1.

4 Sentence Combination

Sentence combination is the act of creating one sentence by putting together two or more
sentences. Sentence combination is done in two ways: by coordination and by subordination.

1.4.1 Coordination

Coordination is a method of joining two independent sentences by using coordinators. In

coordination, the status of the sentences is not reduced when they are combined. In other
words, when they are combined, they still remain independent clauses.

The linking devices (coordinators) we use in coordination are:

1.4.1.1 Coordinating Conjunctions

1.4.1.2 Correlative Conjunctions

1.4.1.3 Conjunctive Adverbs

1.4.1.1 Coordinating Conjunctions (FANBOYS).

A coordinating conjunction is a word that joins grammatically equivalent (parallel) structures.

You can join a pair or series of nouns, verbs, or independent clauses. Each element of the pair
or series must have the same grammatical structure. This section will cover coordinating
conjunctions that join independent clauses .To indicate to the reader that two ideas are
equally important, we use one of the coordinating conjunctions to join two independent
clauses.

Directions: Combine the following sentences with a coordinating conjunction (for, and, nor,
but, or, yet, so).

1)  She went to work.  She did not want to go.

2)  The scientists trained him well.  They helped him find a job when his training was through.
3)  Polar bears are fierce, territorial animals.  Grizzly bears are the same.
4)  Mark told me not to come with him.  He looked longingly at me as I left.
5)  I will not give in to you.  I will not let you push me around.
6)  He loves to drive during the day.  They will let him drive before 9pm.
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7)  My cat was hungry.  It had not eaten since breakfast.
8)  They couldn’t think of anything better to do.  They decided to baby-sit for the family.
9)  A book can be a lot of fun to read.  A book can be boring.
10)  That movie looks great!  I would love to come see it with you.

1.4.1.2 Correlative Conjunctions

Correlative conjunctions are coordinating words that work in pairs to join words, phrases, and
sentences. The most common correlative pairs are:

Correlative conjunctions meaning

Either……..or one of the two
Neither ……nor none of the two
Both………and both
Whether…….or dilemma
Not only…..but also both

Look at the following examples on how correlative conjunctions are used.

Either/or

Either go to bed early or stop complaining about being tired in class.

Both words make up the correlative conjunction. Alone EITHER is an indefinite pronoun and OR
is a coordinating conjunction.
Neither/nor

Neither the contestant nor his sponsor was willing to attend the lecture.
Both words make up the correlative conjunction. Alone NEITHER is an adjective and NOR is a
coordinating conjunction.

Not Only/but also

The newspaper reported that not only the hurricane but also the ensuing floods
caused millions of dollars worth of damage.

Whether/or

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 Does anyone know whether the president or the vice president was responsible
for providing the announcement to the press?

The following are again more examples of how correlative conjunctions are used. See where
they are used properly and where they are used improperly:

A. PROPERLY

Both my sister and my brother work with computers.

The correlative conjunction in this sentence is "both ... and."  This correlative conjunction
links together two words of the same type.  In this case, the types of words are the nouns,
sister and brother.  

For dessert, you may have either cake or ice cream.

She wanted neither cake nor ice cream.

He did not know whether to exit the freeway at Orange Avenue or to exit the freeway at Cherry
Avenue.

The ESL teachers are not only intelligent but also friendly.

B. IMPROPERLY: 

 The student is not only friendly but also a baker.

This is not correct because friendly is an adjective and baker is a noun.  A correlative conjunction
must link similar types of words.

 The athlete did not know whether to run or walking in order to warm up.

We will see more examples of such faulty sentences when we discuss about parallelism which is
one sub-quality of an effective sentence.

1.4.1.3 Conjunctive Adverbs

Adverb Conjunction is an adverb used to relate and connect main clauses in a sentence.

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Common conjunctive adverbs are:
also still consequently however indeed
hence then furthermore moreover likewise
thus instead nevertheless therefore otherwise

Example
- I ordered the concert tickets by mail; therefore, I didn’t have to stand in line.
- Our muscles were tired and sore; nevertheless, we kept on jogging.

1.4.2 Subordination

Subordination is the joining of an independent clause and a dependent clause in the same
sentence by using subordinators. In subordination, the status of one of the sentences to be
combined is reduced into a subordinate (dependent) one. As you might recall from the above
discussion, in coordination the status of the sentences to be combined is not reduced; they remain
independent.

