Buku SPW Edit

Sentence and Paragraph Writing
By:
Ima Fitriyah, M.Pd

Fitriatul Masitoh, M.Pd
Nuriyatul
yatul Hamidah,
Hamidah M.Pd
State Islamic Institute

itute
( IAIN) Kediri
2020
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ii | Sentence to Paragraph Writing
PREFACE
This Sentence to Paragraph Writing book is designed to fulfill the

need of English Department students who are taking Sentence and
Paragraph Writing subject. The book is especially designed to help students
to write sentences and develop them into paragraph.
This book is made up of nine chapters; each of which consists of a

brief elaboration of the topics followed by various exercises. Every exercise
is presented gradually with the intention that the students will not find any
difficulties in going through it.
The materials in this book provide lecturers with an opportunity to

strike a balance between two classroom roles: lecturer-controlled and
lecturer monitored. They also give the students an opportunity for
autonomous learning (self study).
Finally, the writers would like to invite any constructive criticisms

and suggestions for the betterment of this book.
The writers
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Contents
Cover .................................................................................................................................... i
Preface.................................................................................................................................. iii
Table of Content ............................................................................................................. v
PART ONE : SIMPLE SENTENCE

Chapter 1 : Simple Sentence: An Introduction ........................................... 3
Chapter 2: Sentence Pattern: Subject + Verb .............................................. 6
Chapter 3: Sentence Pattern: Subject + Verb + Object ............................ 14
Chapter 4: Sentence Pattern: Subject + Verb + Compelement............. 19
Chapter 5: Sentence Pattern: Subject + Verb + Adverb ......................... 36
Chapter 6: Sentence Pattern: Subject + Verb + Indirect Object+
Direct Object ....................................................................................... 45
Chapter 7: Sentence Pattern: Subject + Verb + Direct Object+
Object Complement.......................................................................... 51
PART TWO : COMPOUND and COMPLEX SENTENCE

Chapter 8 : Compound Sentence ..................................................................... 56
Chapter 9 : Complex Sentence ........................................................................... 63
Chapter 10 : Compound and Complex Sentence ........................................ 73
PART THREE : PARAGRAPH

Chapter 11 : Descriptive Paragraph ................................................................ 80
Chapter 12 : Narrative Paragraph.................................................................... 89
Chapter 13 : Process Paragraph ....................................................................... 99
Chapter 14 : Opinion Paragraph ....................................................................... 105
References ......................................................................................................................... 117
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PART ONE : SIMPLE SENTENCE
Chapter 1 : Simple Sentence: An Introduction
Chapter 2: Sentence Pattern: Subject + Verb
Chapter 3: Sentence Pattern: Subject + Verb + Object
Chapter 4: Sentence Pattern: Subject + Verb + Compelement
Chapter 5: Sentence Pattern: Subject + Verb + Adverb
Chapter 6: Sentence Pattern: Subject + Verb + Indirect Object+ Direct

Object
Chapter 7: Sentence Pattern: Subject + Verb + Direct Object+ Object

Complement
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CHAPTER 1
Simple Sentences: An Introduction
A simple sentence consists of an independent clause, so it contains

a subject and a Predicate (verb). It does NOT contain either a dependent
clause or another simple sentence.
The Subject is the noun or pronoun that usually comes before the
verb. The subject tells WHO or WHAT is doing something in the sentence.
Noun and Pronoun can be used as subjects. Nouns are names of people,
places, or things. Pronouns take the place of nouns. Pronouns used as
subjects are called Subject Pronoun (I, You, We, They, He, She, It).
Nouns and pronouns can be used after the Verb. Some nouns and
pronouns after an Action verb are called Objects. Two kinds of Objects are
Direct Object and Indirect Object. Direct Object is the WHO or WHAT
receiving the action of the verb. The Indirect Object tells to whom or for
whom something is happening. The Indirect Object comes before the
Direct Object in the sentence.
The Predicate is the verb and all the other words in the sentence.
The Predicate tells what the subject is doing.
The Verb shows what is happening in the sentence. The verb shows
action.
Five basic sentence patterns
The following are five basic sentence patterns in English writing:

Elements of a sentence
1. Subject
Subject is formed from noun or noun phrase. Noun phrase can be
formed from one of the
t following part of speech :
- Noun ( singular or plural )
- Determiner + noun
- Pronoun
2. Verb
Verb (V) can
n be formed from one of these :
- Be Linking verb
- Verb
- Auxiliary + verb
3. Object
Object ( O) takes same form as subject
4. Adverb
Adverb (Adv)) can be in the form of these :
- Adverb
- Adverbial clause
- Prepositional phrase Preposition + noun
- Adverbial phrase
5. Complement
Complement (C) is taken from three part of speech:
- Adjective
- Noun
- Adverb

CHAPTER 2
Sentence Pattern: Subject + Verb
Illustration
Clouds gathered. The sun dimmed. The sky darkened. The

wind blew. Dogs ran and growled. Birds cried. Lighting flashed.
Thunder sounded the earth shook and trembled. Trees fell. A
hurricane had begun.
The paragraph above is composed of sentences using the simplest

sentence pattern in English, subject + verb. Observe the elements of this
sentence pattern in the following example.
Sentence Pattern: Subject + Verb
NOUN PHRASE VERB PHRASE

Subject Verb
Clouds Gathered
The sun Dimmed
The sky Darkened
The wind Blew
Dogs Ran and growled
Birds Cried
Lightning Flashed
Thunder Sounded
The earth Shook and trembled
Trees Fell
A hurricane Had begun

Let’s Practice
Exercise: Make more sentences of this type by supplying the missing part in
the following sentences.
Example: ______ is reading.
Answer : Andika is reading
1. _____ is thinking 6. ______ is playing
2. _____ are studying 7. ______ were ringing
3. The sun _______ 8. Professor Ober ______
4. ______ is singing 9. _____ had been waiting
5. The wind ______ 10. The children _______
Exercise 2: Change the preceding statements to oral questions and ask

students to reply to them with short answers. Use the names of real people.
Example : Is Helene reading?
Answer : No, she isn’t.
Discussion
Compounding
Either the noun (subject), verb, or predicate in this and other

sentence patterns can be compounded. Study these examples.

Noun + Noun Verb + Verb
The professor and his colleagues Read and study
He and his colleagues Lecture and teach
Neither Helene nor her friends Read or study
Neither they nor she Reads or studies

These are examples of sentences with compound subjects and
compound predicates. The subject part of the sentence is called the noun
phrase; the part of the sentence that expresses what is said of the subject is
called the verb phrase, or predicate. The noun phrase is made up of one or
more nouns, plus modifiers and connectors. The verb phrase is made up of
one or more verbs, plus modifiers and connectors .In some sentence
patterns, it also contains complements and objects.
Agreement
Agreement here means agreement of subject and predicate. The

following sentences have present tense verbs.
Dr. Sheila Avery teaches
She is lecturing.
Her students are listening.
They don’t study
She doesn’t approve.
The singular subject in the third person like she and Dr. Sheila are
followed by the form of either the simple verb or an auxiliary.
Agreement and Compound Subjects
A compound subject may cause confusion in the agreement of the

subject and predicate.
1. If the parts of the compound subject are joined by and, whether they
are singular or plural, the plural form of the verb is used.
Example: The boys and girls are playing.
Mark and Helene approve.

2. If the parts of the compound subject are singular and are joined by
such connectives as or, nor, either . . . . nor, not only. . . but also, the
singular form of the verb is used.
Example: Either Juan or his friend is expected
Neither Helene nor Alice works.
3. If the parts of the compound subject are singular and are joined by
or, nor, ether . . . orneither . . . nor, not only . . . but also are different in
number of person, the part nearest the verb determines the number
of the verb.
Example: Neither Helene nor her sisters work
Not only the students but also Prof. Ober is waiting.
Agreement and Collective Nouns.
Occasionally, a noun that is singular in from may be used in a plural

sense.
Example:
The crowd were waving their arms and shouting
The committee were arguing
Usually, however, nouns like class group committee, jury, and so on called
collectives – are considered singular, and the –s from of the verb is used
with them.
Example: The committee is meeting.
The jury has been dismissed.
Verb Forms and Auxiliaries That Do Not Change Form for Agreement
The following sentences have past tense verbs.
The books came They worked.
The book came Marie worked.
I came We worked.

The simple past form of the verb does not change when the person
or number of the subject changes. The same thing is true of modal
auxiliaries. In the following sets of sentences, the auxiliaries remain
constant regardless of the person and number of the subject.
Prof. Ober will lecture at 9.00
The students will listen.
Mrs. Todd and her children must leave early.
I must go to the bank.
What can I do for you?
Can they help?
Let’s Practice
Exercise 1:
Your teacher will read the short paragraph at the beginning of this lesson
as a dicto-comp two or three times. Listen carefully every time the
paragraph is being read. After your teacher has finished reading it for the
last time, write it as you remember it, staying as close as possible to the
original wording and sequence. Do not write while your teacher is reading.
You may write only after the entire paragraph has been read and exactly,
this is a dictation exercise. To the extent that you have to fill in memory
gaps, it is a writing exercise. Try to maintain correct grammar and logical
meaning.
Exercise 2:
Use a form of the auxiliary be in each of following blanks. Write the

sentences on a separate sheet of paper.
Example:
The engineers and the company president are attending.
1. Both the teachers and the student reading.
2. Neither Juan nor Tim reading.

