7% since 1989, had stabilized in 2009 with a 0% comp, and in 2010, the year they launched the OWN project, actually decreased from the previous year by 2%. This announcement stunned Wall Street analysts, but with the overall decrease in similar company profit growth worldwide, as reported by Author (Year) in his article detailing the company’s history, the company’s announcement aligns with industry trends and future industry predictions.

Notice how this paragraph is comprised of just two sentences. While each clause does provide relevant information, the reader may have difficulty identifying the subject and purpose of the whole paragraph.

Overusing Short Sentences

In 2010, the company’s yearly profit growth decreased from the previous year by 2%. This was the year they launched the OWN project. The profit growth had steadily increased by more than 7% since 1989. (They stabilized in 2009.) This announcement stunned Wall Street analysts. However, it aligns with the decrease in similar company profit growth worldwide. It also supports future predictions for the industry (Author, Year).

Notice how this paragraph uses the same information as the previous one but breaks it into seven sentences. While the information is more digestible through these shorter sentences, the reader may not know what information is the most pertinent to the paragraph’s purpose.

Alternating Sentence Length

Alternating between lengths allows writers to use sentences strategically, emphasizing important points through short sentences and telling stories with longer ones:

The company reported that profit growth stabilized in 2009, though it had steadily increased by more than 7% since 1989. In 2010, the year they launched the OWN project, company profit growth decreased from the previous year. This announcement stunned Wall Street analysts. According to Author (Year), however, this decrease was an example of a trend across similar company profit growth worldwide; it also supports future predictions for the industry.

Varying Sentence Type

One of the trickiest patterns to spot is that of repetitive sentence type. Just like subject and length, overusing a sentence type can hinder a reader’s engagement with a text. There are four types of sentences: simple, compound, complex, and compound-complex. Each sentence is defined by the use of independent and dependent clauses, conjunctions, and subordinators.

• Simple sentences: A simple sentence is an independent clause with no conjunction or dependent clause.
• Compound sentences: A compound sentence is two independent clauses joined by a conjunction (e.g., and, but, or, for, nor, yet, so).
• Complex sentences: A complex sentence contains one independent clause and at least one dependent clause. The clauses in a complex sentence are combined with conjunctions and subordinators, terms that help the dependent clauses relate to the independent clause. Subordinators can refer to the subject (who, which), the sequence/time (since, while), or the causal elements (because, if) of the independent clause.
• Compound-complex sentences: A compound-complex sentence contains multiple independent clauses and at least one dependent clause. These sentences will contain both conjunctions and subordinators.

Understanding sentence type will help writers note areas that should be varied through the use of clauses, conjunctions, and subordinators.

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Even during the treatment, Author observed no change in the statements from the participants regarding their symptoms. Based on these findings, I will not use this article for my final project. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

Notice how the writer relies solely on complex sentences in this paragraph, even placing dependent clauses at the beginning of each sentence. Here is an example of merely adjusting the placement of these dependent clauses but not the sentence type:

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Author observed, even during treatment, no change in the statements from the participants regarding their symptoms. I will not use this article for my final project based on these findings. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

While this change in the placement of dependent clauses does avoid a repetitive rhythm to the paragraph, try combining sentences or using conjunctions to create compound or compound-complex sentences to vary sentence type:

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Author observed, even during treatment, no change in the statements from the participants regarding their symptoms, and based on these findings, I will not use this article for my final project. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

Making these slight adjustments to sentence type helps the reader engage with the narrative rather than focus on the structure of the text. Adjusting your sentence type during a final revision is a great way to create effective prose for any scholarly document.

Varying Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Engaging Writing: Overview of Tools for Engaging Readers (video transcript)
• Engaging Writing: Tool 1—Syntax (video transcript)
• Engaging Writing: Tool 2—Sentence Structure (video transcript)
• Engaging Writing: Tool 3—Punctuation (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)

Related Resources

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Sentence Structure: A Complete Guide (With Examples & Tasks)

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

  A TEACHER’S GUIDE TO SENTENCE STRUCTURE

This article aims to inform teachers and students about writing great sentences for all text types and genres. I would also recommend reading our complete guide to writing a great paragraph here. Both articles will find great advice, teaching ideas, and resources.

WHAT IS SENTENCE STRUCTURE?

When we talk about ‘sentence structure’, we are discussing the various elements of a sentence and how these elements are organized on the page to convey the desired effect of the author.

Writing well in terms of sentence structure requires our students to become familiar with various elements of grammar and the various types of sentences that exist in English.

In this article, we will explore these areas and discuss various ideas and activities you can use in the classroom to help your students on the road to mastering these different sentence structures. This will help make their writing more precise and interesting in the process.

TYPES OF SENTENCE STRUCTURE

In English, students need to get their heads around four types of sentences. They are:

Mastering these four types of sentences will enable students to articulate themselves effectively and with personality and style.

Achieving this necessarily takes plenty of practice, but the process begins with ensuring that each student has a firm grasp on how each type of sentence structure works.

But, before we examine these different types of structures, we must ensure our students understand the difference between independent and dependent clauses. Understanding clauses and how they work will make it much easier for students to grasp the following types of sentences.

A COMPLETE UNIT ON TEACHING SENTENCE STRUCTURE

This complete  SENTENCE STRUCTURE UNIT  is designed to take students from zero to hero over  FIVE STRATEGIC LESSONS  to improve  SENTENCE WRITING SKILLS  through  PROVEN TEACHING STRATEGIES covering:

SENTENCE CLAUSES

Teaching sentence clauses requires a deep understanding of the topic and an ability to explain it in an engaging and easy way for students to understand. In this article, we’ll discuss the basics of sentence clauses and provide some tips for teaching them to students.

What are Sentence Clauses?

A sentence clause is a group of words that contains a subject and a verb. It can be a complete sentence on its own or a part of a larger sentence. There are two types of sentence clauses: independent and dependent.

Independent Clauses

Put simply; clauses are parts of a sentence containing a verb. An independent clause can stand by itself as a complete sentence. It expresses a complete thought or idea and includes a subject and a verb  – more on this shortly!

Here’s an example of an independent clause in a sentence:

“I went to the store.”

In this sentence, “I went to the store” is an independent clause because it can stand alone as a complete sentence and expresses a complete thought. It has a subject (“I”) and a verb (“went”), and it can be punctuated with a period.

Dependent Clauses / Subordinate Clauses

Dependent clauses, on the other hand, are not complete sentences and cannot stand by themselves. They do not express a complete idea. To become complete, they must be attached to an independent clause. Dependent clauses are also known as subordinate clauses .

An excellent way to illustrate the difference between the two is by providing an example that contains both.

For example:

Even though I am tired, I am going to work tonight.

The non-underlined portion of the sentence doesn’t work as a sentence on its own, so it is a dependent clause. The underlined portion of the sentence could operate as a sentence in its own right, and it is, therefore, an independent clause. 

Now we’ve got clauses out of the way, we’re ready to look at each type of sentence in turn.

Teaching sentence clauses to students is essential because it helps them understand sentence structure. Understanding the structure of sentences is essential for effective writing and communication. It also helps students to identify and correct common errors in their writing, such as sentence fragments and run-on sentences.

Simple Sentences

Simple sentences are, unsurprisingly, the easiest type of sentence for students to grasp and construct for themselves. Often these types of sentences will be the first sentences that children write by themselves, following the well-known Subject – Verb – Object or SVO pattern.

The subject of the sentence will be the noun that begins the sentence. This may be a person, place, or thing, but most importantly, it is the doer of the action in the sentence.

The action itself will be encapsulated by the verb, which is the action word that describes what the doer does.

The object of the sentence follows the verb and describes that which receives the action.

This is again best illustrated by an example. Take a look at the simple sentence below:

Tom ate many cookies.

In this easy example, the doer of the action is Tom , the action is ate , and the receiver of the action is the many cookies .

Subject = Tom

Object = many cookies

After some practice, students will become adept at recognizing SVO sentences and forming their own. It’s also important to point out that simple sentences don’t necessarily have to be short.

This research reveals that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Despite this sentence looking more sophisticated (and longer!), this is still a simple sentence as it follows the SVO structure:

Subject = research

Verb = reveals

Object = that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Though basic in construction, it is essential to note that a simple sentence is often the perfect structure for dealing with complex ideas. Simple sentences can effectively provide clarity and efficiency of expression, breaking down complex concepts into manageable chunks.

MORE SIMPLE SENTENCE EXAMPLES

• She ran to the store.
• The sun is shining.
• He likes to read books.
• The cat is sleeping.
• I am happy.

Simple Sentence Reinforcement Activity

To ensure your students grasp the simple sentence structure, have them read a photocopied text pitched at a language level suited to their age and ability.

On the first run-through, have students identify and highlight simple sentences in the text. Then, students should use various colors of pens to pick out and underline the subject, the verb, and the object in each sentence.

This activity helps ensure a clear understanding of how this structure works and helps to internalize it. This will reap rich rewards for students when they come to the next stage, and it’s time for them to write their own sentences using this basic pattern.

After students have mastered combining subjects, verbs, and objects into both long and short sentences, they will be ready to move on to the other three types of sentences, the next of which is the compound sentence .

EXAMPLES OF SIMPLE, COMPLEX AND COMPOUND SENTENCES

COMPOUND SENTENCE S

While simple sentences consist of one clause with a subject and a verb, compound sentences combine at least two independent clauses that are joined together with a coordinating conjunction .

There’s a helpful acronym to help students remember these coordinating conjunctions; FANBOYS .

Some conjunctions will be more frequently used than others, with the most commonly used being and , but , or , and so .

Whichever of the conjunctions the student chooses, it will connect the two halves of the compound sentence – each of which could stand alone as a complete sentence.

Compound sentences are an essential way of bringing variety and rhythm to a piece of writing. The decision to join two sentences together into one longer compound sentence is made because there is a strong relationship between the two. Still, it is important to remind students that they need not necessarily be joined as they can remain as separate sentences.

The decision to join or not is often a stylistic one.

For example, the two simple sentences:

1. She ran to the school.

2. The school was closed.

It can be easily joined together with a coordinating conjunction that reveals an essential relationship between the two:

She ran to the school, but the school was closed.

As a bonus, while working on compound sentences, a convenient opportunity arises to introduce the correct usage of the semicolon. Often, where two clauses are joined with a conjunction, that conjunction can be replaced with a semicolon when the two parts of the sentence are related, for example:

She ran to the school; the school was closed.

While you may not wish to muddy the waters by introducing the semicolon while dealing with compound sentences, more advanced students may benefit from making the link here.

MORE COMPOUND SENTENCE EXAMPLES

• I want to go to the beach this weekend, but I also need to finish my homework.
• She loves to sing and dance, so she decided to audition for the school musical.
• I enjoy reading books, and my brother prefers to watch movies.
• The dog barked at the mailman, and the mailman quickly walked away.
• He ate his breakfast, and then he went for a run in the park.

Reinforcement Activity:

A good way for students to practice forming compound sentences is to provide them with copies of simple books from early on in a reading scheme. Books for emergent readers are often written in simple sentences that form repetitive patterns that help children internalize various language patterns.

Challenge your students to rewrite some of these texts using compound sentences where appropriate. This will provide valuable practice in spotting such opportunities in their writing and experience in selecting the appropriate conjunction.

COMPLEX SENTENCES

There are various ways to construct complex sentences, but essentially any complex sentence will contain at least one independent and one dependent clause. However, these clauses are not joined by coordinating conjunctions. Instead, subordinating conjunctions are used.

Here are some examples of subordinating conjunctions:

●     after

●     although

●     as

●     as long as

●     because

●     before

●     even if

●     if

●     in order to

●     in case

●     once

●     that

●     though

●     until

●     when

●     whenever

●     wherever

●     while

Subordinating conjunctions join dependent and independent clauses together. They provide a transition between the two ideas in the sentence. This transition will involve a time, place, or a cause and effect relationship. The more important idea is contained in the sentence’s main clause, while the less important idea is introduced by the subordinating conjunction.

Although Catherine ran to school , she didn’t get there in time.

We can see that the first part of this complex sentence (in bold ) is a dependent clause that cannot stand alone. This fragment begins with the subordinating conjunction ‘although’ which joins it to, and expresses the relationship with, the independent clause which follows.

When complex sentences are organized this way (with the dependent clause first), you’ll note the comma separates the dependent clause from the independent clause. If the structure is reorganized to place the independent clause first, with the dependent clause following, then there is no need for this comma.

You will not do well if you refuse to study.

Complex sentences can be great tools for students to not only bring variety to their writing but to explore complex ideas, set up comparisons and contrasts, and convey cause and effect.

MORE COMPLEX SENTENCE EXAMPLES

• Despite feeling exhausted from a long day at work, she still managed to summon the energy to cook a delicious dinner for her family.
• In order to fully appreciate the beauty of the artwork, one must take the time to examine it closely and consider the artist’s intentions.
• The new student, who had just moved to the city from a small town, felt overwhelmed by the size and complexity of her new school.
• Although he had studied diligently for weeks, he was still nervous about the upcoming exam, knowing that his entire future depended on his performance.
• As the sun began to set, the birds flew back to their nests, signalling the end of another day and the beginning of a peaceful evening.

