my brother is doing homework sentence pattern

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A subject is usually a noun or a pronoun, but it may also be a gerund, an infinitive, a clause, or a phrase.

The verbs in these patterns are action verbs or linking verbs.

It’s important to consider that subjects or verbs are sometimes compound. That means there is more than one word serving as a subject or a verb in a sentence or question.

It’s useful to identify prepositional phrases before you decide which word is the subject, the verb, the direct object, etc. Many teachers tell students to draw parentheses around the prepositional phrases–if they exist–before determining the pattern of the sentence.

For example:

• Bob works (at a shoe store) (in the mall).
• (In the middle) (of the room) there is a table.
• Most (of the students) like the class.

In the first sentence, the subject is “Bob” and the verb is “works.”

In the second sentence, the subject is “there,” the verb is “is” and the subject complement is “table.”

In the third sentence, the subject is “most,” the verb is “like” and the word “class” is the direct object.

It’s easier to identify these parts of the sentence if you find the prepositional phrases first.

The sentences that you learn about on this page are basic sentence patterns. There are many, many different ways to form a sentence; however, you should learn these four basic patterns first.

Next: Lesson Twenty-seven

Prepositional Phrases

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73 Sentence Basics

In this chapter, please refer to the following grammar key:

• Subjects are underlined.
• Verbs are in bold.
• LV means linking verb
• HV means helping verb
• V means action verb
• N means noun
• Adj mean adjective
• Adv means adverb
• DO means direct object
• IO means indirect object

Components of a Sentence

Clearly written, complete sentences require key information: a subject, a verb and a complete idea. A sentence needs to make sense on its own. Sometimes, complete sentences are also called independent clauses. A clause is a group of words that may make up a sentence. An independent clause is a group of words that may stand alone as a complete, grammatically correct thought. The following sentences show independent clauses in curly brackets:

All complete sentences have at least one independent clause. You can identify an independent clause by reading it on its own and looking for the subject and the verb.

When you read a sentence, you may first look for the subject, or what the sentence is about. The subject usually appears at the beginning of a sentence as a noun or a pronoun. A noun is a word that identifies a person, place, thing, or idea. A pronoun is a word that replaces a noun. Common pronouns are I , he , she , it , you , they , and we .

In these sentences, the subject is a person: Malik . The pronoun He replaces and refers back to Malik .

In the first sentence, the subject is a place: computer lab . In the second sentence, the pronoun It substitutes for computer lab as the subject.

In the first sentence, the subject is a thing: project . In the second sentence, the pronoun It stands in for the project .

Compound Subjects

A sentence may have more than one person, place, or thing as the subject. These subjects are called compound subjects. Compound subjects are useful when you want to discuss several subjects at once.

Prepositional Phrases

You will often read a sentence that has more than one noun or pronoun in it. You may encounter a group of words that includes a preposition with a noun or a pronoun. Prepositions connect a noun, pronoun, or verb to another word that describes or modifies that noun, pronoun, or verb. Common prepositions include in , on , under , near , by , with , and about . A group of words that begin with a preposition is called a prepositional phrase. A prepositional phrase begins with a preposition and modifies or describes a word. It cannot act as the subject of a sentence. The following phrases inside curly brackets are examples of prepositional phrases.

Read the following sentences. Underline the subjects, and circle the prepositional phrases.

• The gym is open until nine o’clock tonight.
• We went to the store to get some ice.
• The student with the most extra credit will win a homework pass.
• Maya and Tia found an abandoned cat by the side of the road.
• The driver of that pickup truck skidded on the ice.
• Anita won the race with time to spare.
• The people who work for that company were surprised about the merger.
• Working in haste means that you are more likely to make mistakes.
• The soundtrack has over sixty songs in languages from around the world.
• His latest invention does not work, but it has inspired the rest of us.