The linking devices we use in subordination were discussed so far in section 1.3.2 under
‘complex sentences’, and you are advised to refer back to this section for their use. The common
devices needed for subordination are:
1.4.2.1 Subordinating Conjunctions

1.4.2.2 Relative Pronouns

1.4.2.1Subordinating Conjunctions

Subordinating Conjunction is a kind of conjunction that joins subordinate clauses with

independent clauses. Here the subordinate clauses cannot stand alone; they must be combined
with an independent clause to be grammatically correct. They tell when, where, why, how, and
to what extent. When a writer wants to emphasize the idea in one clause over the other, the
most important idea is contained within the independent clause, and lesser ideas are put in the
dependent clause.

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 Example:-

Original:- People begin to recycle. They generate much less trash.

Combined: When people begin to recycle, they generate much less trash.

Pattern Discovery

Instructions: Examine these sentences, especially the italicized parts; then answer the questions below.

 Even though polar bears look like land animals, they are extremely adept in the water.
 Pups also love the snow because they like to slide down inclines.
 They love to roll around in the snow if a good snowstorm hits.
 If they can punch through the ice sheet, polar bears love swimming most.
 Rachel was reading fiction while her brother was listening music.

1. What is the function of the italicized part? (What is it doing in the sentence?)
2. Where is the italicized portion located? Does the location differ from sentence to
sentence?
3. How is the italicized portion punctuated? Does this differ from sentence to sentence?

Direction: COMBINE THE FOLLOWING SENTENCES WITH A SUBORDINATING

CONJUNCTION (e.g. although, because, before, when, etc.). 

1.  They made plans to go.  They ended up not being able to make it.

2.  Some say that dogs are friendlier than cats.  Cats can also be extremely loving.

3.  What we’ve accomplished is a milestone.  Let’s raise our glasses for a toast.

4.  Dr. Johnson ate a big meal.  He went to work afterward.

5.  I simply cannot get out of bed.  I am too tired.

6.  Don’t give me a hard time.  We’ve been close friends for so long.

7.  We don’t believe the way you do.  Our culture is very different from yours.

8.  I can’t believe that you would do something so crazy.  If I were you I might do the same.

9.  The two weren’t always this close.  When she died, they became closer.

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 10.  I refused to talk about it.  I was put in jail.

1.4.2.2 Relative Pronouns

Relative pronouns are one of the subordinators that are used to join two independent
sentences into one by making one sentence subordinate to the other. The subordinate clauses
formed form relative pronouns are known as adjective clauses or relative clauses.

Observe how the following two sentences are joined using a relative pronoun.

S-1 - This morning I met with the man.

S-2- The man called you yesterday.

 Combined:- This morning I met with the man who called you yesterday.

Pattern Discovery

INSTRUCTION: Examine these sentences, especially the italicized parts, then answer the questions
below.

 The boat that was owned by Mr. Mitchell sank in the harbor.
 The Crescent Moon, which was Mr. Mitchell's boat, was brand new.
 Mr. Mitchell, who was a stockbroker, liked the status a boat afforded.
 His guests, whom Mr. Mitchell chose with little care, partied on the boat to all hours.
 One guest, whose criminal record was unknown to Mr. Mitchell, stole the boat, then sank it
when the police got too close.
1. What is the function of the italicized part? (What is it doing in the sentence? Why is it there?)
2. Where is the italicized portion located? Does the location differ from sentence to sentence?
3. How is the italicized portion punctuated? Does this differ from sentence to sentence?
4. What are the words that begin each italicized portion?

1.4.3 Sentence Combining Tricks

1.4.3.1 Sharing Important Words

Sometimes you can eliminate needless sentences by taking key words from other sentences
and putting them into one sentence. Look at the samples below:

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Two Sentences: The milk spoiled. It was two weeks old.

Combined Sentence: The two week old milk spoiled.

Several Sentences: The water was cold. The water was dirty. The water was polluted.

Combined Sentence: The water was cold, dirty, and polluted.

Direction: On a separate sheet of paper, rewrite the following sentences into one smooth
sentence. You will need to share important words to combine these sentences.

Remember, there may be many ways to combine each of these pairs of sentences.

1. The high school band gave a concert. It lasted for an hour.

2. Mom bought me a shirt. Next, she bought me some shoes. She bought me pants.

3. I received a letter from my friend Ashley. It was three pages long.

4. We waited for Paul. We waited for Peter. We waited for Mary.

5. Gina made a cake for her dad’s birthday. The cake was chocolate with sprinkles.

6. We found a puppy wandering the streets. It was small with black spots.

7. This week in class I wrote a poem. Also, I wrote a song. Then, I wrote a story.

8. My cat can climb a tree. She can climb a fence. She can climb anything else she wants.

9. He was upset about his toy. It was broken.

10. When you draw a clown, be sure to give it a funny nose. Also, give it a big mouth. Then give
it wide eyes.

Direction: The following pairs of sentences share either the same subject or the same verb. 
Combine the sentences in either way you can.