3. Juan and Tim talking.
4. Either Juan or Tim leaving.
5. Prof. Ober and his students vacationing.
6. Mr. and Mrs. Avery vacationing.
7. Neither the student nor the professor studying.
8. Neither the professor nor the students studying.
9. Mrs. Todd, together with her daughters, shopping.
10. Mrs.Todd and her daughters _______ shopping.
Exercise 3:
Combine the following pairs or groups of sentences into one sentence. They
will be subject + verb sentences with compound subjects and/or compound
predicates. Make sure that the subjects and predicates agree. Use the
connectors given. Write the new sentences on a separate sheet of paper.
Example: The professor is talking. He is laughing. (and)

The professor is talking and laughing.
1. His students are listening. His students are writing. (and)
2. Juan Arevalo is listening. Chris Todd is listening. (and)
3. Mark Fisher is not listening. Mark Fisher is not writing. (or)
4. He is dreaming. He is planning. (and)
5. Alice Novak is whispering. Marie Gambino is whispering. (and)
6. They are not listening. They are not writing. (neither, nor)
7. Prof. Ober notices. The students notice. The students notice. (both,
and)
8. Tim works and studies. Chris works and studies. (both, and)
9. Helene is reading, Lorraine is reading. (either, or)
10. Juan is not speaking. Juan is not writing. (or)

Sentence and Paragraph Writing |
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Exercise 4:
Write original sentences using the following verbs. Use only the sentences
pattern noun + verb may expand the sentences. Using connectors, adverbs,
and adjective. If you wish.
Example: Closed : The door closed.
1. arrived 5. Rang 9. fell
2. stopped 6. Happened 10. lost
3. plays 7. Growled 11. burned
4. shouted 8. landed 12. Was crying
Exercise 5:
Find the elements in the following sentences that from the basic sentences
pattern noun + verb. Write them on a separate sheet of paper.
Example:
After a long wait. The gleaming glass doors of the new department store
finally opened to the public.
1. The 6:40 express train from Newtown at long last arrived at the
crowded station.
2. A small but vicious dong at our neighbor’s house noisily and

persistently barked all right.
3. The securely wrapped package of spare parts for the tractor came
yesterday by registered mail.
4. In spite of our best efforts, all essential work in the rubber tire
stopped completely.
5. A very famous musician from the conservatory played for one hour
yesterday.
6. That very popular tourist hotel will soon open for the summer
season.

7. The engineering students in Prof. Ober’s class busily studied for their
examination all right.
8. Dr. Sheila Avery, the well-know physicist at the research laboratory is

lecturing tonight at the auditorium.
9. The jumbo jet airliner , after a long delay, finally landed safely at the
airport.
10. A very strange thing happened on the way to work.

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Chapter 3
Sentence Pattern: Subject + Verb + Object
If the sentence has a transitive verb (carries

action from a subject to an object) and a
direct object (receives the action of the
verb), the sentence pattern is subject + verb
+ direct object. e.g. Andre threw the
textbook. It answers the question ‘what’ and
‘who’.
Let’s Practice
Exercise 1a: Write S above the subject, V above the Verb and DO above the
Direct Object!
Example:
S V DO
He analyzed the data
1. My brother creates a statue.

2. We establish an organization.
3. They require your information.
4. My father distributes newspapers.
5. Indonesia exports textiles.
6. My lecturer interpreted the speech.
7. The students responded the news.
8. Our lecturer involved us.
9. They identified the problem.
10. Your advice affected me.

Exercise 1b: Find the meaning of the verbs above in Indonesian.
No. Verbs Meaning No. Verbs Meaning
1. creates 6. interpreted
2. establish 7. responded
3. require 8. involved
4. distributes 9. identified
5. exports 10. affected
Exercise 1c: Use the verbs above to make sentences. Use your own Subject
and Direct Object.
1. ……………………………………………………………………….........
2. ……………………………………………………………………….........
3. ……………………………………………………………………….........
4. ……………………………………………………………………….........
5. ……………………………………………………………………….........
6. ……………………………………………………………………….........
7. ……………………………………………………………………….........
8. ……………………………………………………………………….........
9. ……………………………………………………………………….........
10. ……………………………………………………………………….........
Exercise 2: Re-arrange the following sentences correctly. Use the Subject

+ Verb + Direct Object Pattern
Example : conducted the students a field research.
Answer : The students conducted a field research.
1. her friends my sister assisted
……………………………………………………………………………..

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2. constructed this group a new project
……………………………………………………………………………..
3. his students’ writing the English lecturer evaluated
……………………………………………………………………………..
4. consumed many teenagers alcoholic drinks
……………………………………………………………………………..
5. focus on many students the assignment
……………………………………………………………………………..
Exercise 3: Write the predicate (Verb + Direct Object).

1. Our class……………………………………………………………...
2. They……………………………………………………………………
3. Our family……………………………………………………………
4. Mr. Naufal……………………………………………………………
5. Their college………………………………………………………..
6. We………………………………………………………………………
7. My English lecturer……………………………………………....
8. She……………………………………………………………………..
9. The students……………………………………………………….
10. A young boy……………………………………………………..
Exercise 4: You are a newspaper reporter and you are writing a report on
the village of Cranford. Write 10 sentences from the picture below. Use
Subject+Verb+Direct Object pattern.

Crazy Cranford
1. …………………………………………………………………..………….
2. …………………………………………………………………..………….
3. …………………………………………………………………..………….
4. …………………………………………………………………..………….
5. …………………………………………………………………..………….
6. …………………………………………………………………..………….
7. …………………………………………………………………..………….
8. …………………………………………………………………..………….
9. …………………………………………………………………..………….
10. …………………………………………………………………..……….

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Exercise 5: Write your 1st semester experience or unforgettable moment in
ten sentences using S+V+DO pattern.
1. …………………………………………………………………..………….
2. …………………………………………………………………..………….
3. …………………………………………………………………..………….
4. …………………………………………………………………..………….
5. …………………………………………………………………..………….
6. …………………………………………………………………..………….
7. …………………………………………………………………..………….
8. …………………………………………………………………..………….
9. …………………………………………………………………..………….
10. …………………………………………………………………..….…….

Chapter 4
Sentence Pattern: Subject + Verb + Compelement
Sentence pattern: Subject + verb + complement states verb as the

linking verb ( be, seem, appear, look, feel, get, smell, taste, become, sound,
grow, keep, remain). The sentence with this pattern has complement (C)
explains or states the subject (S), verb only links or connects subject and
complement, it does not indicate any activity occur. Complement can be in
the form of Adjective, Noun and Adverb.
A. Sentence Pattern: Subject + Linking Verb + Adjective

Illustration
Water is necessary. Without water, soil is worthless and crops
are poor. However, too much water can be dangerous. Flood can be
very harmful and destructive. They are also wasteful. Natural
resources are precious and limited. Careful use of water and other
resources is important.
Sentence Pattern: Subject + Linking Verb + Adjective
NOUN PHRASE
Subject Subjective Complement
Linking Verb
Noun Adjective
Water is Necessary
Crops are Poor
Water can be Dangerous
Floods can be Harmful
Natural resources are Precious
Use is Important

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These example from the preceding paragraph illustrate the pattern noun +
linking verb + adjective.
Make more sentence of this type by supplying the missing parts. Use any
appropriate word
Example: Floods can be dangerous

1. The study of science ______ important
2. Scientific research _____ careful and accurate
3. The price was ______
4. Earthquakes _______ frightening
5. Shelter ______ important
6. ______ is interesting
7. English ______ not difficult
8. Domestic animals are ______
9. Food and water _______ essential
Discussion
In this pattern, a linking verb connects a subject to a complement
which tells something about the subject. The complement in this pattern is
an adjective. The most common linking verb is be: however, remain, stay,
become, appear, continue, feel, grow, seem, and taste may be used as
linking verbs. In this unit the use of be is stressed.
Let’s Practice
Exercise 1:
Complete the following sentences by supplying the missing adjectives.
Suggested adjectives are important , happy. Abundant, green, dangerous,
full, destructive, and necessary.

Example:
Many plants depend on rain for life
Rain is necessary
1. Rain makes dry plants live again
These plants become _______
2. Dry rivers and lakes flow again
River appear ______
3. Too much rain cause problems
Floods can be _______ and ______
4. In general, rain makes farmers happy
Crops are usually _____
5. Rain provides water for drinking, irrigation, and power
Indeed, rain is extremely ______
Exercise 2:
suggested adjectives are great, important, essential, difficult, thin, useful,
impossible, and indispensable.
Example:
Mountains are not suited for agriculture
The soil is thin and poor
1. Mountains affect modern life in other ways
Transportation is _____ and manufacturing is often _____
2. Cattle raising, mining, and lumbering are mountain industries.
They are ______
3. Mountains provide forests and minerals
These assets are ______
4. Mountain rivers are sources of water power

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Our need for water remains _____
5. Mountain rivers support industry
Power and river transportation are ________ to industry
Exercise 3:
Suggested adjectives are contented, happy, plentiful, large, strong, closed,
hot, agreeable, warm, enjoyable, long, likeable, pleasant, carefree, and
peaceful.
Example: Everyone likes summer because it is very enjoyable
1. It is also _____
2. Life seems _____
3. The weather is _____
4. Days are ______
5. Nights remain _____
6. Plants grow ______
7. Farmers appear _______
8. Their crops are _______
9. Even children feel _______
10. Their summer days are _______
B. Sentence Pattern: Noun + Linking Verb + Adverbial