Once you locate the subject of a sentence, you can move on to the next part of a complete sentence: the verb. A verb is often an action word that shows what the subject is doing. A verb can also link the subject to a describing word. There are three types of verbs that you can use in a sentence: action verbs, linking verbs, or helping verbs.

Action Verbs

A verb that connects the subject to an action is called an action verb. An action verb answers the question what is the subject doing ? In the following sentences, the action verbs are in bold.

The dog barked at the jogger.

He gave a short speech before we ate.

Barked and gave are action verbs.

Linking Verbs

A verb can often connect the subject of the sentence to a describing word. This type of verb is called a linking verb because it links the subject to a describing word. In the following sentences, the linking verbs are in bold.

The coat was old and dirty.

The clock seemed broken.

Was and seemed are linking verbs.

If you have trouble telling the difference between action verbs and linking verbs, remember that an action verb shows that the subject is doing something, whereas a linking verb simply connects the subject to another word that describes or modifies the subject. A few verbs can be used as either action verbs or linking verbs.

Action verb: The boy looked for his glove.

Linking verb: The boy looked tired.

Although both sentences use the same verb looked , the two sentences have completely different meanings. In the first sentence, the verb describes the boy’s action. In the second sentence, the verb describes the boy’s appearance.

Helping Verbs

A third type of verb you may use as you write is a helping verb . Helping verbs are verbs that are used with the main verb to describe a mood or tense. Helping verbs are usually a form of be , do , or have . The word can is also used as a helping verb.

Is is the helping verb. Known is the main verb.

Does is the helping verb. Speak up is the main verb.

Have is the helping verb. Seen is the main verb.

Can is the helping verb. Tell is the main verb.

Whenever you write or edit sentences, keep the subject and verb in mind. As you write, ask yourself these questions to keep yourself on track:

• Subject: Who or what is the sentence about?
• Verb: Which word shows an action or links the subject to a description?

Copy each sentence onto your own sheet of paper and circle the verb(s). Name the type of verb(s) used in the sentence in the space provided (LV, HV, or V).

• The cat sounds ready to come back inside. ________
• We have not eaten dinner yet. ________
• It took four people to move the broken-down car. ________
• The book was filled with notes from class. ________
• We walked from room to room, inspecting for damages. ________
• Harold was expecting a package in the mail. ________
• The clothes still felt damp even though they had been through the dryer twice. ________
• The teacher who runs the studio is often praised for his restoration work on old masterpieces. ________

Sentence Structure, Including Fragments and Run-ons

Now that you know what makes a complete sentence—a subject and a verb—you can use other parts of speech to build on this basic structure. Good writers use a variety of sentence structures to make their work more interesting. This section covers different sentence structures that you can use to make longer, more complex sentences.

Sentence Patterns

Six basic subject-verb patterns can enhance your writing. A sample sentence is provided for each pattern. As you read each sentence, take note of where each part of the sentence falls. Notice that some sentence patterns use action verbs and others use linking verbs.

Subject – Verb

Subject – linking verb – noun, subject – linking verb – adjective, subject – verb – adverb, subject – verb – direct object.

When you write a sentence with a direct object (DO), make sure that the DO receives the action of the verb.

Subject – Verb – Indirect Object – Direct Object

In this sentence structure, an indirect object explains to whom or to what the action is being done. The indirect object is a noun or pronoun, and it comes before the direct object in a sentence.

My coworker is the subject. Gave is the verb. Me is the indirect object. Reports is the direct object.

• Use what you have learned so far to bring variety in your writing. Write six sentences that practice each basic sentence pattern. When you have finished, label each part of the sentence (S, V, LV, N, Adj, Adv, DO, IO).
• Find an article in a newspaper, a magazine, or online that interests you. Bring it to class or post it online. Then, looking at a classmate’s article, identify one example of each part of a sentence (S, V, LV, N, Adj, Adv, DO, IO). Please share or post your results.