Reinforcement Activity

A helpful way to practice writing complex sentences is to provide students with a subordinating conjunction and dependent clause and challenge them to provide a suitable independent clause to finish out the sentence.

After returning home for work,…

Although it was late,…

You may also flip this and provide the independent clause first before challenging them to come up with a suitable dependent clause and subordinating conjunction to finish out the sentence.

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COMPOUND-COMPLEX SENTENCES

Compound-complex sentences are, not surprisingly, the most difficult for students to write well. If, however, your students have put the work in to gain a firm grasp of the preceding three sentence types, then they should manage these competently with a bit of practice.

Before teaching compound-complex sentences, it’ll be worth asking your students if they can make an educated guess at a definition of this type of sentence based on its title alone.

The more astute among your students may well be able to work out that a compound-complex sentence refers to joining a compound sentence with a complex one. More accurately, a compound-complex sentence combines at least two independent clauses and one dependent clause.

Since the school was closed, Sarah ran home and her mum made her some breakfast.

We can see here the sentence begins with a dependent clause followed by a compound sentence. We can also see a complex sentence nestled there if we look at the bracketed content in the version below.

( Since the school was closed, Sarah ran home ) and her mum made her some breakfast.

This is a fairly straightforward example of complex sentences, but they can come in lots of guises, containing lots more information while still conforming to the compound-complex structure.

Because most visitors to the city regularly miss out on the great bargains available here, local companies endeavor to attract tourists to their businesses and help them understand how to access the best deals the capital has to offer.

A lot is going on in this sentence, but it follows the same structure as the previous one on closer examination. That is, it opens with a dependent clause (that starts with subordinating conjunction) and is then followed by a compound sentence.

With practice, your students will soon be able to quickly identify these more sophisticated types of sentences and produce their own examples.

Compound-complex sentences can bring variety to a piece of writing and help articulate complex things. However, it is essential to encourage students to pay particular attention to the placement of commas in these sentences to ensure readers do not get confused. Encourage students to proofread all their writing, especially when writing longer, more structurally sophisticated sentences such as these.

MORE COMPOUND-COMPLEX SENTENCE EXAMPLES

• Despite the fact that he was exhausted from his long day at work, he went to the gym and completed a gruelling hour-long workout, but he still managed to make it home in time for dinner with his family.
• The orchestra played beautifully, filling the concert hall with their harmonious melodies, yet the soloist stole the show with her hauntingly beautiful rendition of the final movement.
• Although the road was treacherous and steep, the hiker persevered through the difficult terrain, and after several hours, she reached the summit and was rewarded with a breathtaking view of the valley below.
• The chef prepared a mouth-watering feast, consisting of a savory roast beef, a colorful array of fresh vegetables, and a decadent chocolate cake for dessert, yet the dinner party was still overshadowed by the heated political debate.
• After a long and tiring day, the student sat down to study for her final exam, but she couldn’t concentrate because her mind was consumed with worries about her future, so she decided to take a break and go for a run to clear her head.

Regenerate response

You could begin reinforcing student understanding of compound-complex sentences by providing them with a handout featuring several examples of this type of sentence.

Working in pairs or small groups, have the students identify and mark the independent clauses (more than 1) and dependent clauses (at least 1) in each sentence. When students can do this confidently, they can then begin to attempt to compose their own sentences.

Another good activity that works well as a summary of sentence structure work is to provide the students with a collection of jumbled sentences of each of the four types.

Challenge the students to sort the sentences into each of the four types. In a plenary, compare each group’s findings and examine those sentences where the groups disagreed on their categorization.

In teaching sentence structure, it is essential to emphasize to our students that though the terminology may seem quite daunting at first, they will quickly come to understand how each structure works and recognize them when they come across them in a text.

Much of this is often done by feel, especially for native English speakers. Just as someone may be a competent cyclist and struggle to explain the process verbally, grammar can sometimes feel like a barrier to doing.

Be sure to make lots of time for students to bridge the gap between the theoretical and the practical by offering opportunities to engage in activities that allow students to get creative in producing their own sentences.

WRITING CHECKLISTS FOR ALL TEXT TYPES

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WHAT IS A SENTENCE FRAGMENT?

A sentence fragment is a collection of words that looks similar to a sentence but actually isn’t a complete sentence. Sentence fragments usually lack a subject or verb or don’t express a complete thought. Whilst a fragmented sentence can be punctuated to appear similar to a complete sentence; it is no substitute for a sentence.

Sentence fragment features:

These are the distinguishing features of a sentence fragment:

• Example: Jumped further than a Kangaroo. (Who jumped?)
• Example: My favorite math teacher.  (What did the teacher do or say?)
• Example: For better or worse.  (What is better or worse? What is it modifying?)
• Example: When my mother married my father.  (What happened when “my mother married my father?”)
• Example: Such as, my brother was practising martial arts.  (It is unclear; did something happen when my brother was practising martial arts?)

The methods for correcting a sentence fragment are varied, but essentially it will boil down to three options. Either attach it to a nearby sentence, revise and add the missing elements or rewrite the entire passage or fragment until they are operating in sync with each other.

Let’s explore some of these methods to fix a fragmented sentence. Firstly, one must identify the subject and verb to ensure that the fragment contains the necessary components of a complete sentence. For instance, in the sentence “Running down the street, I saw a dog,” the subject (“I”) and verb (“saw”) are present, making it a complete sentence.

Furthermore, it is important to check for a complete thought within the sentence fragment. In other words, the fragment should express a complete idea; if it doesn’t, it should be revised accordingly. An example of a sentence fragment with a complete thought is “Running down the street, I saw a dog chasing a cat.”

Lastly, combining sentence fragments with independent clauses can help create complete sentences. For instance, “Running down the street, I saw a dog. It was chasing a cat” can be combined into one sentence: “Running down the street, I saw a dog chasing a cat.” This not only creates a complete sentence but also enhances the overall coherence and readability of the text.

In summary, sentence fragments can hinder effective communication and must be avoided in writing. To fix a sentence fragment, one must identify the subject and verb, ensure a complete thought is expressed, and consider combining it with an independent clause. By doing so, writers can create clear, concise, and meaningful sentences that easily convey their intended message.

TOP TIPS FOR TEACHING SENTENCE STRUCTURE

• Start with the basics: Begin by teaching students about the different parts of a sentence, such as subject, verb, and object. Use examples and visual aids to help them understand the function of each part.
• Use varied sentence structures: Show students examples of different sentence structures, such as simple, compound, and complex sentences. Please encourage them to use varied sentence structures in their writing.
• Practice with sentence combining: Give students several short, simple sentences and ask them to combine them into a longer sentence using conjunctions or other connecting words. This exercise will help them understand how to construct complex sentences.
• Use real-life examples: Incorporate examples from everyday life to help students understand how sentence structure affects meaning. For example, “I saw the man with the telescope” and “I saw the man, with the telescope” have different meanings due to the placement of the comma.
• Provide feedback: Give students feedback on their writing, focusing on the structure of their sentences. Encourage them to revise and improve their writing by experimenting with different sentence structures. Please provide specific examples of how they can improve their sentence structure.

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| Candace Osmond

Candace Osmond

Candace Osmond studied Advanced Writing & Editing Essentials at MHC. She’s been an International and USA TODAY Bestselling Author for over a decade. And she’s worked as an Editor for several mid-sized publications. Candace has a keen eye for content editing and a high degree of expertise in Fiction.

Whether you’re building houses, cooking, or writing, having a clear structure will help you reach your goal. In language, sentences also have structures.

This comprehensive guide will show you the different types of sentence structure and examples. Learning the sentence structure examples will help you add sentence variety to your essays and other writing assignments.

Definitions and Examples of Basic Sentence Elements

Before mastering the different types of sentence structures, it’s essential to understand the various elements of the sentence. Mix and match these elements to form sentence variety and show the different structures. 

Subject and Verb

All sentences should include a subject, which refers to the doer of the action or the one that expresses time or existence. It can be a noun or a personal pronoun, specifically a nominative pronoun. These pronouns include “I,” “he,” “she,” “it,” “they,” “we,” and “you.”

Meanwhile, a verb expresses an action, condition, or the fact that anything exists. It can be an action word or a linking verb.

• We gave her food.

(“We” performs the action “gave.”)

• Jane left early.

(“Jane” performs the action “left.”)

Objects are any person, thing, concept, place, or animal that receives the action in the sentence. They can be a direct object, indirect object, or object of the preposition. They can be nouns or object pronouns like “me,” “him,” “her,” “it,” “them,” “us,” and “you.”

• We gave her food .

(In this sentence, there are two objects. “Her” is the indirect object, which receives the direct object “food.”)

• We stood on the rock .

(“Rock” is the object of the preposition “on.”)

Independent Clause

Independent clauses are sentence elements that can stand as a complete sentence because of the complete thought. They include a subject and a verb in all types of writing. Some independent clauses have objects.

(The complete sentence is made of one independent clause, “We gave her food.”)

• She writes .

(“She writes” is an independent clause that contains the subject “she” and the verb “writes.”)

(“We stood on the rock” is an independent clause because it has a subject and verb. Independent clauses may also include prepositional phrases like “on the rock.”)

• Jane left early because she had a fever.

(“Jane left early” is an independent clause from the sentence. It can stand alone as a sentence.)

• Ending a sentence with a preposition

Dependent Clause

In the English language, dependent clauses cannot complete thought nor stand on their own as a sentence. Also known as a subordinate clause, it often starts with common subordinating conjunctions . Dependent clauses require independent clauses to be a complete sentence.

• Because she had a fever.

(“Because she had a fever” may be understandable, but it does not express a complete idea. It starts with the subordinating conjunction “because.”)

• When I was ten years old.

(This dependent clause cannot stand on its own as a sentence.)

Types of Sentence Structure

Now that you know the elements of a sentence, it’s time to study the basic types of sentences.

Simple Sentences

A simple sentence is a basic sentence construction with one independent clause. In English sentences, that means it has a simple subject and a verb. It can also have an object. There are four simple sentence types. Here are some simple sentence examples.

Single Subject + Single Verb

• The car stopped out front of the house.
• They ran away.

Single Subject + Compound Verbs

• I ate bacon and drank coffee this morning.
• The receptionist called and talked to my mother.

Compound Subjects + Single Verb

• Mom and dad went out.
• The hat and blazer look good together.

Compound Subjects + Compound Verbs

• Sarah and Matteo got married and went to Hawaii.
• Max and Cooper ran around the house and asked for a treat.

Compound Sentences

A compound sentence is one of the sentence types that comprise more than one independent clause through coordinating conjunction or semicolon. Coordinating conjunctions are phrases that have “for,” “and,” “nor,” “but,” “or,” “yet,” and “so.”

Here are some compound sentence structure examples:

• Max ran around, and Cooper asked for a treat.

(Notice the difference between this sentence and the previous sentence.)

• She’s already taken so please admire her from afar.

(In the first independent clause, the subject is “she,” and the auxiliary verb is “is.” The subject of the second clause is “you” because it’s an imperative sentence. “Admire” is the verb in the second clause.”)

You should never join two independent clauses with a subordinating conjunction. That will make one clause a dependent clause.

Complex Sentences

Complex sentences are made of one independent clause and a dependent clause. This formation of sentences should not be confused with compound sentences, which do not contain a dependent clause. 

This English sentence structure typically includes subordinating conjunction to separate the two clauses. They have “after,” “although,” “before,” “because,” “how,” “if,” “than,” “when,” etc.

Examples: 

• Although Harry was tired, he still attended the event.

(Independent clause: “He still attended the event.” Dependent clause: “Although Harry was tired.”)

• I purchased the old edition because it’s more affordable.

(Independent clause: “I purchased the old edition.” Dependent clause: “because it’s more affordable.”)

• Nathan can move out once he graduates.

(Independent clause: “Nathan can move out.” Dependent clause: “Once he graduates.”)

Compound-Complex Sentences

A compound-complex sentence is a single sentence that has at least one dependent clause and at least two independent clauses. Complex-compound sentences require a thorough knowledge of structural principles for the readability of the writer.

• Martha arrived early because she was excited, so the whole family was surprised.
• Jerry disappeared after we went downstairs for the lunch break, but he returned before the evening.

You can separate these clauses with a comma so that readers will understand your statement. 

What are the Rules of Sentence Structure?

Here are a few sentence structure rules to consider to help you become a more versatile writer.

Every Sentence Has at Least One Independent Clause

No matter how many dependent clauses you have, they can never be a complete sentence without an independent clause.

• Because she wrote a list, although I told her not to

(These two dependent clauses do not form a complete thought. It’s a sentence fragment.)

Imperative Sentences Have “You” as an Invisible Subject

For example, “stop playing, or I will turn the music off” is a compound sentence. In the first independent clause, which shows a command, the subject is “you.”

Use Subordinating Conjunctions to Combine Independent and Dependent Clauses

An incomplete sentence may result if you join independent and dependent clauses without a conjunction. 

• I like the cake. It’s not too sweet.

I like the cake because it’s not too sweet.

Use Comma or Coordinating Conjunctions to Join Independent Clauses

Otherwise, you might end up with run-on sentences . A run-on sentence has two independent clauses that are misconnected. It can be a comma splice error. 

• Wrong: Participants should leave immediately, they don’t have to indicate their age. 