Illustration
Dorothy is not here now. She is on her way downtown. Her
doctor’s office is on the corner of Woodlawn Street and Ocean
Avenue, and she must be there soon. Her appointment is at 3:00. She
has been on the subway since 2:30, so she will probably be there on

time. She will be downtown until about 5:00. She should be home in
time for dinner. She has been home by 6:30 every day for ten years.
Sentence Pattern : Subject + Linking Verb + Adverbial

Subject Linking Verb Adverb
Dorothy Is not Hare now
She Is Oh her way downtown
The office is On the cother
She must be There soon
She has bean On the subway since 2.30
There on time.
She will be Downtown until about
She will be 5.00.
Home in time for dinner.
She should be Home by 6.30 for ten
years.
These examples from the preceding paragraph illustrate the pattern noun +
linking verb + adverbial.
Make more sentences of this type by supplying the missing parts. Notice
that in these sentences be is used in several tenses and with several modal
auxiliaries .
Example: Mr. Roman must be at work on time
1. Bashir _____ always _____ early
2. The school is ______ in Rockville
3. Juan was with his uncle ______
4. Mrs. People ______ at the concert ______
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5. Many people ______ at the concert _______
6. Concerned citizens _______ at the meeting ______
7. The meeting will be at 8:00 _______
8. Everyone should be ______ on time
9. The chairperson _______ there _______
10. The office ________ closed tomorrow
Time and Place Adverbials with Be

Notice that the only linking verb used in this pattern is be and that
the adverbial may be either an adverb or a preposition phrase. Only time
and place adverbials are used in this pattern. (Adverbs of manner are
used with action verbs). Remember that when both time and place
adverbials occur in the same sentence, adverbials of place go before
adverbials of time.
Example:
Dorothy will be there on time
She must be at the doctor’s office at 3:00
Time Adverbials and Verbs Tense

Observe the adverbs that have been used through this lesson and
study the relationship between them and the tense of the verb in each
sentence. The following set of sentences summarizes by example the
relationship between verb tenses and adverbials.
He is here today He will be here tomorrow
He was here yesterday He has been here since 1970
He was here a year ago He been here for six day
He was here for a week last year

Notice that present adverbials are used with the present tense, past
with the past, and future with the future. Adverbial prepositional phrase
with since are used only with the present perfect, has been in this case.
Ago is used with the simple past tense. Prepositional phrase with for may
be used with the simple past only when a definite past time is specified.
These rules apply to all sentence patterns with adverbials.
Additional Time Adverbials

Observe the following pair of sentences:
Dorothy will be here by 9:00
She must be here in time for her appointment
Bashir’s appointment is at 3:00 in the afternoon
He must be there on time
Study the use of each metalized phrase. By 9:00 mean at 9:00 or
before that time. In time for an event means at of before the time the event
begins. (In time is also used before infinitives: He was up in time to see the
sun rise). On time means at the appointed or agreed –on time.
There Transformation
Subject + linking verb + adverbial pattern can be transformed to a pattern
beginning with there if the noun is indefinite.
Subject + linking verb + adverbial
There + linking verb + noun + adverbial
Example:
Many people were in the tree behind the house
There were many people in the park last Sunday
A robin is in the tree behind the house

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There is a robin in the tree behind the house
Some paper was on the desk
There was some paper on the desk
Notice that all of these sentences have indefinite subjects: many people, a
robin some paper; not the people, the robin, the paper.
Let’s Practice
Exercise 1:
Complete the following pairs of sentences with adverbials of place
and time. Show a contrast between the sentences in each pair. You may
choose adverbials from this table or use others.
The children are in school this week
They will be on vacation next week
Place
There In the country
At home Away
Home On vacation
In class In the hospital
Out of town Here
Time
Now For five day, several months, etc
Today Every day
This weekend Three days ago
Last Saturday Soon
Since Wednesday In June
On time On the 5th
Tomorrow Until fall
Next week

By 6:00
1. My friend is _______ ________
He will be _______ ________
2. I am _______ ________
I must be _______ ________
3. The Mullers will be ______ _______
They won’t be _______ ________
4. The students are _______ _______
They will be _______ _______
5. The professor is not _______ _______
She is _______ _______
6. Dorothy will be ________ _______
She is __________ ________
7. Juan is _______ _______
He should be ______ ______
8. Students are (usually) ______ _______
They should be _______ _______
9. My colleague is _______ _______
He has been ______ ______
10. Hari and I should be ______ _____
We won’t be _____ ______
Exercise 2:
Supply the missing parts of the following sentences with the correct tense
of the verb be.
Example: Mrs. Muller will be at the theater tonight.
1. Juan _____ in Madison at the university last year
2. This year he ____ in Hawaii

27
3. He _____ at the East –West Center since last September
4. It is March now, so he _____ there about seven months
5. He _____ there for another three months
6. Chris _____ there next year
7. She _____ never _____ to the Center before, but she ____ to Hawaii
many times.
8. She ______ on the beach often
9. She ______ also ____ to the university library
10. Tomorrow she ____ at the Center all day for a visit
Exercise 3:
Fill in the following blanks with in time for, on time, or by (a certain time)
Example:
The movie starts at 7:30. It lasts almost two hours
So we should be out by 9:30
1. Juan’s class was at 8:00. He overslept and was in class at 8:15. He
was not _____
2. The professor discussed the assignment from 8:00 to 8:15. At 8:15
there was an examination. Juan was just ____ the examination.
3. The engineers will be in Boston tomorrow. They will be arriving
there tonight _____ a good night’s sleep
4. Tomorrow they will be up _____ an 8:00 meeting
5. Their plane to Boston leaves tonight at 7:00 p.m. they hope it will
be ______
6. The place leaves at 7:00, but they must be at the airport an hour
before flight time. They must be there _____6:00
7. Mr. Muller is always home _____ dinner at 6:00 p.m.
8. He is always ______

9. Birds fly south in time to escape the winter cold. They return to
the north _____ the warm weather of spring.
10. They are always _____
Exercise 4:
Change these subject + linking verb + adverbial sentences to the there +
linking verb + adverbial pattern.
Example: A sign was on the office door
There was a sign on the office door
1. A few books are in Mr. Roman’s bookcase
2. A pen is on his desk
3. Some writing paper is in front of him
4. A picture of his children is on his desk
5. A bird is in the tree outside his window
6. Work is on his desk, but a fishing trip is on his mind
7. A shiny new car is parked outside
8. Spring fever is in the air
9. Work will always be on Mr. Roman’s desk
10. Will good fishing always be nearby?
Exercise 5:
The following is an optional homework exercise : Write a paragraph telling
where you, or you and a friend, were at a specific time in the past. Include
information such as how you got there, whether you were late or on time,
whether you were in time for a certain event, what time you left, how you
got home, what time you arrived home, and so no.

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C. Sentences Pattern: Subject + Linking Verb + Noun
Illustration
My name is Joseph, I’m a student: I’m going to be an
engineer. My friend’s name is Dawn. She’s student too. She will
become a doctor. My cousin Michael is a student. He won’t become
anything. He will probably be a student forever. He’s a history
student.
Sentence Pattern: Subject + Linking Verb + Noun
Subject Subjective Complement
Linking Verb
Noun Noun
My name Is Joseph
I Am A student
I Am going to be An engineer
My friend’s name Is Dawn
She Will become A doctor
My cousin Michael Is A student
He Won’t become Anything
He Will remain A student
Make more sentences of this type by supplying the missing parts. Use any
appropriate word.
Example: My cousin is a bright student
1. Mrs. Roman ______ a businesswoman
2. Her father _______ president of a bank
3. ______ became an airline steward
4. My brother ______ a geologist
5. Swimming is _____

6. Joseph was _______
7. English is _______
8. Water ______ice
9. ______ ______ a lawyer
10. _______ is a virtue
Discussion
The Subjective Complement
In this pattern, a linking verb connects the subject of the sentence
to a complement, which tells something about, or renames, the subject. The
complement in this pattern is a noun or pronoun, and is often called the
subjective complement is a personal pronoun, it will be a nominative case
form in careful writing and formal speech, but may be an objective case
form in informal conversation.
Informal : Who’s that ? It’s me
Formal : Who answered the telephone ? It was I
The most common linking verb is be. However, such verbs as become,
remain, continue, prove, stay may also be used in this pattern. This unit will
stress the use of be.
Professions
A principal use of this pattern is to indicate a person’s profession or
occupation.
Ms. Janik is lawyer
My cousin Michael is a student
Mr. Muller is a waiter
Mr. Janik is a nutritionist

31
Often, the names of professions and occupations are formed by changing
verbs into nouns.
Mr. Jacobson paints He is painter
Carmen Rivera teaches She is a teacher
Frank sings He is a singer
If the verb in such a sentence has a direct object, the object
sometimes, through not always, combines with the verb-
verb-based noun to
form a noun – noun compound as the name of a profession or occupation.
Notice that the first noun of the compound
compound is always singular.
He paints houses = He is a house painter
She teaches algebra = She is an algebra teacher
Let’s Practice
Exercise 1:
Complete the following sentences by using nouns formed from verbs.
Example: He plans for the future
He is a planner
1. He works for a living
He is a ______
2. Her daughter studies English
She is a ______
3. She writes books
She is a ______
4. He acts in films
He is a ______
5. Her niece sings at the opera
She is a ______
6. He bakes bread

He is a ______
7. His son translates books
He is a ______
8. My uncle lectures on psychology
He is a ______
9. My cousin teachers Portuguese
She is a ______
10. He farms for a living
He is a _______
Exercise 2:
Complete the following sentences by using noun – noun compounds
formed from the verb and the direct object pin each of the model sentences.
Example: They enjoy climbing mountains
They are mountain climbers
1. He designs books
He is a ______
2. After school, he drives a taxi
He is a ______
3. Ms. Janik collects stamps
She is a ______
4. Joseph and Michael play football
They are _____
5. This tool opens cans
It is a _______
6. He drives a bus
He is a ______
7. She manages the company’s housing

33
She is a _______
8. He distributes films
He is a ________
9. Dorothy direct films
She is a _______
10. Mr. Jacobson paints house
He is a _______
Exercise 3:
Complete the following sentences with a noun that makes sense in the
context of the given sentence. The noun may be formed from the verb, the
direct object, or from a verbal in the given sentence. Note that the noun
meaning person who cooks is cook.
Example:
Dorothy likes to talk; she talks very well
She is good talker
1. He certainly enjoys walking through the country
He is an enthusiastic _______
2. Bashir ran faster than anyone in the race
He is a fast ______
3. My mother really known how to cook
She is an excellent _______
4. Micahel doesn’t do his work well
He is a fancy ______
5. Mr. Roman always dresses himself in expensive and elegant
clothes.
He is a fancy _______
6. Can Dawn swim very well ?