The sentences you have encountered so far have been independent clauses. As you look more closely at your past writing assignments, you may notice that some of your sentences are not complete. A sentence that is missing a subject or a verb is called a fragment. A fragment may include a description or may express part of an idea, but it does not express a complete thought.

Fragment: Children helping in the kitchen.

Complete sentence: Children helping in the kitchen often make a mess .

You can easily fix a fragment by adding the missing subject or verb. In the example, the sentence was missing a verb. Adding often make a mess creates an subject-verb-noun sentence structure.

See whether you can identify what is missing in the following fragments.

Fragment: Told her about the broken vase.

Complete sentence: I told her about the broken vase.

Fragment: The store down on Main Street.

Complete sentence: The store down on Main Street sells music.

Common Sentence Errors

Fragments often occur because of some common error, such as starting a sentence with a preposition, a dependent word, an infinitive or a gerund . If you use the six basic sentence patterns when you write, you should be able to avoid these errors and thus avoid writing fragments.

When you see a preposition, check to see that it is part of a sentence containing a subject and a verb. If it is not connected to a complete sentence, it is a fragment, and you will need to fix this type of fragment by combining it with another sentence. You can add the prepositional phrase to the end of the sentence. If you add it to the beginning of the other sentence, insert a comma after the prepositional phrase.

Incorrect: After walking over two miles. John remembered his wallet.

Correct: After walking over two miles, John remembered his wallet.

Correct: John remembered his wallet after walking over two miles.

Incorrect: The dog growled at the vacuum cleaner. When it was switched on.

Correct: When the vacuum cleaner was switched on, the dog growled.

Correct: The dog growled at the vacuum cleaner when it was switched on.

Clauses that start with a dependent word —such as since , because , without , or unless —are similar to prepositional phrases. Like prepositional phrases, these clauses can be fragments if they are not connected to an independent clause containing a subject and a verb. To fix the problem, you can add such a fragment to the beginning or end of a sentence. If the fragment is added at the beginning of a sentence, add a comma.

Incorrect: Because we lost power. The entire family overslept.

Correct: Because we lost power, the entire family overslept.

Correct: The entire family overslept because we lost power.

Incorrect: He has been seeing a physical therapist. Since his accident.

Correct: Since his accident, he has been seeing a physical therapist.

Correct: He has been seeing a physical therapist since his accident.

When you encounter a word ending in -ing in a sentence, identify whether or not this word is used as a verb in the sentence. You may also look for a helping verb. If the word is not used as a verb or if no helping verb is used with the -ing verb form, the verb is being used as a noun. An -ing verb form used as a noun is called a gerund.

Verb: I was working on homework until midnight.

Noun: Working until midnight makes me tired the next morning.

Once you know whether the -ing word is acting as a noun or a verb, look at the rest of the sentence. Does the entire sentence make sense on its own? If not, what you are looking at is a fragment. You will need to either add the parts of speech that are missing or combine the fragment with a nearby sentence.

Incorrect: Taking deep breaths. Saul prepared for his presentation.

Correct: Taking deep breaths, Saul prepared for his presentation.

Correct: Saul prepared for his presentation. He was taking deep breaths.

Incorrect: Congratulating the entire team. Sarah raised her glass to toast their success.

Correct: She was congratulating the entire team. Sarah raised her glass to toast their success.

Correct: Congratulating the entire team , Sarah raised her glass to toast their success.

Another error in sentence construction is a fragment that begins with an infinitive. An infinitive is a verb paired with the word to ; for example, to run , to write , or to reach . Although infinitives are verbs, they can be used as nouns, adjectives, or adverbs. You can correct a fragment that begins with an infinitive by either combining it with another sentence or adding the parts of speech that are missing.

Incorrect: We needed to make three hundred more paper cranes. To reach the one thousand mark.

Correct: We needed to make three hundred more paper cranes to reach the one thousand mark.

Correct: We needed to make three hundred more paper cranes. We wanted to reach the one thousand mark.