Correct: Participants should leave immediately, and they don’t have to indicate their age.

Sentence Structure Exercises

Identify the type of sentence structure of each item.

• The woman on top of the hill screamed and cried for help.

Answer: Simple

• Although he’s a good husband, Bill wants to do better because he’s about to have a child, and Sam agrees.

Answer: Compound-complex

• We’re so close yet so far.
• Time is running and James is still on the first page of the test.

Answer: Compound

• The dictator won because of poor voter education.

Answer: Complex

Summary of Sentence Structures

Understanding the different kinds of sentences based on structure will help you become a more varied writer. Remember that English has four types of sentence structures:

• Simple sentence: One independent clause.
• Compound sentence: More than one independent clause.
• Complex sentence: An independent clause and at least one dependent clause.
• Compound-Complex sentence: At least two independent clauses and one dependent clause.

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Encyclopedia

Writing with artificial intelligence, sentence structure – syntax.

• © 2023 by Jenifer Paquette - Hillsborough Community College

Learn to identify 1. Simple, 2. Compound, 3. Complex, and 4. Compound-Complex Sentences. Understand how to use these sentence structure depending on the message and the occasion.

What is Sentence Structure?

It is a way of categorizing sentences by identifying the absence or presence of

• clauses (independent and dependent)
• conjunctions
• subordinators (see Coordination and Subordination ).

From this perspective, the English sentence has four major building blocks:

Related Concepts: Sentence Type ; Sentence Patterns

How Do I Know When or How to Vary Sentence Structure in my Writing?

Writers, speakers, and knowledge workers . . . probably don’t need to think about it when they are first drafting a project. Eventually though, after revising has given way to editing , it’s time to analyze your work at the sentence level.

• First, you want to affirm the Given/New Principle . IOWs, check that the flow of new information is trending from what is known, what is commonplace between the author and audience, to what is new.
• Consider the average word length of your sentences in relation to educational level of the audience. You might try an online readability checker as well.
• Consider subordinating one idea to another while keeping the Given/New Principle .
• Consider subordinating one idea to another while keeping the Given/New Principle in mind.

Examples of the 4 Sentence Structures in English

1. simple sentence structure.

This pattern contains one independent clause  (IC). 

2. Compound Sentence Structure

A compound sentence contains two independent clauses (IC IC) connected by a coordinating conjunction .

3. Complex Sentence Structure

A complex sentence contains one independent clause  and one or more dependent clauses (IC DC) or (IC DC DC).

4. Compound-Complex Sentence Structure

A compound-complex sentence contains two independent clauses and one or more dependent clauses (IC IC DC) or (IC DC IC) or (DC IC IC) etc.

Recommended Resources

Conference on College Composition and Communication. (2021, June 30). CCCC statement on Ebonics. CCCC. https://ncte.org/statement/ebonics/

Conference on College Composition and Communication. (2014, November). Students’ right to their own language . CCCC. https://cccc.ncte.org/cccc/resources/positions/srtolsummary

National Council of Teachers of English. (2022, July 1). Why is grammar important? NCTE. https://ncte.org/statement/qandaaboutgrammar/

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Coordination & Subordination

Primer sentences, recommended.

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Sentence Structure: The Basics of Word Order

• 3-minute read
• 9th July 2019

A grammatical sentence is more than just the sum of its parts. All those parts have to be in the correct order, too. Using an incorrect word order, on the other hand, may lead to errors or a lack of clarity. Thankfully, the basics of word order are easy to remember if you use the initialism “SVO.”

Subject + Verb + Object (SVO)

The minimum required for a grammatical sentence is a subject (i.e., the person or thing that is doing or being something) followed by a verb (i.e., the action or state of being). You can see this in the table below:

The sentence above has only two words: the proper noun “Steve” and the verb “dances.” This is enough to create a grammatical sentence, but only if we use those words in the order shown. If we were to reverse the word order here (“Dances Steve”), it would not make sense.

Any sentence with a transitive verb will also require a direct object after the verb. This “object” is the thing being acted upon in the sentence. For example:

In the sentence above, the subject (“Sally”) acts upon (“kicks”) the object (“the ball”). Any order other than subject + verb + object here would be ungrammatical without adding extra words. And as such, this basic word order is often the clearest, most concise option available.

Indirect Objects

If you’re feeling a little braver about word order now, you might be ready to tackle indirect objects. An indirect object is the thing that receives the direct object in a sentence, such as in the following:

To break this down a bit, in this case:

• “Jimmy” is the subject .
• The verb is “gave.”
• The direct object is “the present.”
• And “his grandad” is the indirect object.

As you can see, then, when following a preposition like “to” or “for,” we place the indirect object after the object. However, if we omit the preposition from the sentence, the indirect object would go before the object (making the correct order subject + verb + indirect object + object):

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This distinction is key, so it’s always worth checking whether your sentence contains a preposition if you’re unsure about the correct word order.

Summary: The Basics of Word Order

The basic word order in English is captured in the initials SVO:

Subject + Verb + Object

Each of these plays a specific role in the sentence:

• Subject (S) – The person or thing that enacts the verb in the sentence.
• Verb (V) – The action or state of being described.
• Object (O) – The direct object is the person or thing being acted upon.

The minimum required for a grammatical sentence is a subject plus a verb. But any sentence with a transitive verb will have a direct object as well.

The word order may be slightly more complicated in a sentence that includes an indirect object (i.e., the recipient of a direct object in a sentence). In this case, the correct word order depends on whether you’re using a preposition. If you are using one, the correct order is:

Subject + Verb + Object + Indirect Object

If the preposition is omitted, the sentence should be ordered:

Subject + Verb + Indirect Object + Object

Finally, don’t forget that proofreading is a great way to ensure that your writing is free from grammatical errors. Check out our Common ESL Writing Errors guide to thoroughly proofread your work. Or if you need more help, our expert editors are happy to correct your work, so why not submit a document for free today ?

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• Sentence Structure

Vary sentence structure in writing so that what you write doesn't look like a list of things on the one hand or a long winding sentence that might never end on the other hand.

Varying sentence structure keeps your writing alive and readers interested . As Andrea Lunsford indicates, "Constant uniformity in anything, in fact, soon gets tiresome, while its opposite, variation, is usually pleasing to readers. Variety is important in sentence structures because too much uniformity results in dull listless prose" (189).

Monotonous tone can be avoided by varying:

• sentence types
• sentence openings
• sentence length (Lunsford, 190-191).

Sentence Types

The easiest way to bore readers is to use simple Subject + Verb structure in all sentences. Consider the following example:

Vincent van Gogh was born in the southern Netherlands in 1853 to the family of a Dutch church minister. He started working as an art dealer at the early age of fifteen. He worked there for five years. Vincent fell in love with one of the girls at his boarding house. He finally decided to confess his love for her, but she rejected him. He was devastated. Vincent quit the art gallery and decided that his true passion was to become a pastor.

He lived with his relatives for a while in Amsterdam and prepared to study theology at the university. Vincent failed in his studies. He then worked as a missionary in a coal-mining village in Belgium for a year. His missionary work unfortunately didn't bring him closer to becoming a pastor. Vincent often turned to drawing when life proved hard. He liked to portray the everyday life of ordinary people. In this period, he produced one of his early famous paintings "The Potato Eaters."

Here's a revised version which has a combination of simple , compound , and complex sentences:

Born to the family of a Dutch church minister in the southern Netherlands in 1853, Vincent van Gogh received his first exposure to art at the age of fifteen when he started working as an art dealer. Saddened by unrequited love, Vincent quit the gallery after only five years and turned to religion, setting his goals on becoming a pastor.

For a while, he lived with his relatives in Amsterdam preparing for the study of theology. Despite his passion and hard work, Vincent failed at his studies. Undeterred by his failure to get into the university, Vincent continued his pursuit of religion as a missionary in a coal-mining village in Belgium. He often drew to escape the harsh reality of life in this impoverished region. The everyday life of ordinary people seemed to attract his attention the most. It was during this period that he produced one of the most famous paintings of his early career, "The Potato Eaters."

A combination of simple, compound, and complex sentences not only makes the flow of information more interesting, but it also improves the readability of the passage.

If sentences in a paragraph begin with the same opening subject, the writing becomes monotonous.

In the previous example, we saw a lot of repetitions of the pronoun he . To avoid this monotonous effect, start the sentences with adverb modifiers or clauses, transitional expressions, prepositional or infinitive phrases .

Rule to Remember

Vary your sentences by starting them with adverb modifiers or clauses, transitional expressions, prepositional or Infinitive phrases.

Adverb modifier

Relentlessly , the artist worked on his sketching technique until it was perfected.

Adverb Clause

Until his style improved , the artist spent most of the time perfecting his sketching technique.

Infinitive Phrase

To achieve perfection , the artist worked relentlessly on his sketching technique.

Transitional Expressions

He was a promising artist. However , he still needed to work a lot on his sketching technique.

Sentence Length

Varying sentence length can help keep the rhythm in writing. A succession of long sentences should be interrupted from time to time with a few short ones to keep readers' interest alive.

On the other hand, don't keep all your sentences short or your paragraph will look like a list. Consider the following example:

The Renaissance was a cultural movement. It lasted from the 14th until the 17th century. Its biggest representatives were Leonardo da Vinci, Michelangelo, and Raphael.

There are many ways to combine short sentences. You can use either a coordinating or a subordinating conjunction, introduce a dependent clause, a participial or prepositional phrase, or use an appositive.

Combining clauses by introducing a dependent clause :

The Renaissance was a cultural movement which lasted from the 14th until the 17th century . Its biggest representatives were Leonardo da Vinci, Michelangelo, and Raphael.

Combining sentences using an appositive :

The Renaissance, a cultural movement between the 14th and 17th century , produced some of most famous artists such as Leonardo da Vinci, Michelangelo, and Raphael.

In summary, vary your sentence structure to avoid monotony and keep your readers' interest.

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How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

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Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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These OWL resources offer information and exercises on how to clarify sentences and specifically discuss sentence clauses, sentence fragments, sentence structure, and subject-verb agreement.

Sentence Clauses: Independent and Dependent Clauses

This resource provides exercises on the differences between independent and dependent clauses that you may print. Once you print the exercise, identify and correct the misuse of these clauses. Click the "Go to Answers" link to see the answers for this exercise.

Sentence Fragments

This resource includes three exercises on fragments of increasing difficulty that ask you to identify and correct sentence fragments. You may print the exercises and correct the errors by filling in the blank with the appropriate ending. Click the "Go to Answers" link to see the answers for this exercise.

This exercise in this resource asks you to apply your knowledge about common errors in sentence structure: run-ons, commas splices, and fused sentences. Print the exercise and fuse together sentences appropriately, avoiding run-ons, comma splices, and fused sentences. Click the "Go to Answers" link to see the answers for this exercise.

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How to structure sentences for a better flow in your writing

Do you long to write sentences that are easy to understand and flow smoothly like a river? Your scientific texts don’t need to feel choppy and your readers don’t need to struggle. Using the appropriate sentence structure helps you convey your message clearly and effectively, even when you write about a highly complex topic.

4 rules for effective sentence structure

Well-structured sentences are crucial in scientific writing. Together with well-structured paragraphs , they are a key to comprehensive and captivating texts. There is no magic to it — just follow a few simple rules and you will be amazed by the result:

We have presented a model of AZM [active zone material] mediated SV [synaptic vesicle] docking and priming proposing that the SV docking and priming at resting active zones are regulated by random shortening and lengthening of AZM macromolecules, which directly link SVs to the plasma membrane at active zones.

Until you finish reading the sentence, you have already forgotten what was said at the beginning. Splitting the sentence in two makes the message easier to grasp:

We have presented a model of SV [synaptic vesicle] docking and priming mediated by AZM [active zone material]. We propose that the SV docking and priming at resting active zones are regulated by random shortening and lengthening of AZM macromolecules, which directly link SVs to the plasma membrane at active zones.

• “Old information” at the beginning of the sentence (topic position) The first few words of a sentence act as a context that we use to interpret the rest of the sentence. Therefore, don’t include anything new (that you mention for the first time) or unknown at the beginning of the sentence: the reader would have to keep this new info in their mind and wait until they get more information to make sense of the new stuff. This is exhausting and frustrating. Moreover, including “old” information at the beginning of the sentence creates a natural connection to the preceding text, thus contributing to the feeling of flow as we read.
• “New information” at the end of the sentence (stress position) What comes at the end of the sentence is naturally emphasized — it sticks most in our memory. So after you have given the context at the beginning of the sentence, present new information at the end of the sentence.
• Person or thing whose “story” the sentence is telling in the topic position The most relevant context for a sentence is its topic — that’s why the beginning of a sentence is called topic position. This together with the previous points means that you should first introduce a new concept at the end of the sentence and link it to something known (“old info”), before you place this concept at the beginning of the sentence and give more details about it.

