C HAPTE R

Sentence Variety I

Four Traditional Sentence Patterns CHAPTER PREVIEW

Four Traditional
Sentences in English are traditionally described as simple, compound, com- Sentence Patterns
plex, or compound-complex.
• The Simple Sentence
• The Compound
The Simple Sentence Sentence
A simple sentence has a single subject-verb combination. • The Complex Sentence
Children play. • The Compound-
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

Complex Sentence
The game ended early.
Review of Subordination
My car stalled three times last week. and Coordination
The lake has been polluted by several neighboring streams.

A simple sentence may have more than one subject:

Lola and Tony drove home.

The wind and heat dried my hair.

or more than one verb:

The children smiled and waved at us.

The lawn mower smoked and sputtered.

or several subjects and verbs:

Manny, Kira, and Jack lubricated my car, replaced the oil filter, and
cleaned the spark plugs.

The Simple Sentence ACTIVITY 1

On separate paper, write:

Three sentences, each with a single subject and verb

Three sentences, each with a single subject and a double verb
Three sentences, each with a double subject and a single verb

In each case, underline the subject once and the verb twice. (See
pages 150–161 if necessary for more information on subjects and verbs.)

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 196 PART 3 Sentence Skills

The Compound Sentence

A compound, or “double,” sentence is made up of two (or more) simple sen-
tences. The two complete statements in a compound sentence are usually
connected by a comma plus a joining word (and, but, for, or, nor, so, yet).
A compound sentence is used when you want to give equal weight to
two closely related ideas. The technique of showing that ideas have equal
importance is called coordination.
Following are some compound sentences. Each sentence contains two
ideas that the writer considers equal in importance.
The rain increased, so the officials canceled the game.
Denise wanted to go shopping, but Fred refused to drive her.
Hollis was watching television in the family room, and April was
upstairs on the phone.
I had to give up wood carving, for my arthritis had become very painful.

ACTIVITY 2 The Compound Sentence

Combine the following pairs of simple sentences into compound sentences.

Use a comma and a logical joining word (and, but, for, so) to connect
each pair.

HINT If you are not sure what and, but, for, and so mean, review
page 184.

EXAMPLE
• The children wanted to eat pizza.
• I picked up fried chicken on the way home.
The children wanted to eat pizza, but I picked up fried chicken on the way

home.

1. • I am majoring in digital media arts.

• I hope to find a job doing video-game animation.
for: bởi vì

2. • My children were spending too much time in front of the TV and

computer.
• I signed up my entire family for a one-year gym membership.
so

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 CHAPTER 9 Sentence Variety I 197

3. • Nicole’s skin was blemished and sun damaged.

• She consulted with a plastic surgeon about a chemical face peel.
so

4. • Riley insists on buying certified-organic fruits and vegetables.

• I cannot distinguish organic from conventionally grown produce.
but

5. • I was recently promoted to shift manager at work.

• I need to drop down to part-time status at school next semester.
so
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

Writing Compound Sentences ACTIVITY 31

On a separate piece of paper, write five compound sentences of your own.
Use a different joining word (and, but, for, or, nor, so, yet) to connect the two
complete ideas in each sentence.

The Complex Sentence

A complex sentence is made up of a simple sentence (a complete state-
ment) and a statement that begins with a dependent word. Here is a list of
common dependent words:

Dependent Words (subordinating conjunctions)

after if, even if when, whenever
although,though in order that where, wherever
as since whether
because that, so that which, whichever
before unless while
even though until who
how what, whatever whose

TIP The two parts of a complex sentence are sometimes called an

independent clause and a dependent clause. A clause is simply a word group that
contains a subject and a verb. An independent clause expresses a complete
thought and can stand alone. A dependent clause does not express a complete
thought in itself and “depends on” the independent clause to complete its mean-
ing. Dependent clauses always begin with a dependent or subordinating word.

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 198 PART 3 Sentence Skills

A complex sentence is used when you want to emphasize one idea over
another in a sentence. Look at the following complex sentence:
Because I forgot the time, I missed the final exam.
The idea that the writer wants to emphasize here—I missed the final exam—
is expressed as a complete thought. The less important idea—Because I
forgot the time—is subordinated to the complete thought. The technique of
giving one idea less emphasis than another is called subordination.
Following are other examples of complex sentences. In each case, the
part starting with the dependent word is the less emphasized part of the
sentence.
While Aisha was eating breakfast, she began to feel sick.
I checked my money before I invited Pedro for lunch.
When Jerry lost his temper, he also lost his job.
Although I practiced for three months, I failed my driving test.

ACTIVITY 4 Creating Complex Sentences

Use logical dependent words to combine the following pairs of simple

sentences into complex sentences. Place a comma after a dependent state-
ment when it starts the sentence.

EXAMPLE

• I applied for a low-interest student loan.

• I spoke to a financial aid counselor about my options.
After I spoke to a financial aid counselor about my options, I applied for a

low-interest student loan.

HINT In item 1, use the dependent word while.

1. • Lydia read the quarterly reports.

• Her assistant drove them to a regional sales meeting.
while

2. • Keiko laughed hysterically.

• She heard the punch line to the joke.
when K... she
K because she

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 CHAPTER 9 Sentence Variety I 199

3. • I wanted to order the chef’s seafood special.

• The kitchen ran out of fresh prawns.
although i.. the...

4. • Raymond refuses to drink from a public water fountain.

• He is afraid that he will catch an infectious disease.
because

5. • I want to register for a calculus class.

• I need to take the math placement exam.
if i want to register...i need...
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

Using Subordination ACTIVITY 51

Rewrite the following sentences, using subordination rather than coordi-

nation. Include a comma when a dependent statement starts a sentence.

