COLLEGE ENGLISH

WEEK 14
AGENDA:
Types of Sentences According to Structure
Types of Sentences According to Function
Sentence Patterns
SENTENCES CLASSIFIED BY STRUCTURE
 A simple sentence consists of a single independent clause.

Example:
SIMPLE
We worked long hours at the polling booth.
SENTENCES
Ed and I checked our answer.

Even with the weather being that nasty, the couple and their families decided to go
ahead with the wedding as planned.
 A compound sentence consist of two or more independent clauses joined by a comma
and a coordinating conjunction or by a semicolon.

Example:
COMPOUND
SENTENCES My brother bought some stamps yesterday, and he mounted them in his stamp
collection.

Ben and I gobbled the oranges; they tasted very good after the hike.
 A complex sentence consists of one independent clause and one or more dependent
clauses.

Example:

When the Fourth of July arrives, I will celebrate along with everybody else.
COMPLEX
SENTENCES

Main/independent
Dependent clause
clause
 A complex sentence consists of one independent clause and one or more dependent
clauses.

Example:

Our band, which won the trophy, will perform after the game is over.
COMPLEX
SENTENCES

MAIN/INDEPENDENT CLAUSE Our band will perform

DEPENDENT CLAUSE (A) which won the trophy

DEPENDENT CLAUSE (B) after the game is over

 A complex sentence consists of one independent clause and one or more dependent
clauses.

Example:

COMPLEX I will do whatever you say

SENTENCES

Main/independent
Subordinate clause
clause
 A compound-complex sentence consists of two or more independent clauses and one
or more dependent clauses.

Example:

Tom reads novels, but Jack reads comics, because books are too difficult.
COMPOUND-
COMPLEX
SENTENCES
SUBORDINATE CLAUSE (B) because books are too difficult.

MAIN/INDEPENDENT CLAUSE Tom reads novels

MAIN/INDEPENDENT CLAUSE but Jack reads comics

1. They spoke to him in Spanish, but he 1. Compound
responded in English.
2. Simple.
2. Megan and Ron ate too much and felt
sick. 3. Compound- complex
3. The man believed in the system, and 4. Complex
he knew that justice would prevail
after the murderer was sent to jail 5. Complex.
4. The woman who taught Art History
210 was fired for stealing school
supplies.

5. The student wiped the white board

that was filthy with last week’s notes.
SENTENCES CLASSIFIED BY FUNCTION
 • It is the most common type of sentence used in both speaking and writing.
• Its function is to express facts and opinions.
• It states an idea and ends with a period.
DECLARATIVE
SENTENCE Examples:

a. Dogs bite about twenty-eight mail carriers throughout the United States every
day.

b. We should try to encourage school spirit.

 • It poses a question.
• Usually start with who, whom, whose, what, when, where, why, which, how, did, do,
is, are, was, were, could, would, should, will, can, shall, or have.
INTERROGATIVE
SENTENCE Example:

a. Why are the government officials acting crazy during election but cannot be
found during difficult times?
 • It gives an order or a direction and ends with a period or an exclamation mark.
• By using an exclamation point, it would mean that the sentence is expressing force
or emotion.

IMPERATIVE
SENTENCE Examples:

a. Would you drop this off at the post office.

b. Do not touch the burner!
c. Bring me those documents.
d. Call me Vergl.
 • An exclamatory sentence conveys strong emotion and ends with an exclamation
point.

EXCLAMATORY
SENTENCE Examples:

a. I won!
b. What an incredible story that was!
1. Are you sure he’s here? 1. Interrogative
2. I haven’t seen Carlo in years! 2. Exclamatory
3. You’ve grown so much taller! 3. Exclamatory
4. Give me a hug right now! 4. Imperative
5. This makes the whole trip 5. Declarative.
worthwhile.
SENTENCE PATTERNS
Being able to recognize a variety of sentence patterns enhances your ability to use those patterns in your own
writing and to understand better how grammar functions.

Plus, with an understanding of the most elemental structures, you will more easily be able to experiment with
word-order variations, inversions, sentence combinations, and other writing techniques.
• START with the VERB!
To find the predicate: locate an action verb, linking verb, or verb phrase

• NEXT… look for the SUBJECT.

To find the subject: Ask who/what [verb]?

• A sentence may have a DIRECT OBJECT, INDIRECT OBJECT, or BOTH!

To find the direct object: Ask [verb] what?

To find the indirect object: Ask [verb] to/for whom/what?

S-V (Subject—Verb) (intransitive verb)

Examples:

a. The earth trembled.

b. Maria laughed.

c. The bell rang.

S-TV-DO (Subject—Transitive Verb—Direct object)
Examples:

a. The earthquake destroyed the city.

b. Lilia wrote that poem.

c. The students of Lawang Bato started a donation drive.

S-LV-C (Subject—Linking Verb—Complement)
Examples:

a. The result was chaos.

b. Evelyn is the team leader.
c. Aleena was elated.

Note: A subject complement is a noun, pronoun, or adjective that appears with a

linking verb.
S-TV-IO-DO (Subject—Transitive Verb—Indirect Object—Direct Object)
Examples:

a. Lily gave James a new jacket.

b. The government sent the city aid.
c. Alex gave Ethan his final advice.

Note: An “indirect object” answers the questions “to whom or for whom,” and “to what
or for what.”
S-TV-DO-OC (Subject—Transitive Verb—Direct Object—Objective Complement)
Examples:

a. The citizens considered the earthquake a disaster.

b. The committee elected Simon as chairman.

Note: An “objective complement” is a noun or an adjective that describes the direct

object.