From sentence structure to text flow

This knowledge about topic position and stress position of a sentence allows us to construct sentences that flow smoothly one after another. Even in the Introduction of a research article, where one needs to move quickly from topic to topic, an appropriate sentence structure creates a pleasant reader experience ( topic position — stress position are marked):

An important strategy to increase agricultural production is to improve soil fertility . In many agricultural soils , a major limiting factor for plant growth is phosphorus . Phosphorus is involved in essential metabolic pathways including photosynthesis, biological oxidation, nutrient uptake, energy transfer and cell division. It is also a contributing factor promoting early root growth, increasing water-use efficiency, and enhancing resistance to plant diseases as well as the quality of crops. However, a large proportion of the total phosphorus in the soil is insoluble and, thus, unavailable for plant uptake .

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Fixing incomprehensible sentences

By priming brain circuits, associations between low-salience stimuli often guide future behavioral choices through a process known as mediated or inferred learning.

Since this is the very first sentence of an article, there is no “old” information that has been previously introduced. Instead, we need to begin the sentence with something that is otherwise familiar to the reader. I think you agree that “by priming brain circuits” does not fulfill this role well. But “future behavioral choices” is quite general, and appears to be relevant for the sentence. Concerning the stress position, “mediated or inferred learning” seems to be appropriate. Indeed, the whole sentence is a definition of this term — so we can keep it at the end of the sentence. Now that we have the beginning and end of the sentence, we can try to order the rest in a logical way:

Future behavioral choices are often guided by associations between low-salience stimuli that prime brain circuits in a process known as mediated or inferred learning.

Even when you don’t know what “low-salience stimuli” mean, I hope you agree that the second version looks much more accessible.

Alright, let’s consider another example — a sentence from conference instructions:

If you have a regular talk (25 min), lightning talk (5 min) or workshop (3.5 hours) idea, we will be very happy to hear about it.

This sentence does not convey rocket science, yet reading it feels mildly inconvenient. What’s the reason? The position of the word “idea” is not optimal: we first get all the details about talks and workshops, and only then we learn that it’s about talk and workshop *ideas*. The fix in this case is simple: put the word “idea” before the details:

If you have an idea for a regular talk (25 min), lightning talk (5 min) or workshop (3.5 hours), we will be very happy to hear about it.

Now let’s practice our new sentence structure skills. Here are a few sentences that can be substantially improved by considering the old and new info and the sentence topic and stress position:

As one of the most unique properties of nerve cells, their intrinsic excitability allows them to transform synaptic inputs into action potentials.

The model-free approaches to control of neural systems presented here suggest that deep reinforcement learning has potential for application to this area.

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The Complete Guide to English Sentence Structure

By learning some easy English sentences, you are setting yourself up for understanding all English conversations .

Even the most complicated sentences start with a simple sentence structure . A sentence is created by combining a set of words to make a complete, grammatically correct communication.

Learn these basic English sentence structures, and you will be learning a valuable lesson —no matter your level of English.

How to Understand Any English Sentence

How to make your own english sentences, 18 easy formulas to build english sentences, making statements about the present, 1. describing something or someone., 2. stating the location of something or someone., 3. explaining what someone is doing., 4. stating what someone does for a living or a hobby., 5. expressing feelings., 6. making a suggestion., making statements about the past, 7. describing something or someone in the past., 8. stating the location of something or someone in the past., 9. explaining what someone did, or used to do in the past., making statements about the future, 10. stating what someone will do in the future., 11. stating when something will happen., making negative statements, 12. stating what someone is not, or not doing., 13. stating what someone did not do., 14. stating what someone will not do in the future., asking questions, 15. asking where someone is., 16. asking what someone is doing., 17. asking about when something will happen., 18. asking who is doing something., example sentences , mastering english introductions, everyday, conversational english phrases, talking about learning english, everyday english phrases for shopping, simple english sentences for your job, and one more thing....

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To understand easy English sentences, you need to break them down into even smaller parts.

Sentences are made up of words. More specifically, they are made up of parts of speech . A part of speech defines what a word does in a sentence.

The parts of speech are:

• Noun : A noun is a person, place or thing. Examples:   Cat, table, king.
• Pronoun : A pronoun is a word used in place of a noun. Examples:   He, she, they.
• Verb : A verb is an action word. Examples:   Swim, is, write.
• Adjective : An adjective word that modifies (changes) or describes a noun or another adjective. Examples:   Beautiful, white, shiny.
• Adverb : An adverb is a word that modifies or describes a verb. (It shows how something is done.) Examples: Quickly, carefully, brightly.
• Preposition : A preposition is a word that describes the relationship to a noun. Examples:   From, under, until.
• Conjunction : A conjunction is a connecting word. Examples:   And, but, although.

These terms will be important later in this post, in your English studies and in whichever English situations you find yourself in, whether with friends, at school or at work!

Now you need to learn how to combine parts of speech to form your sentence. A sentence has a subject (the person, place or thing that the sentence is about) and an action (what the subject is doing). Together, they express a complete thought. Even the shortest complete sentence in the English language follows this rule:

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“I am.” (“I” is the subject, “am” is the action!)

Here is another simple sentence:

“I ate.”

Once you have your subject and action, you can start to add more detail. You can add an object  (whoever or whatever the action is being done to):

“I ate a hamburger .”

Or you can add a description:

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“I ate a delicious hamburger.”

Sometimes you can even add more subjects and actions:

“I ate a delicious hamburger, but my friend only ate some fries.”

When you are trying to understand a sentence, you can use the above knowledge to break it into smaller pieces. You can also use this information to create the most basic sentences.

Take note of this basic form, as well as the sentence formulas below, when you’re reading, watching or listening to English content. Practice with movie clips, podcasts or any other content that you enjoy.

Pause English media and repeat the sentences. Be active in your learning! You can also use a language learning program to help you along, of course.

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Before you begin, there are two things you should know about this guide:

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1. Whenever we use [noun], you can replace it with a [pronoun]. For example, you can say “Sam is tired,” or you can say “He is tired.” Both are correct.

2. Whenever we use “is,” you will need to replace it with the correct form of “to be.” Choose the right form based on this list for the present tense:

• He / she / it is .
• You / they / we are .

And this list for the past tense:

• I / he / she / it was .
• You / they / we were .

That’s all! Now you are ready to begin.

Form: [Noun] is [adjective].

Notes:  If the noun you are using is not a pronoun (the name of a place or the name of a person), add the word “the” (or “this,” or “that”) before it.

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• The flower is red.
• You are wonderful.
• The Empire State Building is tall.

Form: [Noun] is [preposition] [location].

Notes:  To state the location of something or someone, a preposition is usually necessary. Choose the correct preposition to give the right information. You can also say someone was “here” or “over there.” Since these terms are relative (their meaning depends on your own location), you do not need to add the final “location.”

Once again, nouns that are not names of people or places get “the” added before them.

• The cat is under the bed.
• Charlie is next to Anne.
• He is on the train.
• The dog is here.
• The men are over there.

Form: [Noun] is [verb -ing].

Notes: The “-ing” form of a verb means an action is taking place right now. Use this form when talking about an action that has not ended yet.

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• He is reading.
• The cat is napping.
• Kate is singing.

Form: [Noun] [verb -s].

Notes:  Using this structure implies the subject of your sentence does the action regularly (like a hobby, or a job), even if they are not necessarily doing it right now.

• The cat naps.
• Kate sings.

Form: [Noun] [feeling verb -s] [noun]. / [Noun] [feeling verb -s] [to verb / verb -ing].

Notes:  Feeling verbs include verbs like “love,” “like” or “hate.” You can love or hate an object, or an action. When you describe someone’s feelings about an action, you can use either the “to verb ” or “ verb -ing” forms. In most cases, both are correct!

You can also use this form to describe needs and wants, but remember that in that case, the “verb -ing” form cannot be used. For example, you don’t “need sleeping.” You “need to sleep,” or just “need sleep.”

• I love sunshine.
• The elephant likes painting.
• Tom hates his job.
• I need to eat.
• I want food.
• She wants to sleep.
• She needs sleep.

Form: Let’s [verb]. / Please [verb].

Notes:  To suggest an action that you will also take part in, use the first structure. To politely ask someone to do something, use the second one.

• Let’s eat.
• Please eat.
• Please move. (Please note: This might be grammatically correct, but it is actually not very polite! The polite way to ask someone to move is to say “excuse me.”)

Form: [Noun] was [adjective].

Notes:  You describe someone in the past tense almost the same exact way as in the present—just change the “is” to “was.” Using this structure suggests that either the description is no longer accurate, or that the description is for a specific moment.

• The flower was red. (…It is not red anymore.)
• You were wonderful. (…You played the violin so well in the concert.)
• The Empire State Building was tall. (…Until the giant apes tore it down.)

Form: [Noun] was [preposition] [location].

Notes:  As with a description, describing a location in the past and the present is very similar. The rules remain the same; only the verb tense changes. Remember, again, that using this form means the location has changed, or that the statement was only true for a specific time period in the past.

• The cat was under the bed. (…But then it ran away.)
• Charlie was next to Anne. (…Then he went behind her.)
• He was on the train. (…That is how he knew the train was going to be late.)
• The dog was here. (…But then its owner took it away.)
• The men were over there. (…Until they finished their job and went home.)

Form: [Noun] was [verb -ing]. / [Noun] [verb -ed].

Notes:  There is a slight difference between the “verb -ed” form of an action, and the “was verb -ing” form.

• Using the “verb -ed ” form describes something that has finished happening .
• Using the “ -ing ” form of a verb describes something that was happening during a specific period of time in the past .

Another form you can use is: [Noun] used [to verb]. This form is used for any kind of action that someone used to do in the past, but has since stopped doing.

All these forms can be used with feeling verbs, as well! Just add the “noun” or “verb -ing” after the feeling verb for a complete sentence.

• The cat napped. (…That’s why he is so happy now.)
• Kate sang. (…The concert was wonderful.)
• He was reading. (…That is why he did not hear the doorbell ring.)
• The Statue of Liberty used to shine. (…But being in the salty water all those years has made it green.)
• I used to love shrimp. (…But then I learned that I am allergic to it.)
• Sally hated swimming. (…She had to do it every day in school.)

Form: [Noun] is going to [verb]. / [Noun] will [verb].

Notes:  The great thing about the future tense is that you don’t need to remember any verb forms! To turn a sentence into the future tense, just add the words “is going to” or “will” before the verb. Using this structure without any additional details means you will be doing the action very soon.

• I am going to dance.
• We are going to eat.
• The baby is going to sleep.

Form: [Noun] will [verb] [preposition] [time].   / [Noun] is going to [verb] [time adverb].

Notes:  Use this structure to talk about things that will happen in the future. When you use a specific time, a preposition is needed.

• Use “ at ” when stating a clock time , and “ on ” when stating a day or date .
• Use “ in ” when stating a year , month or another time frame (like “a couple of years” or “two minutes”).
• When you use a time adverb like today, tomorrow or yesterday , you don’t need a preposition .
• The train will leave at 5:00 AM.
• I will visit my parents in October.
• Anthony is going to dance tomorrow.

Form: [Noun] is not [adjective / verb-ing].

Notes:  Changing a sentence into a negative one is as easy as adding the word “not.”

• The flower is not red. (…It is white.)
• You are not wonderful. (…That’s not very nice!)
• The Empire State Building is not tall. (…We never said the sentence has to be true!)
• Kate is not singing. (…Why did she stop?)

Form: [Noun] did not [verb]. / [Noun] was not [verb -ing].

Notes:  Remember the rules from before. Using the first form above puts the focus on the action (in this case, saying  it did not happen at all). “Verb -ing” puts the focus on the time the action took place (saying it was not happening at a specific moment).

• I did not sleep. (…I stayed awake all night.)
• I was not sleeping. (…While the teacher gave her lesson.)
• The customer did not pay. (…At all. How terrible!)

Form: [Noun] is not going to [verb]. / [Noun] will not [verb].

Notes:  Changing the future tense into a negative sentence is just as easy. Just add “not” before the verb.

• I am not going to eat. (…I will not eat green eggs and ham !)
• Sam will not dance. (…He has ants in his pants .)
• The cat will not nap. (…He is going to eat first.)

Form: Where is [noun]?

Notes:  You can also use this form to ask about places, things and any other kind of noun you might be trying to find.

• Where is the dog?
• Where is George?
• Where is the bathroom?

Form: What is [noun] doing?

Notes:  The noun in this case should be a living thing. (Generally, non-living objects don’t do much!)

• What is that dog doing?
• What is Sal doing?
• What is the baby doing?

Form: When will [noun] [verb]?

Notes:  This is a useful sentence structure to know when you want to find out about events in the future.

• When will the train leave?
• When will Fran visit?
• When will your mom call?

Form: Who is [verb -ing]? / Who is [verb -ing] [noun]?

Notes:  This structure is a bit different. It can be used to refer to the present, and to the near future tenses.

• Use it to find out who is doing a certain action— for example, if you hear a trumpet and want to know who is playing it).
• Or, you can use it to find out who will be doing an action in the near future —for example, if you are going on a trip and want to know who will drive the car.

If the action is being done to something, don’t forget to add that something in for a complete thought!

• Who is playing the trumpet?
• Who is driving?
• Who is cooking? (…It smells great!)

Here are some phrases for introducing yourself when you meet new people, and questions to learn more about them.

Hi! I am [Name]. (And you?)

Here is an informal greeting you can use when you meet new friends. If the person does not tell you their name, you can say your name first. Then ask, “And you?” or “And what is your name?”

Hi! I am Stephen. And you?