Of course! She is a very good _____
7. Mrs. Roman has translated many Russian stories
She is an excellent ______
8. Mark takes a long time to read the newspaper
He is a careful ______
9. No one organizes his work as well as Mr. Muller
He is a good ______
10. Ms. Janik is learning Spanish. Portuguese and Turkish.
She is a good ______
Exercise 4
Rewrite these sentences by subtituting noun (noun phrase) into adjective

as the complement. Change as necessary, number one has been done for
you.
1. I felt a real idiot = I felt really idiot

2. I felt a real fool = ..........................................................................................
3. It sounded an excellent idea = ...............................................................
4. It hasn’t proved a particular success = ..............................................
5. She looked a sensible person = .............................................................
6. She’ll probably end up a rich woman =..............................................
7. The whole thing seems utter madness to me = .............................
8. That’s just selfishness = ...........................................................................
9. They have remained friends = ............................................................
10. It’s turned out a nice day again =......................................................

35
Chapter 5
Sentence Pattern: Subject + Verb + Adverb
Illustration
Prof Ober worked hard today. He has been working at
his office all day. Soon he will stop and go home. He will work
until about 4.00. then he will get in his car and drive home. He
may drive fast. He wants to work in his garden for a while
before dinner. Then he will dine quietly with his family. After
dinner the family may read or listen to music. They may go
bowling or go shopping at the nearby supermarket. They
rarely go out socially during the week.
Sentence Pattern: Subject + Verb + Adverb

Subject Verb Adverb
Prof. Ober Worked Hard
He Has been working All day
He Will stop Soon
He Will drive Home
He Will drive Fast
He Will dine Quietly
Let’s Practice
Exercise 1:
Make more sentence of this type by filling in the blanks with appropriate
nouns, verb, or adverbs. Use such verbs as swim, last, exercise, stay, plan :
and such adverb as quickly, all day, one week, tomorrow, every night,
forever, completely, soon.

Example: Tim Lewis worked all day
1. His vacation begins _______
2. It will last _______
3. ________ will rest quietly
4. He must return ________
5. Vacations pass ________
6. Tim’s money will go ______ too
7. He ________ every day
8. He will read ________ at night
9. Memories ________ a long time
10. He _______ his next vacation
Discussion
Adverb
Adverbs normally follow the verb and are of there basic types :
adverbs of manner, adverbs of time, and adverbs of place. A prepositional
phrase can be substituted for any of them, as will be seen in the next lesson.
Adverbs of Manner
Alice studies hard
Mr. Avery drives slowly
The orchestra played loudly
Adverbs of manner, like most other adverbs, normally follow the
verb. These adverbs explain how the action of the verb is done. Other
examples are well, quietly, calmly, happily, quickly, gladly, suddenly,
strongly, and angrily. Many of these adverbs are formed by adding –ly to
adjectives. Examples: correct – correctly, calm – calmly, rapid – rapidly,
slow – slowly. If the adjective ends in –y, often the –y is changed to –I
before –ly is added. Examples: noisy – noisily, happy – happily.

37
Adverbs of Place
Prof. Ober went home
The boat sailed away
The elevator is going up
Mr. and Mrs. Ober live here
Adverbs of place usually a answer the question where about the
action of the verb, and come after the verb. Common adverbs of place are
up, down, here, there, far, near, over there, away, and far away.
Adverbs of Time
He is working now
He will finish soon
He can leave then
Tomorrow Prof. Ober will lecture
Adverbs of time usually follow the verb; however, the may also
introduce the sentence for reasons of style or for emphasis. Actually, it is
possible for almost any adverb to be placed at the beginning of the
sentence, but adverbs of time are found in that position more frequently
than the others. Some useful adverbs of time are then, next, now, soon, late,
and early. Nouns are also used as adverbs of time: Saturday (They will
come Saturday); today (They left today); last night (He arrived last night);
every day (I study every day). Other examples are next week, the week
before last, the day after tomorrow, this afternoon, and tomorrow morning.
Order of Adverbs
Adverbs of these different types can occur together in the same
sentence. When this happens, they follow a more or less definite order.

Place Manner Time
She went There
She went Gladly
She went Today
She went There Gladly
She went Gladly Today
She went There Gladly Today
When different adverb types occur together, the order is usually

place, manner, and time. The order is not strict, however; both She went
gladly there today and She went there today gladly are acceptable
combinations. When there are two or three adverbs, the adverb of time is
often used at the beginning of the sentence.
She went there gladly today
Today she went there gladly
Adverb of Frequency
There is also a small category of adverbs that normally occur before
the main verb, except when the main verb is be. Then these adverbs follow
be.
- Leilani frequently arrives at the library early and usually stays
there most of the day
- She never leaves before noon
- One can often find her among the rare books
- Her friends sometimes worry about her eyes, but they seldom say
so to her.
- She rarely, if ever, gives them a chance. She’s always at the library

39
- She sometimes goes to athletic event and dances, but she’s usually
too tired to go.
Most of the adverbs in this category may be moved readily to other
positions in the sentence for reasons of style or variety.
- He goes to the library often
But not: He goes usually
- Frequently, he walks instead of taking the bus
- Seldom does he leave before 4:00
- Occasionally, I go with him
Notice that these adverbs at the beginning of sentences are followed
by a comma except in the case of seldom, rarely, never, which, coming at
the beginning of the sentence, cause a change in the word order to adverb +
auxiliary (or, do, does, in the simple present) + subject + main verb.
- Rarely can Leilani be found outside the library
There is a larger category of adverbs that express frequency but go in

the same position as time adverbs in the sentence. If they occur with a
regular adverb of time, they come before it. Some examples are constantly,
regularly, continually, and repeatedly. Note that daily, weekly, and monthly
are usually used as adjectives. The corresponding adverb forms are every
day, every week, every month.
Place Manner Time

The doctor came Here Regularly this year
She worked Hard Every day this week

Let’s Practice:
Exercise 1:
Complete the following sentences with adverb of manner, such as quietly,
calmly, angrily, well, quickly, gladly, suddenly, slowly, strongly,
immediately, hurriedly, carefully, thoroughly, fast, smoothly, noisily,
promptly, peacefully, and violently. Write the sentences on a separate sheet
of paper.
Example: Light flashed brilliantly
1. The electric motors stopped _____
2. Work ceased ______
3. The workers waited ______
4. The inspectors searched ______
5. The technicians arrived ______
6. The supervisors complained ______
7. The repair crew worked _______
8. The machines would not start _______
9. The manager watched ________
10. The workers left
Exercise 2:
Complete these sentences with adverbs of time, such as then, next, now,
soon, later, Saturday, last night, next week, today, early, daily, tomorrow,
and late. Write the sentences on a separate sheet of paper.
Example: Work stopped last week
1. Your letter arrived _____
2. The technician are working _____
3. The package came ______
4. They do not work ______

41
5. They will finish _______
6. The new parts will arrive ______
7. The machines will run ______
8. Our inspectors will return ______
9. The workers will come back ______
10. Their vacation will end _______
Exercise 3:
Combine the following group of sentence, making sure that the adverbs are
in acceptable order. Write the new sentences on a separate sheet of paper.
Example:
Prof. Ober works here
He works industriously
He works every day
Prof. Ober works here industriously every day
1. He teaches enthusiastically
He teaches all year
He teaches here
2. He lectures all morning
He lectures energetically
He lectures here
3. Leilani stays at home
She stays quietly
She stays every night
4. Children are playing
They are playing in the park
They are playing noisily

5. The professor looked up
He looked then
He looked quickly
6. Alice went home
She went sadly
She went that day
7. The rain came
It came down
It came all night
It cam softly and steadily
8. The family dined quietly
They dined at home
They dined that evening
9. Mrs. Ober works outside
She works constantly
She works all summer
10. Children swim in the pool
They swim all summer
They swim noisily
Exercise 4:
Rewrite the following sentences using adverbs of manner and, if possible,
adverbs of place and time. Use overhead, suddenly, quickly, loudly, noisily,
strongly, brilliantly, wildly, spontaneously, completely, deafeningly, down,
sharply, partially, nervously, heavily, and so on.
Example:
The day was passing
The day was passing peacefully

43
1. Cloud gathered
2. The sin dimmed
3. The sky darkened
4. The wind blew
5. Dogs ran and growled
6. Birds cried
7. Lightning flashed
8. Thunder sounded
9. The earth shook and trembled
10. Trees fell
11. The peaceful day had been destroyed
12. A hurricane had begun

Chapter 6
Sentence Pattern:
Subject + Verb + Indirect Object +Direct Object
If the sentence has a verb followed by an indirect object (names the

receiver of the direct object) and a direct object (receives the action of the
verb), the pattern is subject + verb + indirect object + direct object
Example: Mrs. Fathin is giving us a writing test.
Let’s Practice
Exercise 1: Write S above the subject, V above the Verb, IO above the
Indirect Object and DO above the Direct Object!
Example:
S V IO DO
My mother gave me money
1. My mother brought my father a glass of water.
2. He purchased us many inspiring books.
3. My friend lent me his mobile phone.
4. My boss offered me a great new job.
5. My old friend sent me a bunch of flowers.
6. My new neighbor showed me her new house.
7. We bring our lecturer a birthday cake.
8. The author tells my brother a good story
9. Our college informs us a new regulation.
10. All students write their lecturers comments.

