Sentence Structure
Sentence Structure
Sentence Structure
o I like spaghetti.
o He reads many books.
Subject: A person, animal, place, thing, or concept that does an action. Determine the
subject in a sentence by asking the question “Who or what?”
Verb: Expresses what the person, animal, place, thing, or concept does. Determine the
verb in a sentence by asking the question “What was the action or what happened?”
o I like spaghetti.
o He reads many books.
o The movie is good. (The be verb is also sometimes referred to as a copula or a
linking verb. It links the subject, in this case "the movie," to the complement or the
predicate of the sentence, in this case, "good.")
Object: A person, animal, place, thing, or concept that receives the action. Determine
the object in a sentence by asking the question “The subject did what?” or “To
whom?/For whom?”
o I like spaghetti.
o He reads many books.
Prepositional Phrase: A phrase that begins with a preposition (i.e., in, at for, behind,
until, after, of, during) and modifies a word in the sentence. A prepositional phrase
answers one of many questions. Here are a few examples: “Where? When? In what
way?”
A sentence must have a complete idea that stands alone. This is also called an
independent clause.
o He obtained his degree.
Simple Sentences
A simple sentence contains a subject and a verb, and it may also have an object and
modifiers. However, it contains only one independent clause.
Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular
font =prepositional phrase
Here are a few examples:
She wrote.
She completed her literature review.
He organized his sources by theme.
They studied APA rules for many hours.
Compound Sentences
A compound sentence contains at least two independent clauses. These two
independent clauses can be combined with a comma and a coordinating conjunction or
with a semicolon.
Key: independent clause = yellow, bold; comma or semicolon = pink, regular font;
coordinating conjunction = green, underlined
Here are a few examples:
Complex Sentences
A complex sentence contains at least one independent clause and at least one
dependent clause. Dependent clauses can refer to the subject (who, which) the
sequence/time (since, while), or the causal elements (because, if) of the independent
clause.
If a sentence begins with a dependent clause, note the comma after this clause. If, on
the other hand, the sentence begins with an independent clause, there is not a comma
separating the two clauses.
Key: independent clause = yellow, bold; comma = pink, regular font; dependent clause
= blue, italics
Here are a few examples:
Although she completed her literature review, she still needed to work on her
methods section.
o Note the comma in this sentence because it begins with a dependent
clause.
Because he organized his sources by theme, it was easier for his readers to
follow.
o Note the comma in this sentence because it begins with a dependent
clause.
They studied APA rules for many hours as they were so interesting.
o Note that there is no comma in this sentence because it begins with an
independent clause.
Compound-Complex Sentences
Sentence types can also be combined. A compound-complex sentence contains at least
two independent clauses and at least one dependent clause.
Key: independent clause = yellow, bold; comma or semicolon = pink, regular font;
coordinating conjunction = green, underlined; dependent clause = blue, italics
F - For: reasons
A - And: addition/next action
N - Nor: not one or the other
B - But: contrasting and unexpected results
O - Or: choices and conditions
Y - Yet: contrasting and unexpected results
S - So: actions taken
Peter doesn't need to buy a new car. He also doesn't need to go on vacation. -
> Peter doesn't need to buy a new car, nor does he need to go on vacation.
Using Conjunctions in Compound Sentences
Conjunctions are used for different purposes in sentences. A comma is always
placed before the conjunction. Here are the main uses of the FANBOYS:
Addition/Next Action
and
"And" is used as a coordinating conjunction to show that something is in
addition to something else. Another use of "and" is to show that one action
follows another.
Effect/Cause
so/for
Confusing these two coordinating conjunctions is easy. "So" expresses a result
based on a reason. "For" provides the reason. Consider the following
sentences:
I need some money. I went to the bank.
The result of needing money is that I went to the bank. In this case, use "so."
I needed some money, so I went to the bank.
The reason I went to the bank is because I needed money. In this case, use
"for."
I went to the bank, for I needed some money.
Peter drove to visit his friend. They went out for dinner. - Show a
sequence of events
Mary thinks she should go to school. She wants to get qualifications for
a new profession. - Provide a reason
Alan invested a lot of money in the business. The business went
bankrupt. - Show an unexpected result
Doug didn't understand the homework assignment. He asked the
teacher for help. - Show an action taken based on a reason
The students didn't prepare for the test. They didn't realize how
important the test was. - Give a reason
Susan thinks she should stay home and relax. She also thinks she should
go on vacation. - Show additional information
The doctors looked at the x-rays. They decided to operate on the patient.