Nice to meet you.

After you learn each other’s names, it is polite to say this phrase.

A: Hi, Stephen, I am Chad.

B: Nice to meet you , Chad.

A: Nice to meet you , too.

Where are you from?

Ask this question to find out which country someone is from. You answer this question with “I am from _______.”

Can you answer this question in English? Say both the question and answer aloud right now.

A: Nice to meet you, Sergio. So, where are you from?

B: I am from Spain.

What do you do?

Most adults ask each other this question when they meet. It means what do you do for a living (what is your job).

I think this question is boring, so I ask other questions. But many people will probably ask you this, so it is important to know what it means.

A: What do you do , Cathleen?

B: I work at the university as a financial specialist.

What do you like to do (in your free time)?

Instead of asking for someone’s job title, I prefer to ask what they enjoy doing. The responses (answers) are usually much more interesting!

A: So, Cathleen, what do you like to do in your free time?

B: I love to read and to garden. I picked two buckets of tomatoes last week!

What is your phone number?

If you want to keep in contact with someone you just met, ask this question to find out their phone number. You can replace “phone number” with “email address” if you want to know their email address.

You might also hear people use the more casual, “ Can I get your phone number? “

It would be great to meet up again sometime. What is your phone number?

Do you have Facebook?

Many people keep in touch (contact) through Facebook . Use this question to find out if someone has a Facebook account. You might also ask, “Are you on Facebook?”

Let’s keep in touch! Do you have Facebook?

These eight phrases can be used in many different situations.

Thanks so much.

This is a simple sentence you can use to thank someone.

To add detail, say:

Thanks so much + for + [noun] / [-ing verb].

For example:

Thanks so much for the birthday money.

Thanks so much for driving me home.

I really appreciate…

You can also use this phrase to thank someone. For example, you might say:

I really appreciate your help.

Or you can combine this phrase with the last one:

Thanks so much for cooking dinner. I really appreciate it.

Thanks so much. I really appreciate your cooking dinner.

When you need to get through but there is someone blocking your way, say “Excuse me.”

You can also say this phrase to politely get someone’s attention. For example:

Excuse me , sir, you dropped your wallet.

Excuse me , do you know what time it is?

I am sorry.

Use this phrase to apologize, whether for something big or small. Use “for” to give more detail. For example:

I am sorry for being so late.

I was not expecting anyone today. I am sorry for the mess.

You can use “really” to show you are very sorry for something:

I am really sorry I did not invite you to the party.

In fact, I am sorry has many different uses in English and they are not always that obvious! Because of this, using native content when learning English expressions is very important to ensure you are learning them properly.

What do you think?

When you want to hear someone’s opinion on a topic, use this question.

I am not sure if we should paint the room yellow or blue. What do you think?

How does that sound?

If you suggest an idea or plan, use this phrase to find out what others think.

We could have dinner at 6, and then go to a movie. How does that sound?

Let’s hire a band to play music, and Brent can photograph the event. How does that sound?

That sounds great.

If you like an idea, you can respond to “How does that sound?” with this phrase. “Great” can be replaced with any synonym (similar word), such as “awesome,” “perfect,” “excellent” or “fantastic.”

A: My mom is baking cookies this afternoon. We could go to my house and eat some. How does that sound?

B: That sounds fantastic!

Oh, never mind.

Let’s say someone does not understand an idea you are trying to explain. If you have explained it over and over and want to stop, just say “oh, never mind.” You can now talk about something else!

You can also use “never mind” to mean “it does not matter” or “just forget it.” In these situations, say it with a smile and positive tone, though. When you say this phrase slowly with a falling, low tone, it can mean you are bothered or upset.

A: Are you going to the grocery store today?

B: No, I am not. But why—do you need something?

A: Oh, never mind! It is okay, I will go tomorrow.

As an English learner, you will likely want to tell others that English is not your first language. You will also need to ask native speakers to repeat phrases and words or to speak slower. The following phrases will be useful for these situations.

I am learning English.

This simple phrase tells people that English is not your native language. If you are a total beginner, you can add “just started” like this: “I just started learning English.”

My name is Sophie and I am learning English .

I do not understand.

Use this phrase when you do not understand what someone means.

Sorry, I do not understand. The U.S. Electoral College seems very confusing!

Could you repeat that please?

If you would like someone to say a word, question or phrase again, use this question. Since “to repeat” means “to say again,” you can also ask, “Could you say that again, please?”

We can say “please” either at the end of the question or right after “you,” like this:

Could you please repeat that?

Could you repeat that, please ?

Could you please talk slower?

Native speakers can talk very fast. Fast English is hard to understand! This is an easy way to ask someone to speak more slowly.

Note: This phrase is not grammatically correct. However, it is used often in every day (casual) speech. The grammatically correct question would be, “ Could you please talk more slowly ? “

That is because “slowly” is an adverb, so it describes verbs (like “talk”). “Slower” is a comparative adjective, which means it should be used to describe nouns (people, places or things), not verbs. (For example: My car is slower than yours.)

A: You can give us a call any weekday from 8:00 a.m. to 5:00 p.m. at five five five, two five zero eight, extension three three—

B: I am sorry, could you please talk slower?

Thank you. That helps a lot.

After someone starts speaking more slowly for you, thank them with this phrase.

You can use it in many other situations, too.

A: Ben, could you please make the font bigger? It is hard for me to read the words.

B: Sure! I will change it from size 10 to 16. How is this?

A: Thank you. That helps a lot.

What does _____ mean?

When you hear or see a new word, use this phrase to ask what it means.

A: What does “font” mean?

B: It is the style of letters, numbers and punctuation marks when you type. A common font in the USA is called Times New Roman.

How do you spell that?

English spelling can be tricky , so make sure to learn this question. You could also ask someone, “Could you spell that for me?”

A: My name is Robbertah Handkerchief.

B: How do you spell that?

What do you mean?

When you understand the words one by one, but not what they mean together, use this question. You can ask it whenever you are confused about what someone is telling you.

A: The Smiths do have a really nice house, but  the grass is always greener on the other side.

B: What do you mean?

A: I mean that if we had the Smith’s house, we probably would not be happier. We always think that other people have better lives than us, but other people have problems, too.

Everyone needs to go shopping, whether it is for food, clothing or household items like furniture. These phrases will help you find what you want to buy and how much it costs.

Can you help me?

If you need help while you are shopping, this is a simple way to ask.

Can you help me? I canno t find what I want.

Excuse me, can you help me?

I am looking for…

If you cannot find what you want in a store, you can ask a salesperson to help you find it. Just add the name of what you want to buy after the phrase “I am looking for…”

Excuse me, I a m looking for a winter coat.

I a m looking for snow boots.

Do you have this [object] in a different color?

If you see something you like, but you do not like the color, you can ask if you can get it in a different color.

Another way to say this is “Does this come in a different color?”

You can also add the name of the object after “this.”

I do not like this shade of red. Do you have this in a different color?

Does this bowl come in a different color? This will not match my kitchen.

I do not know my size.

Sizes for clothing and other things differ from country to country, so you might have to look up the correct size for the country where you are shopping.

If you cannot figure out your correct size, it is perfectly fine to ask for help from the sales staff.

I do no t know my size. Can you help me?

I want to buy a shirt, but I do no t know my size.

I need this in a size ______.

This is a simple way to ask for a piece of clothing or a household item in the size you need—if you already happen to know the right size.

I need this in a size 10, please.

This is too large. I need this in a size 5.

Where can I find [item]?

Since every supermarket is set up (arranged) a little differently, we all can have trouble finding certain items.

You can ask someone at the store to help you find what you need with this simple phrase: “Where can I find…?” Just add the name of what you want after “find.”

The store clerk might answer you with a phrase like, “It is on aisle eight,” or, “It is in the Produce section, near the lettuce.”

Customer: Where can I find black olives?

Sales clerk: They a re on aisle ten, near the pickles.  

Customer: Where can I find a bag of almonds?

Sales clerk : They a re in the baking section, on aisle seven.

How much does this/that cost?

If you are holding something you want to buy, or it is right near you, you can say “How much does this cost?” to find out (learn) the price.

You can also put the name of the object you want to buy after “this.”

How much does this shirt cost?

If you can see what you want to buy, but it is not right near you, you can point to it and say, “How much does that cost?”  or “How much is that [item]?”

How much is that lamp over there ?  

I do not need a bag.

Let us say you just bought something small. You can easily carry it. You might tell the sales clerk or cashier that you do not need a shopping bag.

You might also say this if you have a shopping bag with you and do not need to get one from the store.

No, thank you. I do no t need a bag. I can just carry it.

I do no t need a bag. I brought my own with me.

Can someone help me carry this out?

If you buy something really large and hard to carry, like a table or a huge order of groceries, you are going to need help.

Most stores that sell large and heavy items offer assistance (help) from a member of staff. The staff member can help you carry your purchase (what you have bought) out of the store. They might even help you place it in your vehicle.

This is too heavy for me. Can someone help me carry this out?

Can someone help me carry this out? I have eighteen bags of groceries here!

Can I have this delivered?

Sometimes, you need to buy something so large—and so heavy—that there is no way you could bring it home from the store yourself.

That is when you will want to ask, “Can I have this delivered?”

This refrigerator is perfect! Can I have this delivered?

Can I have this delivered next Tuesday?

Introducing yourself

“I just started working here. I’m the new [name of your job].” Tell people you’re new by using this sentence.

“I’m working in the [name] department. What do you do here?” Jobs fall under different departments , which are sections of the jobs that concentrate on one part of the job. For example, the IT (Information Technology) Department works with setting up and fixing the company’s computers. When you introduce yourself, tell the person which department you work for, and ask them for theirs.

Making “small talk”

Small talk is light, polite conversation. It can be about the weather, food , or anything that isn’t too serious. If you’re in the same room or in an elevator as someone else, or just standing near each other and you aren’t working, making small talk can open conversation. This saves you from uncomfortable silences but also forms connections and eventually friendships. 

“I love your (shoes/necklace etc.). Where did you get it/them?” Complimenting someone (saying something nice about a person) makes them feel good, and asking a question afterwards starts a conversation.

“I can’t believe how hot/cold it is today!” The weather is always a safe topic and can be used for almost any kind of weather. If it’s a beautiful day, say “I can’t believe how nice it is today.”

Submitting reports and ideas

“If you have a moment, I would love your thoughts on this.” This is a polite way of asking your boss or coworker for input on something you wrote or did.

“I have the report/information you asked for.” This is just a simple way of saying you finished the job you had.

“Do you mind if I record this?” A good way to make sure you don’t miss anything important at a meeting is to record it so you can listen to it again later. Make sure to ask for permission first by using this sentence.

“Excuse me, can you please speak up?” This is a polite way to ask someone to speak louder if you can’t hear them.

“Do we still have that meeting after lunch?” Make sure you know when all the meetings are so you don’t miss them.

Asking for help/clarifications

“I’m having trouble with [something]. Do you know who can help me?” Before you ask someone for help, find out if they’re the right person for the type of problem you’re having.

“Do you have a minute?” Before you ask for help, this is a common way to politely make sure the person isn’t busy.

“Are there any rules I should know about?” Every job has its own rules and ways of doing things. Find out what they are so that you can follow them.

The easy sentences you learned above are just the beginning.

You have the first Legos in place.

Now go build a castle!

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Sentence Structure: Mastering the Art of Writing

A sentence is a fundamental building block of communication and serves as the basis for written and spoken language. Composed of words, a sentence aims to convey a complete thought and usually consists of a subject and a predicate. The subject refers to the main focus, while the predicate is built around a verb and provides information about the subject.

Sentences can be simple or complex in structure, but they always serve to convey meaning and understanding. They typically begin with a capital letter and end with appropriate punctuation to differentiate between statements, questions, requests, and exclamations. In spoken communication, sentences can be recognized through characteristic patterns of stress, intonation, and rhythm.

The variety of sentence structures and styles allow for the expression of diverse thoughts and ideas, all while maintaining clarity and coherence. Understanding how words function within a sentence, regardless of its formation, is essential for effective communication and comprehension.

Basic Sentence Structure

Subject and predicate.

In English language, a sentence is composed of two main parts: the subject and the predicate. The subject is the noun that performs the action, and the predicate contains the verb, which is the action itself, plus any additional information related to the action. For example, in the sentence “Dogs bark”, “Dogs” is the subject and “bark” is the predicate.

• Subject: The person, place, thing, or idea that does the action in the sentence.
• Predicate: The part of the sentence that contains the action (verb) and any accompanying information about the action.

Independent and Dependent Clauses

Sentences can be made up of different clauses. An independent clause is a group of words that contains a subject and a predicate and can stand alone as a complete sentence. A dependent clause, on the other hand, contains a subject and a predicate but cannot stand alone as a complete sentence as it requires additional information to convey a complete thought.

• Independent Clause (IC): A complete sentence that can stand alone.
• Dependent Clause (DC): A group of words that contains necessary information but cannot stand alone as a complete thought.
• IC: She plays the piano.
• DC: When she is bored.

A dependent clause can be added to an independent clause to create a complex sentence that provides more context:

• IC + DC: She plays the piano when she is bored.