Copy the following sentences and identify the fragments. Then combine the fragment with the independent clause to create a complete sentence.

• Working without taking a break. We try to get as much work done as we can in an hour.
• I needed to bring work home. In order to meet the deadline.
• Unless the ground thaws before spring break. We won’t be planting any tulips this year.
• Turning the lights off after they were done in the kitchen. Kris tries to conserve energy whenever possible.
• You’ll find what you need if you look. On the shelf next to the potted plant.
• To find the perfect apartment. Deidre scoured the classifieds each day.

Run-on Sentences

Just as short, incomplete sentences can be problematic, lengthy sentences can be problematic too. Sentences with two or more independent clauses that have been incorrectly combined are known as run-on sentences . A run-on sentence may be either a fused sentence or a comma splice.

Fused sentence: A family of foxes lived under our shed young foxes played all over the yard.

Comma splice: We looked outside, the kids were hopping on the trampoline.

When two complete sentences are combined into one without any punctuation, the result is a fused sentence . When two complete sentences are joined by a comma, the result is a comma splice . Both errors can easily be fixed.

Punctuation

One way to correct run-on sentences is to correct the punctuation. For example, adding a period will correct the run-on by creating two separate sentences.

Run-on: There were no seats left, we had to stand in the back.

Correct: There were no seats left. We had to stand in the back.

Using a semicolon between the two complete sentences will also correct the error. A semicolon allows you to keep the two closely related ideas together in one sentence. When you punctuate with a semicolon, make sure that both parts of the sentence are independent clauses.

Run-on: The accident closed both lanes of traffic we waited an hour for the wreckage to be cleared.

Complete sentence: The accident closed both lanes of traffic ; we waited an hour for the wreckage to be cleared.

When you use a semicolon to separate two independent clauses, you may wish to add a transition word to show the connection between the two thoughts. After the semicolon, add the transition word and follow it with a comma.

Run-on: The project was put on hold we didn’t have time to slow down, so we kept working.

Complete sentence: The project was put on hold ; however, we didn’t have time to slow down, so we kept working.

Coordinating Conjunctions

You can also fix run-on sentences by adding a comma and a coordinating conjunction. A coordinating conjunction acts as a link between two independent clauses. Common coordinating conjunctions are for , and , nor , but , or , yet , and so .

These are the seven coordinating conjunctions that you can use: for , and , nor , but , or , yet , and so . Use these words appropriately when you want to link the two independent clauses. The acronym FANBOYS will help you remember this group of coordinating conjunctions.

Run-on: The new printer was installed, no one knew how to use it.

Complete sentence: The new printer was installed , but no one knew how to use it.

Dependent Words

Adding dependent words is another way to link independent clauses. Like the coordinating conjunctions, dependent words show a relationship between two independent clauses.

Run-on: We took the elevator, the others still got there before us.

Complete sentence: Although we took the elevator, the others got there before us.

Run-on: Cobwebs covered the furniture, the room hadn’t been used in years.

Complete sentence: Cobwebs covered the furniture because the room hadn’t been used in years.

Image Descriptions

A decision tree for editing sentence fragments that are missing a subject or a verb:

• If yes, go to #2.
• If no, the sentence is a fragment. Add a subject to make it a complete sentence. Then go to #2.
• If yes, the sentence is a complete sentence.
• If no, the sentence is a fragment. Add a verb to make it a complete sentence.

[Return to image]

A decision tree for editing fragments that begin with a preposition:

• Can you find a preposition or prepositional phrase?
• If yes, go to #3.
• If no, go to #4.
• The phrase is a fragment. Combine the prepositional phrase with another sentence. Add the prepositional phrase to the end of the combined sentence or add the prepositional phrase to the beginning of the combined sentence and add a comma after the prepositional phrase.