- Show an action taken based on a reason
We went out on the town. We came home late. - Show a sequence of
events
Jack flew to London to visit his Uncle. He also wanted to visit the
National Museum. - Show addition
It is sunny. It is very cold. - Show a contrast
Henry studied very hard for the test. He passed with high marks.
- Provide a reason
I would like to play tennis today. If I don't play tennis, I would like to
play golf. - Give a choice
We needed some food for the week. We went to the supermarket.
- Show an action taken based on a reason
Tom asked his teacher for help. He also asked his parents for help.
- Show addition
Janet doesn't like sushi. She doesn't like any kind of fish. - Show that
Susan doesn't like either sushi or fish
Peter drove to visit his friend, and they went out for dinner.
Mary thinks she should go to school, for she wants to get qualifications
for a new profession.
Alan invested a lot of money in the business, but the business went
bankrupt.
Doug didn't understand the homework assignment, so he asked the
teacher for help.
The students didn't prepare for the test, nor did they realize how
important the test was.
Susan thinks she should stay home and relax, or she should go on
vacation.
The doctors looked at the x-rays, so they decided to operate on the
patient.
We went out on the town, and we came home late.
Jack flew to London to visit his Uncle, and to visit the National
Museum.
It is sunny, but it is very cold.
Henry studied very hard for the test, so passed with high marks.
I would like to play tennis today, or I would like to play golf.
We needed some food for the week, so We went to the supermarket.
Tom asked his teacher for help, and he asked his parents.
Janet doesn't like sushi, nor does she like any kind of fish.
What Are Compound Sentences?
Compound sentences are made up of two simple sentences connected by
a coordinating conjunction. A great way to remember conjunctions is
FANBOYS:
F - For: reasons
A - And: addition/next action
N - Nor: not one or the other
B - But: contrasting and unexpected results
O - Or: choices and conditions
Y - Yet: contrasting and unexpected results
S - So: actions taken
Peter doesn't need to buy a new car. He also doesn't need to go on vacation. -
> Peter doesn't need to buy a new car, nor does he need to go on vacation.
Effect/Cause
so/for
Confusing these two coordinating conjunctions is easy. "So" expresses a result
based on a reason. "For" provides the reason. Consider the following
sentences:
I need some money. I went to the bank.
The result of needing money is that I went to the bank. In this case, use "so."
I needed some money, so I went to the bank.
The reason I went to the bank is because I needed money. In this case, use
"for."
I went to the bank, for I needed some money.
Peter drove to visit his friend. They went out for dinner. - Show a
sequence of events
Mary thinks she should go to school. She wants to get qualifications for
a new profession. - Provide a reason
Alan invested a lot of money in the business. The business went
bankrupt. - Show an unexpected result
Doug didn't understand the homework assignment. He asked the
teacher for help. - Show an action taken based on a reason
The students didn't prepare for the test. They didn't realize how
important the test was. - Give a reason
Susan thinks she should stay home and relax. She also thinks she should
go on vacation. - Show additional information
The doctors looked at the x-rays. They decided to operate on the patient.
- Show an action taken based on a reason
We went out on the town. We came home late. - Show a sequence of
events
Jack flew to London to visit his Uncle. He also wanted to visit the
National Museum. - Show addition
It is sunny. It is very cold. - Show a contrast
Henry studied very hard for the test. He passed with high marks.
- Provide a reason
I would like to play tennis today. If I don't play tennis, I would like to
play golf. - Give a choice
We needed some food for the week. We went to the supermarket.
- Show an action taken based on a reason
Tom asked his teacher for help. He also asked his parents for help.
- Show addition
Janet doesn't like sushi. She doesn't like any kind of fish. - Show that
Susan doesn't like either sushi or fish
Peter drove to visit his friend, and they went out for dinner.
Mary thinks she should go to school, for she wants to get qualifications
for a new profession.
Alan invested a lot of money in the business, but the business went
bankrupt.
Doug didn't understand the homework assignment, so he asked the
teacher for help.
The students didn't prepare for the test, nor did they realize how
important the test was.
Susan thinks she should stay home and relax, or she should go on
vacation.
The doctors looked at the x-rays, so they decided to operate on the
patient.
We went out on the town, and we came home late.
Jack flew to London to visit his Uncle, and to visit the National
Museum.
It is sunny, but it is very cold.
Henry studied very hard for the test, so passed with high marks.
I would like to play tennis today, or I would like to play golf.
We needed some food for the week, so We went to the supermarket.
Tom asked his teacher for help, and he asked his parents.
Janet doesn't like sushi, nor does she like any kind of fish.