Grammatical Elements

Apart from the subject and predicate, there are other grammatical elements that can be present in a sentence to make it clear and logical. Some of these elements are:

• Object: The person or thing that receives the action of the verb. Example: He plays the guitar .
• Adjective: A word that describes a noun. Example: The red ball.
• Adverb: A word that modifies a verb, an adjective, or another adverb. Example: She runs quickly .

The combination of these grammatical elements with the subject and predicate helps create diverse sentence structures that make the English language dynamic and rich.

Remember to apply the appropriate structural components and grammatical elements when constructing sentences in English to ensure that your message is clear, concise, and grammatically sound.

Sentence Types

Declarative sentences.

Declarative sentences are used to make statements, provide explanations, or convey facts. They typically end with a period. These sentences are among the most common types of sentences in the English language. Some examples of declarative sentences include:

• She finished her homework.
• The store closes at 8 PM.
• He enjoys playing tennis.

Imperative Sentences

Imperative sentences are used for giving commands or making requests. They can be polite, such as a request, or commanding and forceful. Imperative sentences typically end with a period or an exclamation point, depending on their intensity. Some examples of imperative sentences include:

• Please pass the salt.
• Stop talking!
• Complete your assignments by Friday.

Interrogative Sentences

Interrogative sentences are used to ask questions and seek information. They usually begin with a question word (like who, what, where, when, why, or how) or a helping verb (such as do or can). Interrogative sentences end with a question mark. Some examples of interrogative sentences include:

• What time is the movie starting?
• Can you help me with this problem?
• Who is going to the party?

Exclamatory Sentences

Exclamatory sentences are used to express strong emotions or reactions. These sentences often start with “what” or “how” but differ from interrogative sentences in that they do not ask a question. Exclamatory sentences end with an exclamation mark. Some examples of exclamatory sentences include:

• What a beautiful sunset!
• How exciting it is to win the game!
• I can’t believe it’s already December!

Compound and Complex Sentences

Simple sentences.

A simple sentence is a complete sentence that consists of one independent clause. It conveys a single idea and contains a subject and a verb. For example:

• She reads a book.
• John plays soccer.

Compound Sentences

A compound sentence connects two independent clauses, typically with coordinating conjunctions like “and” or “but.” These sentences are best for combining two or more self-sufficient, related ideas into a single, unified sentence. For instance:

• She reads a book, and John plays soccer.
• Maria cooked dinner, but she did not wash the dishes.

Complex Sentences

Complex sentences are one of the four types of sentences based on structure (simple, complex, compound, and compound-complex). They contain a main (independent) clause and at least one dependent (subordinate) clause. Dependent clauses often start with subordinating conjunctions, such as “because,” “since,” or “although.”

Examples of complex sentences include:

• Since she was tired, Maria went to bed early.
• John plays soccer even though it was raining.

Compound-Complex Sentences

A compound-complex sentence contains two or more independent clauses and one or more dependent clauses. This sentence type combines the qualities of a compound sentence with the qualities of a complex sentence. The clauses in a compound-complex sentence do not need to appear in a specific order.

For example:

• Maria cooked dinner and cleaned the kitchen, even though she was tired.
• John plays soccer, but he prefers basketball when it is raining.

In summary, sentence structures range from simple to compound-complex, and they are differentiated by the type and number of clauses used. Understanding the use of simple, compound, complex, and compound-complex sentences allows for clear and effective communication.

Punctuation and Modifiers

Commas and semicolons.

Commas are used to separate elements in a sentence and to indicate a pause. They are often used after introductory clauses, phrases, or words that come before the main clause. Additionally, a pair of commas can be used in the middle of a sentence to set off non-essential clauses, phrases, and words.

Semicolons are used to connect two independent clauses that are closely related in meaning without using a conjunction. They can also be used to separate items in a list when the items themselves contain commas.

Adverbs and Adjectives

Adjectives and adverbs are essential modifiers that add more detail and specificity to sentences. Adjectives describe or modify nouns, while adverbs modify verbs, adjectives, or other adverbs.

When using adjectives in a sentence, they typically come before the noun they are describing. For example: “The large dog barked loudly.” However, there are languages where adjectives come after the noun.

Adverbs often answer questions like “how,” “when,” “where,” and “to what extent.” They can usually be identified by their “-ly” suffix, though not all adverbs end in “-ly.” In the example above, “loudly” is an adverb describing how the dog barked.

In summary, the proper use of punctuation, such as commas and semicolons, and the inclusion of modifiers like adjectives and adverbs can make sentences more engaging, descriptive, and informative.

Common Sentence Errors

Run-on sentences.

A run-on sentence occurs when two independent clauses are improperly connected without the appropriate punctuation or coordinating conjunction. This can make the sentence difficult to understand, as it lacks clarity and proper structure. To correct run-on sentences, consider using a period, semicolon, or coordinating conjunction to join the independent clauses. Here’s an example of a run-on sentence and its correction:

Run-On: She wanted to attend the party, her friends were going, so she decided to go too.

Correction: She wanted to attend the party because her friends were going, so she decided to go too.

Sentence Fragments

Sentence fragments are incomplete sentences, usually lacking a subject, a verb, or both. These fragments can be challenging to comprehend as they do not provide a complete thought. To correct sentence fragments, identify what is missing and include the necessary components to form a complete sentence. Here’s an example of a sentence fragment and its correction:

Fragment: Walking along the beach.

Correction: She enjoyed walking along the beach.

Improving Sentence Quality

Variety in sentence types.

To enhance the clarity and readability of your writing, make sure to incorporate a variety of sentence types. These include simple, compound, complex, and compound-complex sentences. A combination of these sentence structures will help create a natural flow and maintain the reader’s interest. Avoid constantly relying on the same sentence structure, as it may make your writing monotonous and difficult to follow.

Proper Grammar and Punctuation

Adhering to proper grammar and punctuation rules is crucial for creating clear and concise sentences. Incorrect grammar can lead to confusion and misinterpretation, while incorrect punctuation may disrupt the flow of your text. To avoid these issues, regularly review your writing for grammatical and punctuation errors. Online tools, such as Grammarly, can aid in catching and fixing these errors before publishing your work.

Spelling and Vocabulary

An essential aspect of improving sentence quality is ensuring proper spelling and using a diverse vocabulary. Misspelled words can hinder comprehension and distract the reader from the intended message. Regularly check your writing for spelling errors, either manually or by using spelling-check tools like those found in word processing software.

Expanding your vocabulary allows for more precise expression and adds depth to your text. Avoid overusing certain words and phrases, and when possible, replace them with synonyms or more descriptive alternatives. However, be cautious not to use overly complex or obscure terms that may cause confusion for the reader.

By implementing these key strategies—varying sentence types, adhering to proper grammar and punctuation rules, and focusing on correct spelling and diverse vocabulary—you will significantly improve the quality of your sentences and produce engaging, easy-to-understand content for your readers.

Frequently Asked Questions

What are the main types of sentences?

There are four main types of sentences: declarative, interrogative, imperative, and exclamatory. Declarative sentences make a statement or express an opinion, interrogative sentences ask a question, imperative sentences give commands or requests, and exclamatory sentences express strong emotions or feelings.

What makes a sentence complex?

A complex sentence is made up of an independent clause and one or more dependent clauses. An independent clause can stand alone as a complete sentence, while a dependent clause cannot. Dependent clauses begin with subordinating conjunctions such as “because,” “although,” and “since.”

How do simple and compound sentences differ?

A simple sentence contains one independent clause and no dependent clauses. On the other hand, a compound sentence includes two or more independent clauses connected with coordinating conjunctions like “and,” “or,” and “but.” A compound sentence can be thought of as a combination of two or more simple sentences.

What is the function of an imperative sentence?

Imperative sentences are used to give commands, make requests or offer advice. They usually begin with the base form of a verb and can end with a period or an exclamation point depending on the degree of emphasis. Imperative sentences often omit the subject, as it is generally understood to be “you” (the person being addressed).

How is a declarative sentence structured?

A declarative sentence typically follows a subject-verb-object ( SVO ) structure. It starts with a subject, which can be a noun or pronoun, followed by a verb, and often includes an object to complete the meaning. Declarative sentences can be either positive (affirmative) or negative, and they end with a period.

What are the characteristics of an interrogative sentence?

Interrogative sentences are used to ask questions and gather information. They typically begin with a question word (who, what, where, when, why, how) or an auxiliary verb (do, does, did, is, are, was, were, has, have, had). Interrogative sentences often use inverted word order, in which the subject comes after the verb or between the auxiliary and the main verb. They end with a question mark.

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Free English Lessons

Grammar lesson #1 – improve sentence structure.

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In this lesson, you can learn the most important grammar rule in English.

Of course, you need to know many things to use grammar correctly in english. however, there’s one tip that can dramatically improve your english grammar —especially in writing., you’ll learn how to use this simple idea to make your english writing clearer, simpler and more accurate., quiz: grammar lesson #1 – improve sentence structure, quiz summary.

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Click ‘view questions’ to see the correct answers and explanations for each question.

1 . Question

Write one word in the space to complete the sentence.

We’ve made some progress, but are still a lot of problems to solve.

2 . Question

The tickets were cheap, but was surprisingly comfortable on the plane. I had more space than I expected.

3 . Question

There were a lot of people there, but still wasn’t as busy as I expected.

4 . Question

Is enough time to get a cup of coffee before we leave?

5 . Question

Identify the subject in this sentence: “My friend Jim doesn’t like staying up late.”

• My friend Jim

6 . Question

Identify the subject in this sentence: “The bottle on the table over there still has a little wine left in it.”

• The bottle on the table over there
• The bottle on the table over there still

7 . Question

Identify the subject in this sentence: “Anybody who wants to leave can go whenever they want.”

• Anybody who wants to leave
• who wants to leave
• Anybody who wants

8 . Question

Identify the subject in this sentence: “Overall, despite the issues which I have explained in this paper, carbon capture technology remains a viable way to reduce CO2 emissions which should be given serious consideration and, in my opinion, should be adopted more widely than it currently is.”

• carbon capture technology
• a viable way to reduce CO2 emissions

9 . Question

Put the words in order to make a complete sentence.

• good idea to ask
• him if there'll be
• several reasons
• why it's not a
• anyone else there.

View Answers:

10 . Question

• haven't
• about it yet, but
• I'm sure
• told me anything

11 . Question

• happening, we managed to get 
• Although none of the people I was with  
• through to someone 
• knew anything about what was
• at the head office who was 
• able to tell us what to do.

12 . Question

• goal won't help us 
• Just talking about 
• having any kind of clear 
• the same things 
• over and over without 
• to move forwards.

13 . Question

Correct or incorrect? Focus on the sentence structure, and whether it obeys the rule of ‘one subject + one main verb per clause’: “Tomorrow will be sunny weather.”

14 . Question

Correct or incorrect? Focus on the sentence structure, and whether it obeys the rule of ‘one subject + one main verb per clause’:

“Although not difficult to apply for a license, many business owners never do so.”

15 . Question

“The alderman, who in over thirty years of service had never seen such a commotion, remarked that it would be prudent to restrict the number of guests to such events in the future.”

16 . Question

“In conclusion, and notwithstanding the objections which were mentioned previously, I do believe, though with some reservations, that pursuing a policy based on the principle of damage reduction, while of course taking into consideration the needs of those who might be affected, would be the best option among all of those currently available.”

17 . Question

True or false: every complete sentence in English must have a subject.

18 . Question

True or false: a subject or a main verb could be any number of words.

19 . Question

True or false: a sentence can have several subjects and several main verbs.

20 . Question

True or false: modals verbs (e.g. ‘will’, ‘would’, ‘can’, etc.) can function as main verbs.

1. Subject Plus Verb

Here’s the basic idea: make sure your sentence has a subject and a verb, and that you know what the subject and main verb are. Every sentence needs a verb, and unless your sentence is an imperative—meaning that you’re giving someone a command—then your sentence needs a subject, too. Each clause in your sentence should have one subject and one main verb, and only one subject and one main verb.

It sounds simple. Maybe you’re thinking, ‘This is too easy! I know this already!’ However, we see students make mistakes with this all the time, especially in writing. Mistakes with this point are serious, because they often make it hard to understand what you want to say. Even if your meaning is clear, sentences with this problem are often difficult to read. In any situation, that’s a problem. It’s especially serious if you’re taking an exam, like IELTS .

Let’s look at the most basic point. Your sentence needs a subject, which should be a noun or noun phrase, like ‘they’, ‘everybody’, or ‘my maths teacher from high school’. Then, you need a main verb, which generally goes after the subject. With this, you can make simple sentences like these:

• They have a nice house.
• Everybody agreed.
• My maths teacher from high school was really good at explaining complicated things.

After the main verb, you might have a simple complement, like ‘a nice house’. You might have nothing at all. Your sentence might finish after the verb, like ‘Everybody agreed.’ Or, you might have a longer complement, possibly including other verbs, as in ‘My maths teacher from high school was really good at explaining complicated things.’ So, you’re probably still thinking that this is easy. And, so far, it is! Let’s see how it can go wrong. Look at five sentences:

• We will back home next Friday.
• Imposing higher taxes on fast food it’s a good idea.
• Secondly, affects individuals’ life directly.
• If anybody visits Egypt, he will find many and many old buildings in many cities, especially in Cairo and Alexandria, these buildings are around 400 years old.
• In conclusion, each society is a large set of people, forced medical treatment could make sure residents’ have equally healthy condition and therefore also avoid risking to infect or be infected by others just by some people’s unwise choices.