45
Exercise 2: Re-arrange the following words into correct sentences using
S+V+IO+DO pattern.
Example : gave/my sister/a candy/me
Answer : My sister gave me a candy
1. us/our parents/money/send
………………………………………………………………………………...
2. purchased/a new uniform/her daughter/ a mother
………………………………………………………………………………...
3. a son/a house/ bought/his parents
………………………………………………………………………………...
4. my little sister/is reading/a story/my mother
………………………………………………………………………………...
5. sent/a good news/the parents/their children
………………………………………………………………………………...
6. a good advice/the lecturer/the students/gave
………………………………………………………………………………...
7. a letter/wrote/I/my pen friend
………………………………………………………………………………...
8. took/his mother/a thick jacket/he
………………………………………………………………………………...
9. has taught/English/Mr. Fawwaz/us
………………………………………………………………………………...
10. created/his daughter/a beautiful garden/he
………………………………………………………………………………

Exercise 3: Decide whether the statement below is TRUE (T) or FALSE (F)
based on the S+V+IO+DO pattern.
Example: He took his lecturer a book.
Answer : True (T)
1. She baked me a pie._______
2. My father bought the Jakarta Post newspaper.______
3. My lecturer promised her students a writing book.___
4. He has brought his teacher a beautiful flower.______
5. A good boy obeys his parents’ rule._______
6. My neighbor showed her new garden._____
7. Indonesia offers its citizen health insurance.________
8. We are opening that new door together._______
9. The teacher explains his students a lesson._______
10. She distributed her new book.______
Exercise 4: Write the predicate (Verb + Indirect Object + Direct Object).

Example: My sister……………………………
Answer : My sister took me a cup of tea.
1. They………………………………………………………………….
2. My friend……………………………………………………………
3. We……………………………………………………………………..
4. Our parents………………………………………………………...
5. She……………………………………………………………………..
6. A diligent student………………………………………………..
7. He……………………………………………………………………….
8. A son…………………………………………………………………..
9. That girl……………………………………………………………..
10. The doctor………………………………………………………..

47
Exercise 5: Make complete sentence using S+V+IO+DO pattern from the
provided objects below.
Example: (his students, clear explanation)
Answer : He gave his students clear explanation.
1. (my sister, a birthday cake)

…………………………………………………………………………
2. (us, big surprise)
…………………………………………………………………………
3. (her friend, a bunch of roses)
…………………………………………………………………………
4. (his friend, a swear word)
…………………………………………………………………………
5. (people, good advice)
…………………………………………………………………………
6. (our children, good education)
…………………………………………………………………………
7. (her guest, delicious food)
…………………………………………………………………………
8. (my closed friend, an e-mail)
…………………………………………………………………………
9. (him, a nice picture)
…………………………………………………………………………
10. (his house, a CCTV)
…………………………………………………………………………

In the simple sentence pattern : S+V+IO+DO, indirect object can be
put after the direct object. However, the sentence need to have to and for
in the S+ V+ DO+ IO pattern.
Exercise 6: Rewrite these sentences by putting indirect object after direct
object ( or vice versa). Use to or for to combine direct object and indirect
object. Number one has been done for you.
1. She bought the children ice cream
She bought ice cream for the children.
2. He wrote his mother a letter.
________________________________________________________________________
3. He’s always sending people begging letters.
________________________________________________________________________
4. He should have written you a proper letter.
________________________________________________________________________
5. Why did you lend that dreadful man money?
________________________________________________________________________
6. Perhaps we could find him a job.
________________________________________________________________________
7. Why did I bother to get him work.
________________________________________________________________________
8. He has never repaid Sari that loan.
________________________________________________________________________
9. I hope they have reserved us a table.
________________________________________________________________________
10. Let me buy you a drink.
________________________________________________________________________
11. You’d think someone would bring us a menu.
________________________________________________________________________

49
12. They usually save me a table by the window.
________________________________________________________________________
13. Can you pass me the salt.
________________________________________________________________________
14. Pass the mustard to your father
________________________________________________________________________
15. I owe him a lot of money.
________________________________________________________________________
16. Bring that book to me please
________________________________________________________________________
17. He is teaching English to us.
________________________________________________________________________
18. He sold all of his books to me.
________________________________________________________________________
19. I bought this bunch of flower for you.
________________________________________________________________________
20. The waiter brought a bottle of water to the man.
________________________________________________________________________

Chapter 7
Sentence Pattern:
Subject + Verb + Direct Object + Object Complement
If the sentence has a verb followed by a direct object (receives the

action of the verb) and object complement (a noun, a pronoun, or an
adjective that completes the meaning of a direct object by identifying or
describing it), the pattern is Subject + Verb + Direct Object + Object
Complement
Example:
His mother called him a genius (OC*: Noun).
His sister called him brilliant (OC: Adjective).
Fawwaz calls the car his (OC:Pronoun)
*OC: Object Complement
Let’s Practice
Exercise 1: Write S above the subject, V above the Verb, DO above the
Direct Object and OC above Object Complement (Decide whether OC is
Noun, Adjective or Pronoun)!
Example:
S V DO OC (Adj)
The beautician made my hair curly.
1. I called my cat Thomas.
2. My friend made our class beautiful.
3. The teacher appointed Naufal fact-finder.
4. All that exercises made the children tired.
5. The last scene left the audience frightened.

51
6. The dessert made the meal very satisfying.
7. The club elected Keisya treasurer.
8. The judge declared the complaint invalid.
9. The new game kept everyone busy for hours.
10. The family called the cat Toby.
Exercise 2: Above each object complement, write N for noun, P for

pronoun, or adj. for adjective.
N
Example: Andi finds hockey a challenge.
1. Tara considers her education an investment in her future.

2. They call that land theirs.
3. We elected Rudi class treasurer.
4. Errors make these baseball cards rare.
5. Budi found the Writing class a challenge.
6. Important landmarks make that city a tourist attraction.
7. My little sister named her hamster Kenzi.
8. A strong drive to excel makes my mother successful.
9. The club appointed Andika leader of our group project.
10. Rani considers that technique hers.
11. Mr. Fahmi found the chemicals potentially dangerous.
12. Fawwaz considers TV a waste of time.
13. The museum considered the diamonds irreplaceable.
14. I consider Naufal a strong competitor.
15. The director will name Rendy most improved singer at the choir
banquet.

16. Ratna considered the crafts in her display hers.
17. Ahmad finds vegetables essential for a healthy diet.
18. The Grangers now call Minnesota home.
19. We found the tragic climax of the play a shock.
20. The people of the village consider that way of life theirs.
Exercise 3: Use the words listed below to create a sentence with an object
complement.
Example:
V: call, DO: Ashley, OC: supervisor
We call Fathin supervisor of our team.
1. V: make, DO: dinner, OC: healthful

……………………………………………………………………………………
2. V: chose, Do: me, OC: first winner
……………………………………………………………………………………
3. V: consider, DO: Kediri, OC: home
……………………………………………………………………………………
4. V: find, DO: student, OC: polite
……………………………………………………………………………………
5. V: made, DO: Fathin, OC: treasurer
……………………………………………………………………………………
6. V: elected, DO: my father, OC: president
……………………………………………………………………………………
7. V: caught, DO: the thief, OC: stealing the money
……………………………………………………………………………………
8. V: make, DO: me, OC: happy
……………………………………………………………………………………

53
9. V: wanted, DO: him, OC: to join the club
……………………………………………………………………………………
10. V: appoint, DO: Latifah, OC: secretary
……………………………………………………………………………………
Exercise 4: Make complete sentence using S+V+DO+OC pattern from the
provided DO and OC below.
Example: (my father, very happy)
Answer : My mother’s gift made my father very happy.
1. (Andi, good boy).
…………………………………………………………………………….
2. (me, a fool)
…………………………………………………………………………….
3. (my sister, smart)
…………………………………………………………………………….
4. (him, a master of ceremonies)
…………………………………………………………………………….
5. (Zaky, a captain of the class)
…………………………………………………………………………….
6. (her, chief of the English department)
…………………………………………………………………………….
7. (life, worthwhile)
……………………………………………………………………….
8. (a five-minute, welcome speech
…………………………………………………………………………….
9. (my father, a perfect leader)
…………………………………………………………………………….
10. (Annisa, a diligent student)
…………………………………………………………………………….