A decision tree for editing fragments that begin with a gerund:

• Does the phrase contain a word that ends in -ing?
• If yes, the -ing word is a verb. Go to
• If no, the -ing word is a gerund, a noun.
• The phrase is a fragment. Correct by adding the missing part of speech or correct by combining with a nearby sentence.

Text Attributions

• This chapter was adapted from “ Sentence Writing ” in W riting for Success by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing), which is licensed under a CC BY-NC-SA 4.0 Licence . Adapted by Allison Kilgannon.

Media Attributions

• Editing Fragments by The Saylor Foundation is licensed under a CC BY-NC-SA 4.0 Licence .
• Editing Fragments that Begin with a Preposition by The Saylor Foundation is licensed under a  CC BY-NC-SA 4.0 Licence .
• Editing Fragments That Begin with Gerunds by The Saylor Foundation is licensed under a  CC BY-NC-SA 4.0 Licence .

Sentence Basics Copyright © 2021 by Allison Kilgannon is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Sentence Patterns

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Sentence patterns can be understood as the way sentences are usually structured. It is important to learn the most common sentence patterns in English, as most of the sentences you will hear, write, and speak will follow these basic patterns.

Sentence Patterns #1 - Noun / Verb

The most basic sentence pattern is a noun followed by a verb. It's important to remember that only verbs that do not require objects are used in this sentence pattern.

People work. Frank eats. Things happen.

This basic sentence pattern can be modified by adding a noun phrase, possessive adjective , as well as other elements. This is true for all the sentence patterns that follow.

People work. -> Our employees work. Frank eats. -> My dog Frank eats. Things happen. -> Crazy things happen.

Sentence Patterns #2 - Noun / Verb / Noun

The next sentence pattern builds on the first pattern and is used with nouns that can take objects.

John plays softball. The boys are watching TV. She works at a bank.

Sentence Patterns #3 - Noun / Verb / Adverb

The next sentence pattern builds on the first pattern by using an adverb to describe how an action is done.

Thomas drives quickly. Anna doesn't sleep deeply. He does homework carefully.

Sentence Patterns #4 - Noun / Linking Verb / Noun

This sentence pattern uses linking verbs to link one noun to another. Linking verbs are also known as equating verbs - verbs which equate one thing with another such as 'be', 'become', 'seem', etc.

Jack is a student. This seed will become an apple. France is a country.

Sentence Patterns #5 - Noun / Linking Verb / Adjective

This sentence pattern is similar to sentence pattern #4, but uses linking verbs to link one noun to its description using an adjective .

My computer is slow! Her parents seem unhappy. English seems easy.

Sentence Patterns #6 - Noun / Verb / Noun / Noun

Sentence pattern #6 is used with verbs that take both direct and indirect objects .

I bought Katherine a gift. Jennifer showed Peter her car. The teacher explained the homework to Peter. 

Parts of speech  are the different type of words. They are put together to create sentence patterns in English. Here are the  eight parts of speech . Learning parts of speech make understanding sentences easier. 

Nouns are things, people, places, concepts -> computer, Tom, table, Portland, Freedom

Pronouns replace nouns in sentences. There are subject, object, and posessive pronouns -> he, I, them, our, its, us

Adjectives describe things, people, places and concepts. Adjectives come before nouns. -> big, excellent, fun, tiny

Verbs are what people do, the actions they make. Verbs are used in many different tenses. -> play, visit, buy, cook

Adverbs describe how, where or when something is done. They often come at the end of a sentence. -> always, slowly, carefully

Conjunction

Conjunctions connect words and sentences. Conjunctions help us give reasons and explain. -> but, and, because, if

Preposition

Prepositions help us show the relationship between things, people and places. Prepositions are often just a few letters. -> in, at, off, about

Interjection

Interjections are used to add emphasis, show understanding, or surprise. Interjections are often followed by exclamation points. -> Wow!, ah, pow!