By the way, these sentences are all real examples from our students’ writing. Most of them come from IELTS writing practice. All these sentences break the basic rule we mentioned above. Can you see how? Pause the video, read the sentences, and try to find the problems. Start again when you’re ready. In the first sentence, there’s no main verb. ‘Will’ is a modal verb, but a modal verb can’t be a main verb; you need a main verb after it. For example:

• We will go back home next Friday.

The second sentence has two subjects: ‘Imposing higher taxes on fast food’ and ‘it’. One clause can’t have two subjects. To correct this sentence, remove ‘it’:

• Imposing higher taxes on fast food is a good idea.

The third sentence has a main verb, but no subject. What affects individuals’ lives directly? This is difficult to correct, because it’s impossible to know what the writer wanted to say. You would need to add a noun before the verb ‘affects’ to make it understandable.

The fourth sentence has a fragment at the end which includes a subject and a verb. This means the sentence has too many subjects and verbs; each clause can only have one subject and one main verb. What’s the solution? There are many possibilities, but the easiest way to correct this is to break the sentence into two parts. You can do this by changing the comma after ‘Alexandria’ to a semicolon.

Finally, what about the fifth sentence? It’s difficult to understand, right? Again, it’s difficult to correct this sentence, because it’s hard to see the writer’s ideas. The problem is that this sentence has several parts with several subjects and verbs, and it’s not clear what relates to what. For example, ‘each society’ is a subject, but then ‘forced medical treatment’ is also a subject. Later in the sentence, we have a verb—‘avoid’—and it isn’t clear which subject goes with it. On a more practical level, it just isn’t clear what this sentence is about. Does the writer want to say something about ‘each society’, or about ‘large sets of people,’ or about ‘forced medical treatment’? We don’t know. This is why subject-verb structure is so important: if it isn’t clear, it will be hard to understand what your sentence is about. Sometimes, this might mean that your ideas aren’t clear in your mind.

Next, let’s expand this basic rule and see how you can use it to make a wider range of sentences.

2. Using Phrases as Subjects and Verbs

You heard before that both subjects and verbs can be words or phrases. Sometimes, your subject or verb might be a longer phrase. This often leads to mistakes, because when your subject and verb are multiple words, it’s more difficult to keep track of your sentence structure. Let’s do an example together. Take a sentence you saw before:

You can make the subject—‘everybody’—into a phrase. For example:

• Everybody who was at the meeting agreed.

You can make the verb into a phrase, like this:

• Everybody who was at the meeting agreed to change the office dress code.

You can make each phrase even longer. For example:

• Everybody who was at the board meeting held last Tuesday evening agreed to change the existing office dress code to something more informal.

Even though we’ve added lots of new words and ideas, this sentence has the same basic structure as before. It still has one subject and one main verb. Although we’ve added a complement after the verb, the verb doesn’t have a direct object. We haven’t added anything grammatically new to the sentence; we’ve simply expanded the existing parts. Let’s do one more example of this. This time, we want you to try! Here’s a basic sentence:

• My sister called.

Can you make this sentence longer by changing the subject and verb to longer phrases? For this exercise, there are a couple of rules. You can’t add a noun after ‘called’, because that would change the structure. You also can’t use conjunctions like ‘although’ or ‘because’. The idea is to keep the basic structure the same, so that the sentence has one subject and one verb which doesn’t have a direct object. Pause the video and try it now. How did you do? Of course, there are many ways to do this. Let’s look at three possibilities.

• My sister Mandy called last night.
• My sister, who I haven’t spoken to for ages, called to tell me about her new job.
• My younger sister, who lives in Spain and who I don’t see very often, called late last night to ask me if I could lend her money to buy an apartment.

You can see that you can do this in a simpler way, or you can make the sentence much more complicated, by adding relative clauses, adjectives, adverbs, and so on. However, remember the basic idea: all of these sentences have the same basic structure: one subject and one main verb. Even in the third sentence, adding all of these things doesn’t change the basic structure. Let’s move on and talk about one more important point.

3. Sentences with Empty Subjects

As you heard before, almost all sentences need a subject. Only imperatives , like ‘Come here!’ don’t need a subject. Interjections , like ‘Wow!’, also don’t need a subject, but many linguists—including us—would say that these are not sentences. However, sometimes there isn’t a clear noun subject. In this case, you need to use a word like ‘it’ or ‘there’. For example: ‘It won’t take long to get there.’ [pause]

• It’s worth going.
• There’s a mosquito on your nose.
• There have been several developments since the last time we spoke.

In these sentences, the words ‘it’ and ‘there’ are empty subjects; they don’t refer to a specific noun or thing. You use them only because the sentence needs a subject. They don’t add any meaning to the sentence. So, what’s the difference? When do you need to use ‘it’, and when do you need to use ‘there’? Use ‘it’ to talk about distances and times. For example:

• It’s not far to the metro.
• How long will it take you to finish everything?
• It’s six thirty.

You often use ‘it’ to talk about the weather, too. For example:

• It’s sunny.
• It’ll be cold tomorrow.
• It was really wet last month.

You also use ‘it’ to talk about situations, and in a number of phrases like ‘it’s worth…’ For example:

• It’s safe to walk around at night here.
• It’s good that you could join us.
• It’s really cosy in here.

What about ‘there’? Use ‘there’ to say that something exists, or doesn’t exist. Usually, when you use ‘there’, it’s the first time you’re mentioning something. For example:

• There’s some salad in the fridge.
• There are several reasons why I have to say ‘no’ to this idea.
• There didn’t use to be so many homeless people here.

Let’s practise together. Look at five sentences. Do you need to add ‘it’ or ‘there’?

• ________ isn’t enough time to eat before we go.
• ________’s time to go.
• ________ took me longer to get here than I thought it would.
• ________ won’t be much fun if you don’t know anyone.
• ________ won’t be many people you know at the wedding.

Pause the video, and think about your answers. Ready? Here they are:

• There isn’t enough time to eat before we go.
• It’s time to go.
• It took me longer to get here than I thought it would.
• It won’t be much fun if you don’t know anyone.
• There won’t be many people you know at the wedding.

Finally, we have one more thing to show you.

4. Subject-Verb Word Order

In general, the subject of your sentence goes immediately before the main verb. You can see this in the sentences you’ve already seen in this lesson.

Sometimes, the main verb also has an auxiliary verb, like ‘have’, ‘has’, ‘do’, ‘does’, ‘will’, ‘can’ and so on. In positive sentences, the auxiliary verb and the main verb almost always go together. For example:

• They have bought a nice house.
• My sister Mandy will call tonight.

However, there’s one case where the main verb goes before the subject: questions with ‘be’. For example:

• Are you ready?
• Were there many people there?

In some cases, the auxiliary verb needs to come before the subject. This is most common in questions. For example:

• Can you help me?
• What time does she arrive?
• How many pieces of cake have you had already?

Learn more about auxiliary verbs in this Oxford Online English lesson: Adding Emphasis .

It’s also possible in certain structures which are mostly used in formal writing, like:

• At no time did I suspect that he was the thief.

At this point, let’s review the most important points that you should take away from this lesson.

One: make sure every sentence has a subject and a main verb in each clause. Don’t put more than one subject or main verb in one clause.

Two: if your subject and main verb are longer phrases, or if you add a lot of adverbs or subordinate clauses to your sentence, it might be harder to keep track of the structure. Before you write a sentence, think about this question: what are you talking about, and what are you saying about this thing? Decide what you’re talking about—the subject—and what you’re saying about it—the main verb. Keep these in your head.

Three: study the difference between main verbs and auxiliary verbs. Remember that auxiliary verbs can’t generally be used alone. Make sure every auxiliary verb has a main verb attached. Learn the cases when the auxiliary verb needs to come before the subject.

If you can follow these simple steps, your writing will be clearer, better-organised, and more accurate. Thanks for watching!

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Sentence Structure

• Punctuation
• Sentence Variety
• Problems with Sentences

What is Sentence Structure?

Composition is an important part of effective written communication. By developing a skillful writing style, writers can keep their readers’ attention while conveying important ideas clearly and accurately.

In this section, we will examine two fundamental topics in composition: sentence structure and parts of speech. We will also review the topic of sentence variety, which is a key element of skillful composition. Finally, we will take a look at some common issues students face in their writing and provide the tools necessary to identify and correct those problems.

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The 4 Types of Sentence Structure

In What is a Sentence? we saw the minimum requirements for the formation of a sentence. Now we can look in more detail at the four types of sentence structure .

Simple Sentence Structure

A simple sentence consists of one independent clause. (An independent clause contains a subject and verb and expresses a complete thought.)

• I like coffee.
• Mary likes tea.
• The earth goes round the sun.
• Mary did not go to the party.

Compound Sentence Structure

A compound sentence is two (or more) independent clauses joined by a conjunction or semicolon. Each of these clauses could form a sentence alone.

• I like coffee and Mary likes tea.
• Mary went to work but John went to the party.
• Our car broke down; we came last.

There are seven coordinating conjunctions:

• and, but, or, nor, for, yet, so

Complex Sentence Structure

A complex sentence consists of an independent clause plus a dependent clause. (A dependent clause starts with a subordinating conjunction or a relative pronoun, and contains a subject and verb, but does not express a complete thought.)

• We missed our plane because we were late.
• Our dog barks when she hears a noise.
• He left in a hurry after he got a phone call.
• Do you know the man who is talking to Mary?

Here are some common subordinating conjunctions:

• after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, while

Here are the five basic relative pronouns:

• that, which, who, whom, whose

Compound-Complex Sentence Structure

A compound-complex sentence consists of at least two independent clauses and one or more dependent clauses.

• John didn't come because he was ill so Mary was not happy.
• He left in a hurry after he got a phone call but he came back five minutes later.

A dependent clause is also called a  subordinate clause .

The above sentences are basic examples only. In some cases other arrangements are possible (for example, a dependent clause can come before an independent clause).

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Using Juicy Sentences to Explore Complex Texts in ELA and Beyond

Breaking one complex sentence down into small parts enhances students’ awareness of vocabulary, syntax, and sentence structure.

As middle and high school students engage with complex texts, their diverse reading skills become increasingly apparent. I have found it challenging and time-consuming to scaffold comprehension for students who struggle while also deepening understanding for students who are ready for more. One concrete strategy is to have students analyze juicy sentences. These can be implemented with any course content to support students who are struggling readers and writers, and it can also be differentiated for students’ varying literacy skills. 

Juicy sentences , a term used by Charles and Lily Wong Filmore, describes rich, complex, meaning-packed sentences that students closely examine with teacher guidance. I have found that this language-based approach , first developed to support English language learners, enriches my students’ vocabulary, syntax, and structure awareness. A well-chosen juicy sentence will support comprehension through structured text analysis and engaging discussion. This same sentence can become a mentor sentence to develop students’ writing skills.

Juicy Sentences in High School English 

In my 10th-grade English class, we begin the year by studying the craft of storytelling. One of our first stories is “A Rose for Emily,” by William Faulkner. We are interested in analyzing Miss Emily as a character in part by what others say about her. For example, the narrator writes, “Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town…” This is a great juicy sentence—it relates to our content focus (characterization in storytelling) and contains interesting syntax and structure with rich vocabulary.

I guide my students through a juicy sentence protocol (similar to this one ), a whole-part-whole-practice structured approach:

• Whole: Students discuss their initial understanding of the meaning of the juicy sentence.
• Part: Chunk the sentence into phrases and analyze the chunks through questioning. Consider having students write the sentence on a sentence strip, cut it into chunks, and then rearrange the chunks to see if the sentence still makes sense. They can also discuss how rearranging it may change the meaning. Students can also focus on specific words in the sentence to attend to vocabulary and word choice.
• Whole: This second discussion focuses on deeper comprehension of the whole sentence after the part-level analysis, and it can also extend to how the sentence contributes to the unit’s content or guiding questions.
• Practice: Provide students with an opportunity to express their deeper comprehension in writing and practice their writing craft by mimicking the structure and/or syntax of the juicy sentence.

Putting the Protocol into Action

Here’s how the protocol looks for my 10th graders studying characterization.

Whole: Initial comprehension. Model reading the sentence aloud. “Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town…”

• Consider echo reading or choral reading the sentence to support students’ fluency. 
• Ask students, “Do you see any words that are unfamiliar or interesting?” Circle these words. 
• Turn and talk: “What do you think this sentence means? What do you learn about Miss Emily’s character?”

Part: Chunk the sentence into phrases. Write the sentence on a sentence strip and cut it into chunks. The sentence may look like this: Alive // Miss Emily had been a tradition // a duty // and a care; // a sort of hereditary obligation // upon the town…

Ask your students these questions:

• What do you think is the main clause of the sentence? (Miss Emily had been a tradition.)
• How do the other chunks enhance the main clause?
• Can we rearrange the chunks so the sentence still makes sense?
• How does rearranging the sentence affect the meaning?