1.  Mr. Brown walked to the store.  His pet monkey Ralph walked along with him.

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2.  The cactus is thirsty.  The cactus is not getting enough sunlight.
3.  My mug was in the cupboard.  My mug is no longer in the cupboard.
4.  Drew’s dog jumped into the air.  Janine’s dog jumped into the air as well.
5.  The book fell to the floor.  It opened to a page I had never read before.
6.  Your face has scars on it.  Your face looks friendly.
7.  Why did you say that word?  It was extremely rude.
8.  Everyone is lying to me!  They’re trying to keep me from learning what they know.
9.  Stop dancing like that.  Sit back down in your chair.
10.  Thomas’ friends seemed so strange.  They were hanging up every time they called.

1.4.3.2 Making Phrases

Appositives: Sometimes we use an entire sentence describing something, when we could have
just used a phrase in another sentence. Example:

Two Sentences: Mr. Jones is my coach.  He taught me how to bunt a baseball.

Combined Sentence with Appositive: Mr. Jones, my coach, taught me how to bunt a
baseball.

Phrases: Sometimes we can take a phrase from another sentence and use it to combine two
sentences.

Two Sentences Hagos went to get some paper. He went down the hall.

Combined Sentence: Hagos went down the hall to get some paper.

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Direction: On a separate sheet of paper, rewrite the following pairs of sentences into one
smooth sentence. You will need to take phrases from one sentence and add
them to the other sentence.

Remember, there may be many ways to combine each of these pairs of sentences.

1. Dagmawi is my neighbor. We walk to school together every day.

2. Hagos threw the ball. It went into the bushes.

3. Fasil scored twenty points in our game last week. Fasil is our captain.

4. The students enjoyed signing each others’ yearbooks. They signed them under the tree.

5. The Battling Butterflies won the championship. They are my sister’s softball team.

6. We drove all the way to Flagstaff. We rode in our Chevy Venture.

7. Chuck carried the box to the class. It was filled with reading books.

8. Our choir sang “Friends Forever” at graduation. “Friends Forever” was selected by student
council.

9. All the girls in the class gave Antonio a valentine last February. He’s the nicest boy in the
class.

10. Mom went to talk to our neighbor. She lives across the street.

11. Mr. Dereje is my piano teacher. He has been teaching me for three years.

12. Monique wrote a poem. It was about pandas.

Direction: Combine as many sentences as you can in the following paragraph, using the
above examples to guide you. Write your answer on a separate sheet of paper.

The Boston Red Sox were three games down. The Red Sox had to win the
next four games to advance. Fans were worried. Boston had not won a World
Series since 1918. No team had ever come back in the playoffs from a three-game

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 deficit. All of the fans knew this. Red Sox fans watched anxiously as the fourth
game of the ALCS began. Yankees fans watched confidently. They also knew that
anything could happen. People wanted to watch a good series. They did not expect
it to be such a nail-biter! David Roberts stole second base. This move would be
remembered as the turning point of the series. Nobody believed the Red Sox
would win that year. The Red Sox won that year. The Yankees would not win the
World Series for another five years. In 2009, the Yankees won the World Series.

Direction: On a separate sheet of paper, rewrite the following sentences into one smooth
sentence.

Remember, there may be many ways to combine each of these sentences.

1. The baby learned how to crawl. She was five months old.

2. I help Mrs. Snodgrass after school. She was my fourth grade teacher.

3. My dad went on a business trip. He went across the country.

4. I bought a hotdog. I ate it under a tree.

5. We had to take a shower. Then we could go in the pool.

6. We went into the park. We went across the field. We went onto the swings.

7. The United States has people from almost every country. It’s the best country in the world.

8. Mr. Simon corrected our papers. At the same time we drew our illustrations.

9. Amy won the lottery. It was worth a million dollars.

10. Michael collected fifty worms for our fishing trip. He got them from our back yard.

11. I scored twenty points yesterday. We lost anyway.

12. Rex barked at the mailman. Next, he barked at our neighbor. Finally, he barked at me.

13. Our coach is taking us to the batting cages. His name is Mr. Henderson.

14. We cut down our tree. Now there is more room to play.

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15. The police officer gave a ticket to the driver. The ticket was for speeding.

16. Our class sang a song at the assembly. It was about America.

17. We can save twenty dollars. We have to sign up for ballet lessons today.

18. Before I could eat I had to wash my hands. Then I had to set the table. Finally, I had to make
the lemonade.

19. Number Blaster will help me with my math. It is a new computer program.

20. We can go on the Ferris wheel. We can go on the Merry-go-round.

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