There are a number of common sentence patterns used to write most sentences in English. The basic sentence patterns presented in this guide to sentence patterns will help you understand the underlying pattern in even the most complex English sentences. Take this quiz to test your understanding of sentence patterns and parts of speech. 

What are the parts of speech of the words in  italics  in each sentence?

•  My friend  lives  in Italy.
• Sharon has a bicycle.
• Alice has a banana  and  an apple. 
• He  studies French at school.
• Jason lives  in  New York.
• Wow ! That sounds difficult.
• He lives in a  big  house.
• Mary drove home  quickly . 

Which sentence pattern does each sentence have?

• Peter studies Russian. 
• I am a teacher.
• I bought him a gift.
• Alice is happy.
• My friends danced. 
• Mark spoke slowly.

Answers to parts of speech quiz

• conjunction
• preposition
• interjection

Answers to sentence pattern quiz

• Noun / Verb / Noun
• Noun / Linking Verb / Noun
• Noun / Verb / Noun / Noun
• Noun / Linking Verb / Adjective
• Noun / Verb
• Noun / Verb / Adverb
• Lesson Plan: Label Sentences with Parts of Speech
• How to Teach Pronouns to ESL Students
• Adjectives and Adverbs: A Guide to Usage
• An English Grammar Guide to Using Adjectives Correctly
• Teaching Writing to Beginning ESL Students
• Writing Sentences for Beginners
• Start Learning English With Easy Lessons
• What are Adjectives?
• Content and Function Words
• Word Game for the ESL Classroom
• The Five Main Types of Adverbs in English
• Essential Basic English Lessons
• Adjective Placement Patterns for English Learners
• Proper Usage of "That" in English
• 10 Common Sentence Mistakes in English
• Collocations With Money

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Sentence Patterns

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Sentence Structure

Sentence patterns, what this handout is about.

This handout gives an overview of English sentence patterns. It will help you identify subjects, verbs, and clause connectors so you can analyze your writing style and improve it by using a variety of sentence patterns.

Click here for a one page summary of the English sentence patterns discussed on this handout.

SUBJECTS, VERBS, AND CLAUSES

In its simplest form, an English sentence has two parts: a subject and a verb that express a complete thought when they are together.

• The subject shows who or what is doing the action. It is always some form of noun or pronoun.
• The verb shows the action or the state of being. It can be an action verb, like “run,” or a state verb, like “seem.”

Examples of simple two word sentences include:

Marvin slept. Dogs bark. Isotopes react.

Real sentences are rarely so short. We usually want to convey much more information, so we modify the main subject and verb with other words and phrases, as in the sentences below:

Unfortunately, Marvin slept fitfully. Dogs bark louder after midnight. Heavy isotopes react more slowly than light isotopes of the same element.

Despite the extra information, each of these sentences has one subject and one verb, so it’s still just one clause. What’s a clause?

A clause is the combination of a subject and a verb. When you have a subject and verb, you have a clause. Pretty easy, isn’t it? We’re going to concentrate on clauses in this handout, with emphasis on these two in particular:

• Independent clause : a subject and verb that make a complete thought. Independent clauses are called independent because they can stand on their own and make sense.
• Dependent clause : a subject and verb that don’t make a complete thought. Dependent clauses always need to be attached to an independent clause (they’re too weak to stand alone).

We’ll talk more about dependent clauses later on, but also see our handout on fragments for a more detailed description of these types of clauses.

Something tricky

Before we move on to the sentence types, you should know a little trick of subjects and verbs: they can double up in the same clause. These are called “compound” subjects or verbs because there are two or more of them in the same clause.

Compound subject (two subjects related to the same verb):

Javier and his colleagues collaborated on the research article.

Compound verb (two verbs related to the same subject):

Javier conducted the experiment and documented the results.

Compound subject with compound verb :

Javier, his colleagues, and their advisor drafted and revised the article several times.