PART TWO : COMPOUND and COMPLEX SENTENCE
Chapter 8 : Compound Sentence

Chapter 9 : Complex Sentence
Chapter 10 : Compound and Complex Sentence

55
Chapter 8
Compound Sentence
Simple Sentence
A simple sentence is a sentence that expresses one complete thought. A

simple sentence contains only one independent clause.
Examples:
 Marla loves the rodeo.
 Her mother and father work there every year.
Compound Sentence
A compound sentence is a sentence made up of two or more independent
clauses connected by a comma and a conjunction (for, and, not, but, or, yet,
so).
Examples:
Independent Clause: I finished my homework.
Independent Clause: Now I can watch television.
 Compound Sentence: I finished my homework, and now I can
television.
Independent Clause: Roy wants to work in the garden.

Independent Clause: The ground is too muddy.
 Compound Sentence: Roy wants to work in the garden, but the ground
is too muddy.
Note:
Don’t confuse a compound sentence with a simple sentence that has a
compound subject or verb.

Exercise 1
Write S after each simple sentence and C after each compound sentence. Do
not confuse a compound subject or predicate with a compound sentence.
1. Fairy tales and other old stories are not so boring. ________
2. Giants, witches, or trolls can make little children have nightmares. ________
3. Fairy tale heroes are often in danger, but at the end they usually win.
________
4. Often a poor girl marries a prince, or a poor boy marries a princess.
________
5. The dragon was killed, and everybody lived happily ever after. ________
6. Mr. Dubois is fixing the roof on his house. ___________
7. Chloe and her friends went to the movie theater, but they didn't buy any
popcorn. ___________
8. Brandon went to the football game last night, but his favorite team lost.
_________
9. Dr. Brown said I could come to his office on Wednesday or Thursday of

next week. _________
10. I'm going to buy a new tablet computer or a new cell phone. ____________
11. Grandma is a terrific cook, and we love staying at her house. ___________
12. I'm going to pick up cheese, crackers, and pepperoni at the store.
_________

57
13. Would you like some hot chocolate or orange juice? _____________
14. The air is not so clear, but the colors are beautiful. __________
15. Visitors come from other countries and stay for months. _________
Exercise 2
Read each sentence below. If it is a simple sentence then write simple
sentence. If it is a compound sentence, write the sentence and add a
comma.
Example : Sarah walked in the library.
Answer : simple sentence
1. John went to the show but he forgot his wallet.
2. The basketball players stretched before the game.
3. The team will play together or they will lose the game.
4. The class is quiet during the test or they will not pass.
5. My mother makes me breakfast in the morning.
6. Some laws are helpful and people don’t know about them.
7. My family took me out for my birthday.
8. We looked everywhere for my brother but we could not find him.
9. There are many days during the month. There are many days during the
year.
10. My students presented some topics in the classroom.
Exercise 3
Circle the coordinate conjunction that completes each compound sentence
below.
Example : John (and / or / but) Sam collected comic books, but they lost
them.
Answer: and
1. Dan likes to race his car fast, (and / or / but) he should think about
safety.
2. I knew exactly where I put my wallet, (and / or / but) I still couldn’t find
it.
3. I love to draw, (and / or / but) my friend loves to design in art class.
4. We went to the hospital, (and / or / but) we found out it was closed
early.
5. I have fifty dollars, (yet / and / so) I still can’t afford the new video game.
6. I didn’t study hard enough, (yet / and / so) I didn’t pass my latest exam.

7. I enjoyed the movie, (and / or / but) my little brother did not.
8. I can fish in the morning, (and / or / but) I can fish in the late evening.
9. She can run in the morning, (and/ or / but) I will jog in the morning.
10. You are a new student, (yet / and / so) you will have to learn the class
routines.
11. You didn’t finish on time, (yet / and / so) you will have to come back
tomorrow.
12. Do all your homework, (and / or / but) else you will fall behind.
13. Always respect your elders, (yet / and / so) that you may earn their
trust.
14. Sharon and Ashley were late, (yet / and / so) they walked to their seat
quietly.
15. We either have to tell the truth, (nor / or / so) we will get into trouble.
16. Don’t forget your wallet, (and / so / or) you will have trouble getting in
the arena
17. We went to the hospital, (and / or / but) we found out it was not the
right one.
18. Stephen finished his work, (yet / and / so) he was able to watch football
on television
Exercise 4
Join each pair of simple sentences to make a compound sentence. Use and,
but, or or. Do not forget to add a comma.
Example A: Kerry traveled to the woods. She went hunting.
Answer: Kerry traveled to the woods, and she went hunting.
1. David likes video games. David does not like to pay for video games.
_____________________________________________________________________________
2. The zebra enjoys eating grass. The zebra does not like to get chased by
lions.
_____________________________________________________________________________
3. Sarah must pass her test. Sarah will not be able to go to the movies.
_____________________________________________________________________________
4. Terry likes hamburgers. Tony buys hamburgers for her.
_____________________________________________________________________________
5. We must do well on the test. We will not graduate.

59
6. The hero was small and young. He was very brave.
______________________________________________________________________________
7. She fell in love with the prince. He fell in love with her.
______________________________________________________________________________
8. You can fight the dragon. You can run away.
______________________________________________________________________________
9. He saw the woman in the tower. He wanted to save her.
______________________________________________________________________________
10. The wolf knocked on the pigs’ door. They wouldn’t let him in.
______________________________________________________________________________
Exercise 5
Complete each sentence by adding and, but, or or and one of the groups of
words from the box.
she sent them all away. she would not marry anyone.
she fell in love with him
her father would lock her up in a tower.
her father gave her half his kingdom
1. The princess had many suitors _______________________________________

2. She must marry ___________________________________________________
3. Many men came to see the princess ___________________________________
4. Finally, a young farmer made her laugh __________________________________
5. The princess got married ______________________________________________

A. Join two sentences in each of the following pairs by using a comma and
one of these coordinating conjucntion: yet, for, nor.

61
B. Make compound sentences by adding another simple sentences that fits
the meaning to each item.
C. For additional practice, write one compound sentence of your own using
for, and, but, or, yet, and nor one time each.
1........................................................
2......................................................
3......................................................
4......................................................
5......................................................
6......................................................

Chapter 9
Complex Sentence
In previous chapters, you learned about simple sentences and

compound sentences. In this chapter, you will study a third kind of
sentence, called a complex sentence. Complex sentence consists of one
main clause and one or more subordinating clauses. The subordinate clause
modifies a word in the main clause. Before going through, lets’ learn about
clause first.
A clause is a group of word that contains at least one subject and one
verb. There are two kinds of clauses in English: independent and
dependent clause. An
independent clause can be a sentence by itself. Independent clause is
another name for simple sentence.
INDEPENDENT CLAUSE
Marry left the party earlier.
John has learned English for 2

semesters.
While a dependent clause, in contrast, cannot be a sentence by

itself because its meaning is not complete. A dependent clause
"depends" on something else to complete its meaning.
DEPENDENT CLAUSE
… because she always exercise

everyday.
Now, lets’ discuss about complex sentences. As explained before, a complex

sentence has one main clause and one or more subordinating clauses.
In another words, a complex entence is a combination of one
independent clause and one (or more) dependent clause(s).

63
Let’s Practice
Identifying Simple, Compound, and Complex Sentences
A. Read the following sentences, and indicate whether each is simple,

compound, or complex.
1. John knocked the door, but no body answered it. __________
2. I wrote Jane a letter when she was away at camp. __________
3. Have you seen Mr. Nelson’s garden at the back of his house? __________
4. When Miss Jones entered the room, we all became quiet. __________
5. Susan likes chemistry, but she likes physics better. __________
6. Since we’ve lost every game but one, no one is excited about football this
year. _________
7. When I’m tired, I’m not good company for anyone. __________
8. Wandering aimlessly up the path, Mr. Cutter approached the house.
__________
9. Susan sang a solo and accompanied herself on the piano. __________
10. When the rain began, we were playing tennis. __________
11. When Uncle Jack comes to town, we all have a good time. __________
12. I worked all morning, and then I relaxed in the afternoon. __________
13. Beth likes all seasons of the year, but she likes fall best. __________
14. On our trip we drove every afternoon until five o’clock. __________
15. Dave began to feel better before the doctor arrived. __________
16. Whistling loudly, Ken walked past the cemetery. __________
17. How many states can you see from Lookout Mountain? __________
18. If you want your car really clean, let George wash it. __________
19. I must stay home until the man comes to repair the washing machine.
__________
20. Our neighbors are going to Canada on their vacation, but we will take
our vacation at home. __________

65
Let’s Practice : COMPLEX SENTENCE
A. Identify the parts of the following complex sentence.
Step 1 Underline independent clauses with a solid line and dependent
clauses with a broken line.
Step 2 Circle the subordinators and add a comma if necessary.
1. Whenever astronauts leave Earth’s atmosphere they experience
weightlessness.
2. Astronauts often feel seasick when they first experience
weightlessness.
3. Astronauts must exercise on special machines while they are
orbiting Earth in their spacecraft.
4. When the first Russian cosmonauts exited their spacecraft they had
to be carried because they could not walk.
5. The students were silent as the teacher handed out the test.
6. The students worked on the test problems until the teacher told
them to stop.
7. As soon as the teacher told them to stop writing they put down
their pencils.
8. After the teacher collected the tests she dismissed the class.
9. Before she left she promised to post their scores where students
could view them.
10. Since noise can change the heart rate and increase blood pressure
it is harmful to the body.
B. Write ten complex sentences of your own. Use a different
subordinator in each sentence.
ADJECTIVE CLAUSES

For example;
It is also necessary to use comma in adjective clause in order to

distinct an information. You may be careful to use punctuation.