Part: Vocabulary and word choice. Consider using a word map graphic organizer to visualize the word study. Discuss as a class:

• What does the word tradition mean? (Customs passed down from generation to generation.) 
• What is the effect of using the word tradition to describe a person?
• What does the word duty mean? (Responsibility.)
• Let’s look at the phrase hereditary obligation . Which previously used word does hereditary connect most closely with? (Tradition.) How about obligation ? (Duty.) 

Whole: Deeper comprehension and connecting to the unit. How does the sentence help us understand the text?

• Based on our study of these phrases and words, what do we learn about the relationship between Miss Emily and the town from this sentence? 
• What more do we learn about Miss Emily’s character?
• How does the author’s sentence structure enhance our understanding of Miss Emily as a character? 
• How does the author’s syntax (word order and word choice) develop characterization?

Writing practice: Choose one of these options to practice your writing craft.

• Paraphrase the sentence and maintain the same meaning about Miss Emily’s character.
• Use what you have learned about structure and syntax to write an original sentence about Miss Emily’s character.

Juicy Sentences Beyond ELA

Juicy sentences are great for closer reading and comprehension of any content area text. Literacy skills have become intertwined with the content in every subject area. Students need to read, comprehend, and write to demonstrate reasoning, analysis, and understanding in all subject areas. The juicy sentence whole-part-whole approach provides a structure for guiding students to understand the important subject-area learning while attending to literacy skills.

Here are some other examples of a juicy sentence protocol that I’ve written to support middle school science and English language arts (ELA), as well as high school social studies.

• Middle School Science: Colonizing Mars Juicy Sentence
• Middle School ELA: Garvey’s Choice Juicy Sentence
• High School Social Studies: Franklin D. Roosevelt Speech Juicy Sentence

As texts become increasingly complex in middle and high school, students need explicit and direct instruction on how written language works. Teachers can use this simple whole-part-whole-practice routine with their content area texts to build students’ vocabulary, support students’ comprehension, and develop writing skills. 

When my students and I work with juicy sentences, I think of the saying, “Go slow to go fast!” When we slow down for a deep dive into language, students build a base of language knowledge that, over time, supports their reading comprehension and writing skills. 

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How Can You Make Your Sentences Flow Better?

Have you ever read a piece of writing that just feels right? The kind that effortlessly pulls you along from one idea to the next? That's the magic of good sentence flow. It's not always easy to do, but it's important. No matter what you're writing — an essay, a blog post, or a story — how to make your writing flow can really change how people enjoy it. Let's look at some ways to improve a sentence and make your sentences flow better.

1. Using AI Writing Tools for Better Writing

AI writing tools can be really helpful for many writers. They're good at finding parts of your writing that might not sound smooth or clear. These tools can help you connect your sentences and paragraphs better or suggest different words to make your writing easier to read.

For example, if you use the same sentence repeatedly, an AI tool might tell you and give you ideas for changing it up. This can help make your writing sound more interesting.

Just remember, these tools are here to help you, not to write for you. Use them to make your work better, but always keep your own style of writing.

2. Cut Out Redundancies

Using words that say the same thing twice can slow down your reader. They're like bumps in the road of your writing. To make sentences flow better, it's good to get rid of words you don't need.

Look out for phrases like "advance planning" (all planning is done before something happens) or "unexpected surprise" (all surprises are unexpected). Taking these out can make your writing stronger and clearer.

Here's a quick example: 

Before: "The completely finished project was finally done at last."   After: "The project was finished."

See how much clearer that is? This small change helps your ideas move more smoothly from one sentence to the next.

3. Mix Up Your Sentence Structure

Adding different types of sentences is a good way to make your writing flow more naturally. Try using short, quick sentences along with longer, more detailed ones.

Here's what that might look like: 

"The sun rose. Birds began to chirp. Down the street, a car engine rumbled to life, kicking off another busy day in the neighbourhood."

This kind of variation creates a nice rhythm that keeps readers engaged. It's a bit like making music with words — sometimes you need short, quick notes, and other times you want longer, flowing phrases.

4. Connect Ideas with Better Transitions

Good transitions are key to make writing flow better. They act like bridges between your ideas, helping readers move easily from one thought to the next.

Instead of jumping quickly between points, try using words or sentences that connect ideas. For example: 

• "On the other hand" (when you want to introduce a contrasting idea)
• "What's more" (to add information)
• "Let's look at an example" (to provide an illustration)

Remember, good transitions don't just connect sentences — they also link paragraphs and larger parts of your writing. Learning to use transitions can really help create a smooth reading experience.

5. Say More with Fewer Words

Clear, short writing can be very strong. To improve a sentence, try to share your message using fewer words. This doesn't mean making your ideas too simple — it's more about saying them in a clearer way.

For instance, you could replace "Due to the fact that" with a simple "Because". Or change "in spite of the fact that" to "although". These small changes can really improve sentence flow and make your writing more interesting.

Here's a quick before-and-after: 

Before: "In light of the fact that the weather was bad, we made the decision to postpone the outdoor event." After: "We postponed the outdoor event because of bad weather."

The new version says the same thing more directly, helping readers understand your point quickly and move on to the next idea.

6. Reading Aloud for Rhythm

One of the best ways to improve sentence flow is simply reading your writing out loud. This helps you hear how your sentences sound and find any parts where the flow might not be smooth.

When you're reading out loud, pay attention to: 

• Places where you stumble or have to stop in a strange way 
• Sentences that feel too long or complicated 
• Areas where the ideas don't connect smoothly

Make a note of these spots, then go back and change them to make your writing flow more naturally. It's amazing how much this simple trick can improve your writing.

Aithor for Better Sentence Flow

Using these ideas can really improve sentence flow in an essay and other types of writing. But you might be wondering how to put them all into practice easily. That's where Aithor comes in. 

This tool is designed to help you improve sentence flow in your writing without much effort. Aithor uses these methods to make your writing flow better, offering a practical way to improve your work. This smart writing tool uses the ideas we've talked about, from changing sentence structure to removing extra words.

Aithor works like a digital writing assistant, helping you improve a sentence at a time. It smoothly adds better transitions and improves your language to make sentences flow better. With Aithor, you can quickly write well-structured academic and creative pieces that keep your unique voice while getting better with AI-driven improvements. Aithor is made to make your writing flow naturally, turning the challenge of essay writing into an easier, more enjoyable process.

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Argumentative Essay Structure: A Comprehensive Guide

Introduction.

Writing an argumentative essay can seem like a daunting task, but with the right structure and approach, it becomes much more manageable. An argumentative essay is all about presenting a well-reasoned argument supported by evidence, and it’s essential to structure your essay effectively to convey your message convincingly. If you’re struggling with how to organize your thoughts, you might want to consider taking my class for a more in-depth understanding and personalized guidance.

Understanding the Basics

What is an argumentative essay.

An argumentative essay is a type of writing that requires you to take a position on a topic and support that position with evidence and reasoning. The goal is to persuade your reader to see things from your perspective.

Key Components of an Argumentative Essay

• Introduction : Introduces the topic and presents the thesis statement.
• Body Paragraphs : Each paragraph presents a separate piece of evidence supporting the thesis.
• Counterarguments and Rebuttals : Addressing opposing viewpoints and refuting them.
• Conclusion : Summarizes the main points and restates the thesis in light of the evidence presented.

Differences Between Argumentative and Persuasive Essays

While both aim to persuade the reader, an argumentative essay relies more on logic and evidence, whereas a persuasive essay may appeal more to emotions and personal beliefs.

Choosing a Topic

Importance of a strong topic.

A compelling topic is crucial for an argumentative essay. It should be debatable, relevant, and interesting to you and your audience.

Tips for Selecting a Topic

• Choose something you are passionate about.
• Ensure there is enough evidence available to support your argument.
• Pick a topic that is relevant to current events or ongoing debates.

Examples of Argumentative Essay Topics

• Should the death penalty be abolished?
• Is climate change the greatest threat to humanity?
• Do social media platforms negatively impact mental health?

Crafting a Thesis Statement

Definition of a thesis statement.

A thesis statement is a concise summary of the main point or claim of the essay. It typically appears at the end of the introduction.

Importance of a Strong Thesis

A strong thesis statement provides direction for the essay and makes a clear and specific argument.

How to Write an Effective Thesis Statement

• Be clear and specific.
• Take a definitive stance.
• Make sure it is debatable and not a statement of fact.

Introduction Paragraph

Hooking the reader.

Start with a hook to grab the reader’s attention. This could be a startling fact, a quote, or a rhetorical question.

Providing Background Information

Give the reader some context about the topic. This helps them understand the significance of the issue being discussed.

Presenting the Thesis Statement

Clearly state your thesis at the end of the introduction. This sets up the main argument that will be developed in the body of the essay.

Body Paragraphs

Structure of a body paragraph.

Each body paragraph should start with a topic sentence that introduces the main idea of the paragraph. This is followed by evidence and analysis.

Developing Arguments

Each paragraph should present a single argument that supports the thesis. Use logical reasoning and credible evidence to make your case.

Using Evidence and Examples

Support your arguments with facts, statistics, examples, and quotes from experts. This adds credibility to your essay.

Counterarguments and Rebuttals

Importance of addressing counterarguments.

Acknowledging and refuting opposing viewpoints shows that you have considered different perspectives and strengthens your argument.

How to Present Counterarguments

Introduce the counterargument fairly and respectfully. This demonstrates your understanding of the issue.

Crafting Effective Rebuttals

Refute the counterargument with evidence and reasoning. Explain why your position is more valid or preferable.

Conclusion Paragraph

Summarizing the main points.

Briefly recap the main points made in the body of the essay. This reinforces your argument.

Restating the Thesis

Restate your thesis in light of the evidence presented. This shows how the evidence supports your overall argument.

Providing a Final Thought or Call to Action

End with a strong closing statement. This could be a call to action, a prediction, or a thought-provoking question.

Transitions Between Paragraphs

Importance of smooth transitions.

Smooth transitions help the essay flow logically and make it easier for the reader to follow your argument.

Techniques for Effective Transitions

• Use transitional phrases (e.g., “Furthermore,” “In addition,” “However”).
• Refer back to previous points to create a logical link.
• Introduce the next point at the end of the current paragraph.

Examples of Transitional Phrases

• “In contrast…”
• “Moreover…”
• “As a result…”

Using Evidence

Types of evidence.

• Facts : Verifiable information.
• Statistics : Numerical data.
• Expert Opinions : Statements from authorities in the field.
• Examples : Specific instances that illustrate a point.

Integrating Evidence into Your Essay

Introduce evidence with a signal phrase, explain its relevance, and analyze it to show how it supports your argument.

Citing Sources Properly

Proper citation gives credit to the original authors and adds credibility to your essay. Follow the required citation style (e.g., APA, MLA).

Maintaining a Formal Tone

Importance of tone in an argumentative essay.

A formal tone helps to convey your argument with authority and professionalism.

Tips for Maintaining a Formal Tone

• Avoid slang and colloquialisms.
• Use precise and clear language.
• Write in the third person (e.g., “The study shows…” instead of “I think…”).

Common Pitfalls to Avoid

• Overusing complex vocabulary.
• Being overly emotional or biased.
• Straying from the main argument.

Editing and Proofreading

Importance of revising your essay.

Editing and proofreading help to refine your arguments, correct errors, and improve clarity.

Tips for Effective Editing

• Take a break before revising.
• Read your essay out loud.
• Use editing tools and checklists.

Common Errors to Watch For

• Grammatical mistakes.
• Spelling errors.
• Logical inconsistencies.

Formatting Your Essay

Proper essay format.

Follow the required formatting guidelines for your essay (e.g., font type, size, margins).

Guidelines for Formatting

• Use a standard font (e.g., Times New Roman, 12 pt).
• Double-space your text.
• Include a header with your name and page number.

Tips for a Clean and Professional Look

• Use headings and subheadings.
• Ensure consistent spacing and indentation.
• Include a title page if required.

Common Mistakes to Avoid

Overview of common errors.

• Failing to address counterarguments.
• Using weak or irrelevant evidence.
• Ignoring the importance of editing.

How to Avoid These Mistakes

• Plan and outline your essay before writing.
• Use credible sources for evidence.
• Allocate time for revising and proofreading.

Examples of Corrected Mistakes

• Corrected: “Evidence shows that climate change poses significant threats to global ecosystems.”

Writing an effective argumentative essay requires careful planning, a clear structure, and strong evidence. By following the guidelines outlined in this article, you can craft a compelling essay that persuades your readers to see things from your perspective. Remember, practice makes perfect, so keep honing your skills and experimenting with different topics and arguments.

How long should an argumentative essay be?

The length of an argumentative essay can vary, but it typically ranges from 1,500 to 2,500 words, depending on the complexity of the topic and the depth of analysis required.

Can I use first-person pronouns in an argumentative essay?

While it’s generally recommended to use third-person pronouns to maintain a formal tone, first-person pronouns can be used sparingly if they enhance the argument and clarity.

How many sources should I use?

The number of sources depends on the assignment requirements, but a well-researched argumentative essay typically includes at least 5-10 credible sources.

What is the difference between a fact and an opinion?

A fact is a statement that can be verified with evidence, while an opinion is a personal belief or judgment that may not be based on evidence.

How can I make my essay more persuasive?

To make your essay more persuasive, use strong evidence, address counterarguments, maintain a formal tone, and use clear and logical reasoning.