Notice that they don’t overlap . You can tell that it’s only one clause because all of the subjects in one clause come before all of the verbs in the same clause.

FOUR BASIC PATTERNS

Every sentence pattern below describes a different way to combine clauses. When you are drafting your own papers or when you’re revising them for sentence variety, try to determine how many of these patterns you use. If you favor one particular pattern, your writing might be kind of boring if every sentence has exactly the same pattern. If you find this is true, try to revise a few sentences using a different pattern.

NOTE: Because nouns can fill so many positions in a sentence, it’s easier to analyze sentence patterns if you find the verbs and find the connectors . The most common connectors are listed below with the sentence patterns that use them.

In the descriptions below, S=Subject and V=Verb, and options for arranging the clauses in each sentence pattern given in parentheses. Connecting words and the associated punctuation are highlighted in brown. Notice how the punctuation changes with each arrangement.

Pattern 1: Simple Sentence

One independent clause (SV.)

Mr. Potato Head eats monkeys. I refuse.

Try this : Look for sentences in your own text that have only one clause. Mark them with a certain color so they stand out.

Pattern 2: Compound Sentence

Two or more independent clauses. They can be arranged in these ways: (SV, and SV.) or (SV; however, SV.)

Connectors with a comma, the FANBOYS: for, and, nor, but, or, yet, so (See our handout on commas for more info.)

Connectors with a semicolon and comma: however, moreover, nevertheless, nonetheless, therefore

Example compound sentences:

Mr. Potato Head eats them for breakfast every day, but I don’t see the attraction. Eating them makes him happy; however, he can’t persuade me.

• Scan your own text to find the compound connectors listed above. Circle them.
• Find the verb and the subject of the clauses on both sides of the connectors.
• Highlight your compound sentences with a color that’s different from the one you used to mark your simple sentences.

Pattern 3: Complex Sentence

One independent clause PLUS one or more dependent clauses. They can be arranged in these ways: (SV because SV.) or (Because SV, SV.) or (S, because SV, V.)

Connectors are always at the beginning of the dependent clause. They show how the dependent clause is related to the independent clause. This list shows different types of relationships along with the connectors that indicate those relationships:

Cause/Effect:  because, since, so that

Comparison/Contrast : although, even though, though, whereas, while

Place/Manner : where, wherever, how, however

Possibility/Conditions : if, whether, unless

Relation : that, which, who, whom

Time : after, as, before, since, when, whenever, while, until

Examples of complex sentences:

He recommends them highly because they taste like chicken when they are hot. Although chicken always appeals to me, I still feel skeptical about monkey. Mrs. Potato Head, because she loves us so much, has offered to make her special monkey souffle for us. She can cook it however she wants. Although I am curious, I am still skeptical.

• Scan your own text to find the complex connectors listed above. Circle them.
• Find the verb and the subject of the clauses that goes with each connector, remembering that the dependent clause might be in between the subject and verb of the independent clause, as shown in the arrangement options above.
• Highlight your complex sentences with a color that’s different from the one you used to mark your simple sentences.

Pattern 4: Compound-Complex Sentence

Two or more independent clauses PLUS one or more dependent clauses. They can be arranged in these ways: (SV, and SV because SV.) or (Because SV, SV, but SV.)

Connectors: Connectors listed under Patterns 2 & 3 are used here. Find the connectors, then find the verbs and subjects that are part of each clause.

Mr. Potato Head said that he would share the secret recipe; however, if he does, Mrs. Potato Head will feed him to the piranhas, so we are both safer and happier if I don’t eat monkeys or steal recipes.

Try this: Use a fourth color to highlight the compound-complex sentences in your text (the ones with at least two independent and at least one dependent clauses).