67
COMPLEX SENTENCES WITH ADJECTIVE CLAUSES
A teacher who teaches young children needs a lot of

patience.
S V
Teachers who teach young children need a lot of
patience.
S V

Subject Pronouns: who, which, and that
When a relative pronoun is the subject of an adjective clause, choose

a subject pronoun: who, which, or that.
For example:
Let’s Practice

69
Object Pronouns: whom, which, that
When the relative pronoun is an object i n an adjective clause, choose

the object pronoun whom, which, or that, or use no pronoun.
Clauses with when (to give more information about a time)

1. A clause is a group of words with a subject and a verb. There are two
kinds of clauses: independent and dependent.
• An independent clause can be a sentence by itself. An independent
clause is another name for simple sentence.
• A dependent clause begins with a subordinator and cannot be a
sentence by itself.
2. There are subordinators that show time, reason, and place.
3. A complex sentence is one independent and at least one dependent
clause.
4. The comma rule for complex sentences with time clauses is as follows:
• When a dependent clause comes before an independent clause,
separate the clauses with a comma.
• When an independent clause comes before a dependent clause, do not
separate them with a comma.
5. An adjective clause is a dependent clause that modifies (tells more
about) a noun or pronoun.
 Adjective clauses follow the noun or pronoun they modify.
 Adjective clauses begin with the words who, whom, which, and
that, among others. These words are called relative pronouns.
 Use who, which, and that when the relative pronoun is the subject
of its clause.
 Use whom, which, that, or no pronoun when the relative pronoun
is an object in its clause.

71
Chapter 10
Compound and Complex Sentences
Compound-complex sentences are the most complicated sentences,

as their name implies. A compound-complex sentence has at least two
independent clauses and at least one dependent clause. In simple terms,
an independent clause can be a sentence on its own while a dependent
clause cannot. Like in complex sentence, we also find transitional words or
phrases here. The function is to connect one idea to another.
Compound-complex sentences help us express longer more

complicated thoughts, with more parts than other sentences. They’re good
tools for explaining complicated ideas or describing long chains of events.
Here some transitional words used in compound-complex sentence:
 To show chronological order – afterward, again, also, as long as, as

soon as, at last, before, besides, earlier, equally important,
furthermore, meanwhile, moreover, simultaneously, soon, then,
therefore, too, until, then.
 To indicate spatial order – above, below, beyond, elsewhere, farther
on, here, near, nearby.
 To connect examples or show emphasis – for example, for instance, in
fact, of course, specifically, such as.
 To compare and contrast – in comparison, also, likewise, similarly,
although, on the contrary, and yet, but, despite, even so, however, yet.
 To trace cause and effect – because, consequently, otherwise, since,
then, therefore.
 To summarize – in short, in simpler term, in summary, that is, to
summarize.
Compound-complex sentences are surprisingly common. You

probably see them a lot in books that you read for school, and even in
books that you read for fun. Here are some examples to help you
understand what makes a sentence a compound-complex sentence.

73
Example 1
Kate doesn’t like cartoons because they are loud, so she doesn’t watch
them.
- This sentence has two independent clauses and one dependent

clause. The dependent clause “because they are loud” cannot
stand on its own as a complete sentence; it is dependent. As you’ve
probably figured out, the independent clauses “Kate doesn’t like
cartoons” and “she doesn’t watch them” can be complete
sentences on their own.
Example 2
The dog started barking so the cat ran away and I couldn’t keep up, so
I stopped.
- Now we’re dealing with more clauses, but they still follow the
same rules. The independent clauses are complete sentences,
while the dependent clause cannot stand on its own.
Example 3
If Barrack Obama is re-elected this November, he’ll serve another four

years, but it won’t be an easy contest to win.
- Independent clause : he’ll serve another four years

- Independent clause : it won’t be easy contest to win
- Dependent clause : If Barrack Obama is re-elected this
November,
All of these examples contain little words called conjunctions that link up
the clauses. Read on to the next section to find out more about conjunctions
and the other parts of a compound-complex sentence.
Example 4
Eventhough he prefers to eat with a fork, he chooses to use chopsticks

in Chinese restaurants; however, they aren’t easy to use.
- Independent clause : he chooses to use chopsticks in Chinese

restaurants

- Independent clause : they aren’t easy to use.
- Dependent clause : Eventhough he prefers to eat with a for
Compound complex sentences are very common in English, but one

mistake that students often make is to try to write them without having
mastered the simple sentences, compound sentences, and complex
sentences first.
Exercise 1 : The following sentences are made up of two independent

clauses with one or more dependent clauses. You are to identify the clauses
telling what kind each is. The choices are independent clause, noun
clause, adjective clause or adverb clause.
1. John went to school, but James remained at home because he had a sore
throat.
2. Id he changes his mind, we shall know for sure that Joe has learned his
lesson, but only time weill tell.
3. Those clouds promise rain; we should hurry before we get caught in a

flash flood.
4. Here is the money that I owe you, and I am happy to be free of debt.
5. Were you ever in a storm that was full of lightning, or don’t you recall?
6. Since we had gone only a mile from camp, we could return before dark,
and we would not become lost.
7. After the tornado had it, my house was gone, but my neighbor’s house
was not touched.
8. Mary heard the frightening noise again, and the sound was one that
would frighten the bravest of people.
9. The route can be changed, but I know several people who will not like
the change.
10. Dr. Mathews did what could be done, but it simply was not enough to
save his life.

75
Exercise 2 : The following sentences are either a simp,e sentence, a
compound sentence, a complex sentence or a compound/complex
sentence. Identify the sentences telling what kind each is.
1. Jim and his friend ryan had planned to return to Canada.

2. Although we searched everywhere, Curtis could find no trace of his
shoes
3. Alaina wrote an original poem, and her mother corrected her spelling
4. Since he was entrusted with the secret, Fred became very serious,
and he was no longer a practical joker.
5. The real story is that he was injured while he was hiking.
6. None of the other jurors asked me to change my mind.
7. Barbara and jeanne whispered and giggled all night.
8. That he is my cousin cannot be denied.
9. The boy who is speaking is my brother, and he will be staying with
us.
10. I know you don’t like him, but that doesn’t matter.
Exercise 3 : Combine the sentences to make one compound-complex

sentence.
1. Susan teaches the kids who live in the neighborhood. They meet in
the evenings after she comes home from work.
2. The doctor wants to prescribe physical therapy, and he asked me to
see a specialist. He recommended Dr. Smith.
3. Anthony told us about the assembly of the products. Unfortunately,
he didn't tell us about where they were made.
4. We managed to finish the exercise on time and passed the exam.
However, it was very difficult.
5. The man spoke little English. Mary understood him, but couldn't help.
6. We didn't have much time, so we didn't read the final chapter.
However, we still enjoyed the book.
7. We will miss our father greatly. He taught us many lessons. Those
lessons have helped us succeed in life.
8. The eagles attract many tourists. They live in the local mountain
range. Unfortunately, the politicians still refuse to protect them.
9. We finished our work early, so we decided to go out for a drink. We
went to Allan's Pub.

10. The students who attended the university went on strike. They
protested the tuition hikes.
11. I don't like the food. The staff prepares the food. I also do not like
their unfriendly attitude.
12. Sheila loves red. The Mustang is red, but she might wait a few
months.
13. He can join us if he asks the man who invited us to the party. He can
also stay home.

77
-
PART THREE : PARAGRAPH
Chapter 11 : Descriptive Paragraph
Chapter 12 : Narrative Paragraph
Chapter 13 : Process Paragraph
Chapter 14 : Opinion Paragraph

79
Chapter 11
Descriptive Paragraph

81
1 . A storm
dark.. cloudy. dark. douds. howling wind. wet sidewalk.. slick. streets
2 . A subway station (or a bus stop) at rush hour
3. A busy airport terminal
4. The emergency room of a hospital
5 . A sunny day at the beach

83
For the next, lets’ go back to the basic sentence structure. The
following is the quick review of sentence structure including simple and
compound sentence.

85
CLUSTERING
In a process of writing, some techniques can be used such as listing

and clustering. In pre-writing process, clustering helps writers to write
their own topics in a circle that can be produced broadly creating more
ideas. Once you want to apply this technique, you should write down your
topic in a circle in the middle of your paper. It might be expanded since you
are thinking of related ideas that may produce more ideas.

87
5. One way to make your writing more interesting is to vary your sentence
openings. You may use clustering technique.

Chapter 12
Narrative Paragraph

89
TABLE 1
TIME ORDER SIGNALS
Exercise 1
A. Look again at table 1. Then, discuss it with your friend and find more
the example of time order in narrative text.

91
Try it out!!!
Now, it’s time to make your own narrative text. You may begin with one of
these techniques: (1.) Add time order signals at the beginning of your
sentences. (2.) combine your sentences to form simple sentences with one
subject and two verbs.

93
Exercise 2: Compound Sentences with and, but, so, and
A. Decide which of the following sentences are compound sentences and

which are simple sentences. Write CS or SS on the line at the left. Then
add commas to the compound sentences. The following is a folktale from
France entitled Monsieur Seguin's Goat.
B. For each set of sentences, make a compound sentence or a simple

sentence with two verbs. Use the coordinating conjunction and, but, or,
or so to join the sentences.

95
Exercise 3

97
Chapter 13
Process Paragraph
Process Paragraph
A process paragraph explains how to do something step by step. The

reader should be able to follow the steps to get a desired result. In a
process paragraph, you arrange the steps in order by time and use time
time order signals to guide your reader from step to step.