EXAMPLE

The hair dryer was not working right, so I returned it to the store.
Because the hair dryer was not working right, I returned it to the store.

HINT In item 1, use the dependent word as.

CONNECT
WRITING
Meet Emilio.
1. Carlo set the table, and his wife finished cooking dinner. He and his
family just
returned home from
a trip where they received
incredibly poor service at their
2. Maggie could have gotten good grades, but she did not study enough. hotel. He is writing a letter
to the hotel manager about
the experience. He has all
the facts listed, but his ideas
don’t seem to connect in any
clear way. Help Emilio connect
3. I watered my drooping African violets, and they perked right up. his ideas by creating complex
sentences using subordination.

mhconnectwriting.com

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 200 PART 3 Sentence Skills

4. The little boy kept pushing the “down” button, but the elevator didn’t
come any more quickly.

5. I never really knew what pain was, and then I had four impacted
wisdom teeth pulled at once.

ACTIVITY 6 Using Who, Which, or That

Combine the following simple sentences into complex sentences. Omit

repeated words. Use the dependent words who, which, or that.

HINT • The word who refers to persons.

• The word which refers to things.
• The word that refers to persons or things.

Use commas around the dependent statement only if it seems to interrupt

the flow of thought in the sentence. (See pages 365–378 for more about
commas.)

EXAMPLES
• Clyde picked up a hitchhiker.
• The hitchhiker was traveling around the world.
Clyde picked up a hitchhiker who was traveling around the world.

• Larry is a sleepwalker.
• Larry is my brother.
Larry, who is my brother, is a sleepwalker.

1. • Karen just gave birth to twins.

• Karen is an old friend of mine.

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 CHAPTER 9 Sentence Variety I 201

2. • The tea burned the roof of my mouth.

• The tea was hotter than I expected.

3. • I dropped the camera.

• My sister had just bought the camera.

4. • Ashaki brought us some enormous oranges.

• Ashaki is visiting from California.
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

5. • Liz used a steam cleaner to shampoo her rugs.

• The rugs were dirtier than she had expected.

Writing Complex Sentences ACTIVITY 7

On a separate piece of paper, write eight complex sentences, using, in turn,

the dependent words unless, if, after, because, when, who, which, and that.

The Compound-Complex Sentence

A compound-complex sentence is made up of two (or more) simple sen-
tences and one or more dependent statements. In the following examples,
there is a solid line under the simple sentences and a dotted line under the
dependent statements.
When the power line snapped, Jack was listening to the stereo, and
Linda was reading in bed.
After I returned to school following a long illness, the math teacher gave
me makeup work, but the history teacher made me drop her course.

Using Joining Words and Dependent Words ACTIVITY 8

Read through each sentence to get a sense of its overall meaning. Then
insert a logical joining word (and, or, but, for, or so) and a logical dependent
word (because, since, when, or although).

HINT In item 1, use after and for.

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 202 PART 3 Sentence Skills

after
1. you listen to our professor’s lecture, read the assigned
pages in the textbook, for the information will be much more
relevant.

2. when I ride the bus to work, I always intend to read the

newspaper, and I usually end up listening to new songs on
my iPod.

3. My daughter told the truth when I asked her about skipping classes,
and she also explained why she hates junior high school.

4. Because I am on a strict budget now, I am trying to resist buying

lattes at Starbucks, so I brew myself coffee before leaving
the house.

5. Daniel wanted to attend the event, but he had to work a

double shift because several of his coworkers called in sick.

ACTIVITY 9 Writing Compound-Complex Sentences

On a separate piece of paper, write five compound-complex sentences.

Review of Subordination and Coordination

Subordination and coordination are ways of showing the exact rela-
tionship of ideas within a sentence. Through subordination, we show
that one idea is less important than another. When we subordinate, we
use dependent words such as when, although, while, because, and after. (See
the list of common dependent words on page 197.) Through coordination,
we show that ideas are of equal importance. When we coordinate, we use
the words and, but, for, or, nor, so, and yet.

ACTIVITY 10 Using Subordination or Coordination

Working with a fellow classmate, use subordination or coordination to

combine the following groups of simple sentences into one or more longer
sentences. Be sure to omit repeated words. Since various combinations are
possible, you might want to jot down several combinations on a separate
piece of paper. Then read them aloud to find the combination that sounds
best.
Keep in mind that, very often, the relationship among ideas in a sen-
tence will be clearer when subordination rather than coordination is used.
EXAMPLE
• My car does not start on cold mornings.
• I think the battery needs to be replaced.

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 CHAPTER 9 Sentence Variety I 203

• I already had it recharged once.

• I don’t think charging it again would help.
Because my car does not start on cold mornings, I think the battery needs

to be replaced. I already had it recharged once, so I don’t think charging it

again would help.

HINT Use a comma at the end of a word group that starts with a depen-
dent word (as in “Because my car does not start on cold mornings, . . .”).

HINT Use a comma between independent word groups connected by

and, but, for, or, nor, so, and yet (as in “I already had it recharged once, so . . .”). In
item 1, use although, two commas, and the joining word so.
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

1. • Jaylen likes loud music.

• His parents can’t stand it.
• He wears earphones.
J...but his..so he...

2. • The volcano erupted.

• The sky turned black with smoke.
• Nearby villagers were frightened.
• They clogged the roads leading to safety.
After the volcano.. ,the sky... Nearby.. so they...

3. • Min-Yeng had a haircut today.

• She came home and looked in the mirror.
• She decided to wear a hat for a few days.
• She thought she looked like a bald eagle.
M... after she came... she thought... so she decided...

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