Look at the balance of the four different colors. Do you see one color standing out? Do you notice one missing entirely? If so, examine your text carefully while you ask these questions:

• Could you separate some of the more complex sentences?
• Could you combine some of the shorter sentences?
• Can you use different arrangement options for each of the sentence patterns?
• Can you use different connectors if you change the order of the clauses?
• Sentence Patterns. Provided by : The Writing Center, University of North Carolina at Chapel Hill. Located at : http://writingcenter.unc.edu/handouts/sentence-patterns/ . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

Basic Grammar and Punctuation: Compound Sentences

• Apostrophes
• Commonly Confused Words
• Semi-colons/Colons
• Sentence Fragments
• Run-on Sentences
• Simple Sentences
• Compound Sentences
• Complex Sentences
• How to Proofread

About Compound Sentences

Once you can identify a basic sentence, you can join or separate your sentences to best communicate your ideas.

A compound sentence joins two or more sentences that have related ideas of equal importance. The two sentences go together. Each sentence or independent clause must still have a subject and a verb .

For example:

She wanted spinach salad; he wanted a hamburger.

He went to the party, but she stayed home.

One way to create a compound sentence is with a semi-colon .

Not a common practice, a semi-colon is used only where ideas are very closely related.

She loves me; she loves me not.

They say it's your birthday; it's my birthday too! - Paul McCartney

Management is doing things right; leadership is doing the right things. - Peter Drucker

Another way to create a compound sentence is with a coordinating conjunction .

Coordinating conjunctions are sometimes referred to as FANBOYS. Notice how a comma is used with a coordinating conjunction.

F or – He couldn't go home, for he had no place to go. 

A nd – I took a taxi, and she drove home.

N or – He didn't want help, nor did she offer it.

B ut – I wanted to go late, but she wanted to go on time.

O r – She cooked dinner, or she went out to a restaurant.

Y et – She owned a car, yet she didn't know how to drive it.

S o – She had to go, so she called a friend to drive her.

Common problems with compound sentences include commas splices.

A comma alone is not enough to connect two sentences.

Wrong – I was tired from working late, I had to go to class anyway.

Right – I was tired from working late ; I had to go to class anyway.

Right – I was tired from working late , but I had to go to class anyway.

Common problems with compound sentences include fused sentences.

Sentences cannot just run together. They must be joined with a semi-colon or a coordinating conjunction.

Wrong – My brother just graduated from high school he will attend St. Petersburg College.

Right – My brother just graduated from high school ; he will attend St. Petersburg College.

Right – My brother just graduated from high school , so he will attend St. Petersburg College.

Dual construction vs. the coordinating conjunction - or when to use the comma!

When combining sentences into a compound sentence, you need a comma before the coordinating conjunction.

I like peanut butter, and I like jelly.

He eats macaroni, but he won't eat cheese.

BUT when combining two nouns or verbs, you don't need a comma.

I like peanut butter and jelly.

He eats macaroni or cheese but not both.

A special use of semi-colons - the Conjunctive Adverb

Sometimes mistaken for a FANBOY, a conjunctive adverb actually joins two sentences with a semi-colon AND has additional punctuation inside the second sentence.

I hate spinach; however, I love broccoli.

I want to graduate with honors; furthermore, I want to go to law school.

I don't want to go out tonight; besides , I have homework to do.

 Some common conjunctive adverbs include accordingly, also, however, furthermore, nevertheless, consequently, finally, likewise , and meanwhile .

More About Compound Sentences

• Commas vs. Semicolons in Compound Sentences
• Compound sentences
• Compound Sentence Structure

Practice Compound Sentences Here!

• Compound Sentence Quiz
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Sunday, december 2, 2012, identify sentence patterns (2), 10 comments:.

I got 16/20 some are difficult to understand but others are easy...

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Very simple and easy to understand the examples at once

I have a doubt in the 17th sentence. How did you mention `Close the window` as SVO Could you please explain.

Indirectly close the window refers You close the window ...so ans is svo

I am confused on number 4, 9, 12, 16, and 19. Enlighten me.

He made Rahul Doctor The train left early We have considered her clever till now