99
Paragraph 1
Read the paragraph below. What does the word ‘royalty’ in the title refer
to?
Royalty in your Garden

Examine the organization of the paragraph by answering the
questions below.

101
Paragraph 2
Read the recipe and do the exercises

Order the steps to form a process paragraph . Write 1 next to the first
paragraph, 2 for the second step, and so on.

103
Outlining before writing the final draft
Practice:
1. Write an outline from the topic of your own

2. Write a paragraph based on your outline you have already completed

Chapter 15
Opinion Paragraph
A. Opinion Paragraph Organization
Rhetorical Focus
Opinion Organization
In an opinion paragraph, the writer presents an opinion and tries to

persuade readers that the opinion is a good one. The writer tries to
make readers agree with him or her.
Topic sentence
The topic senttence introduces the topic and states the writer’s
opinion.
Supporting sentences
- The middle sentences give reasons that support the writer’s

opinion
- Writer’s often use facts, explanations, and personal
experiences to support their opinion.
Concluding sentence
- The last sentence restates the writer’s opinion in different

words.
- It also comments on the opinion in some way.
- The concluding sentence sometimes summarizes the main
reasons for the writer’s opinion.
Read the paragraph
A Vietnamese Paradise
In vietnam, the best place to spend honeymoon is the

beautiful mountain city called Da Lat. For many reasons, this
romantic city has the perfect atmosphere for a new husband and
105
wife to celebrate their marriage and plan their future. First of all,
the scenery provides a beautiful setting for walking and talking.
The climate is pleasant all year round because it is high above the
ocean. Sometimes fog comes in and the city becomes mysterious
and private. At other times, the sun shines, and Da Lat is cheerful
and lively. There are beautiful gardens and lovely French colonial
architecture. Young couples can walk along the boulevards in the
shade of tall pine trees. They can seat on benches in the flower
park. In addition, Da Lat is fashionable. There are excellent hotels
that have special rooms for honeymooners with candles and
beautiful decorations. Also, the streets are full of activity, so the
newlywed can go out to one of the stylish restaurants that are
open until late night. The lights are soft, and the music is
romantic. Da Lat is the Vietnamese people’s first choice for a
honeymoon because it has lovely natural scenery, many romantic
palces to stay and exciting things to do.
Examine the organization of the paragraph by answering the questions

below.
1. Underline the topic sentence. Which of the following statements best

describes the main idea of the paragraph?
____ a. Da Lat is the perfect place to have a honeymoon.
____ b. Da Lat is a popular place to have a honeymoon
____ c. Vietnam is a great place to live.
2. Which of the following reasons does the author use tosupport her
opinion? ( choose all that apply)
____ a. The climate
____ b. The reasonable cost of food and hotels
____ c. The scenery and architecture
____ d. The nightlife
____ e. The transportation
3. Underline the concluding sentence twice. Which statement best

describe the concluding sentence ?( choose one)

____ a. A description of how the climate of Da Lat is romantic.
____ b. A suggestion that the reader have a honeymoonin Da Lat
____ c. A promise that Da Lat will not dissapoint the reader
____ d. A summary of the main reasons why Da Lat is a great place to
have a honeymoon.
Writing Task
Write an opinion paragraph about a city or twon that you think provides a
good quality of life.
Brainstorming vocabulary ideas
With a partner, discuss the meaning of the phrases in each category below.
If you do not know a word, use your dictionary for help. Then brainstrom
additional words for each category.
Attractions Opportunities Cost of living People
Temperature Low Inexpensive Talented cooksa

climate unemployment restaurants Diverse
Beautiful scenery Excellent Convenient communities
Interesting colleges public Colorful
architecture World-class transportation personalities
museums Affordable Friendly
housing
Exercise 1 : Review your brainstorming ideas, then use the form below to
write an outline for your paragraph.
Topic Senetence
( state the topic and your opinion about the topic)
______________________________________________________________________________________
___________________________________________________________________________________

107
Supporting Sentences
( what are some reason for your opinion?)
______________________________________________________________________________________
___________________________________________________________________________________
Concluding Sentence
( Restate your opinion and comment on it or summarize the main reasons)
______________________________________________________________________________________
___________________________________________________________________________________
B. Support for an Opinion

Read the paragraph. Why does the author want to move?
Exercise 2 : Examine the organization of the paragraph by answering the

questions below. Then compare your answers with a partner.
1. Underline the topic sentence.

2. How many main reasons does the writer give?_______________________
3. Underline the concluding sentence twice. Does it restate the idea in
the topic sentence?______________________________________________________
4. Do you agree with any of the points the writer makes? Explain.
____________________________________________________________________________

109
Exercise 4 : writing a first draft
Review your outline. Then write your first draft of an opinion paragraph
about the best city to live in.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Exercise 5 : Peer editing a first draft
Editor’s checklist
Put a check ( ) as appropriate. Write answer in complete sentences
1. Does the paragraph have a topic sentence that express an opinion

about the topic? ( )
2. Does the paragraph include any facts to support the writer’s
opinion? What facts does it include? ( )_____________________________
3. Does the writer provide explanantion that support the opinion? ( )
4. Does the writer tell any experiences that support the opinion? ( )
5. Does the paragraph have a concluding sentence that restates the
writer’s opinion and comments on it?
Exercise 7 :

111
Exercise 8 : Writing second draft
Write an outline for your paragraph. Brainstorm your ideas and write your
draft on a separate piece of paper.
Outline:
Topic sentence :
______________________________________________________________________________________
______________________________________________________________________________________
Supporting sentence:
Facts________________________________________________________________________________
______________________________________________________________________________________
Explanantions :
______________________________________________________________________________________
______________________________________________________________________________________

Experiences :
______________________________________________________________________________________
______________________________________________________________________________________
Concluding sentence:
______________________________________________________________________________________
______________________________________________________________________________________

113
References
Berk, L.M. (1999). English Syntax. Oxford: Oxford University Press.
Hogue, A. 2008. First Steps in Academic Writing: 2nd Edition. New York:
Pearson Education
Juzwiak, C. (2012). Stepping stones: A guided approach to writing sentences

and paragraph. Boston: Bedford/St. Martin’s.
Osima, A. & Hogue, A. 2007. Introduction to Academic Writing: 3rd Edition.

New York: Pearson Education
Pittle, I.B. (1981). Structured task for English practice: Writing Sentences.
Gallaudet University Press.
Wishon, G.E. & Burks, J.M. (1980). Let’s write English. American Book, Co.
Zemach, D. E., & Rumisek, L. A. …Academic Writing: from Paragraph to Essay
www.superteacherworksheets.com
www.englishlinx.com
www.Islcollective.com

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Sentence and Paragraph Writing

Ima Fitriyah, M.Pd

State Islamic Institute

Sentence and Paragraph Writing | i

This Sentence to Paragraph Writing book is designed to fulfill the

This book is made up of nine chapters; each of which consists of a

The materials in this book provide lecturers with an opportunity to

Finally, the writers would like to invite any constructive criticisms

Sentence and Paragraph Writing | iii

PART ONE : SIMPLE SENTENCE

PART TWO : COMPOUND and COMPLEX SENTENCE

PART THREE : PARAGRAPH

References ......................................................................................................................... 117

Sentence and Paragraph Writing | v

Chapter 1 : Simple Sentence: An Introduction

Chapter 2: Sentence Pattern: Subject + Verb

Chapter 3: Sentence Pattern: Subject + Verb + Object

Chapter 4: Sentence Pattern: Subject + Verb + Compelement

Chapter 5: Sentence Pattern: Subject + Verb + Adverb

Chapter 6: Sentence Pattern: Subject + Verb + Indirect Object+ Direct

Chapter 7: Sentence Pattern: Subject + Verb + Direct Object+ Object

Sentence and Paragraph Writing | 1

Simple Sentences: An Introduction

A simple sentence consists of an independent clause, so it contains

Five basic sentence patterns

The following are five basic sentence patterns in English writing:

Sentence and Paragraph Writing | 3

Sentence and Paragraph Writing | 5

Sentence Pattern: Subject + Verb

Clouds gathered. The sun dimmed. The sky darkened. The

The paragraph above is composed of sentences using the simplest

Sentence Pattern: Subject + Verb

NOUN PHRASE VERB PHRASE

6 | Sentence to Paragraph Writing

Example: ______ is reading.

Answer : Andika is reading

1. _____ is thinking 6. ______ is playing

2. _____ are studying 7. ______ were ringing

3. The sun _______ 8. Professor Ober ______

4. ______ is singing 9. _____ had been waiting

5. The wind ______ 10. The children _______

Exercise 2: Change the preceding statements to oral questions and ask

Example : Is Helene reading?

Answer : No, she isn’t.

Either the noun (subject), verb, or predicate in this and other

NOUN PHRASE VERB PHRASE

Sentence and Paragraph Writing | 7

Agreement here means agreement of subject and predicate. The

Dr. Sheila Avery teaches

Her students are listening.

They don’t study

She doesn’t approve.

Agreement and Compound Subjects

A compound subject may cause confusion in the agreement of the

Example: The boys and girls are playing.

Mark and Helene approve.

8 | Sentence to Paragraph Writing

Example: Either Juan or his friend is expected

Neither Helene nor Alice works.

Example: Neither Helene nor her sisters work

Not only the students but also Prof. Ober is waiting.

Agreement and Collective Nouns.

Occasionally, a noun that is singular in from may be used in a plural

1. _ is thinking 6. __ is playing

2. _ are studying 7. __ were ringing

3. The sun _ 8. Professor Ober

4. __ is singing 9. _ had been waiting

5. The wind 10. The children _