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A Concise Guide to English Grammar

Phillip Haisley

Section 9.11 Homework: Conjunctions and Clauses

Subsection 9.11.1 Part 1: Sentence Type Identification

Instructions.

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For each sentence, identify the sentence type (simple, compound, complex, or compound-complex) and identify all clauses. Label each clause as independent (IC) or dependent (DC).
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Example (completed).

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Sentence: Although the weather was terrible, the athletes competed fiercely, and the crowd cheered enthusiastically.
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Sentence type: Compound-complex
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Clauses:
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  • Although the weather was terrible — DC
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  • the athletes competed fiercely — IC
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  • the crowd cheered enthusiastically — IC
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Exercises.

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Exercise 1. The exhausted marathon runner from Kenya and her experienced coach celebrated after the race.
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Exercise 2. Because the deadline was extended, I had time to revise my paper thoroughly.
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Exercise 3. Although the professor has retired, she still occasionally gives guest lectures, and her former students attend whenever they can.
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  • Sentence type: _______
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  • Clauses (identify each as IC or DC): _______
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Subsection 9.11.2 Part 2: Sentence Writing

Instructions.

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Write original sentences following each prompt.
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Exercises.

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Exercise 4. Connect two clauses using a semicolon and a conjunctive adverb (such as however, therefore, moreover, consequently):
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Exercise 5. Write a complex sentence with a dependent clause showing cause or reason (use because, since, or as):
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Exercise 6. Write a compound-complex sentence. Use a coordinating conjunction (FANBOYS) to join two independent clauses, and add at least one dependent clause using a subordinating conjunction:
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Subsection 9.11.3 Part 3: Error Correction

Instructions.

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Each sentence below contains a comma splice or run-on error. Provide two different corrections for each.
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Example (completed).

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Error: The lecture was fascinating, I took detailed notes.
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Correction 1: The lecture was fascinating, and I took detailed notes. (added coordinating conjunction)
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Correction 2: The lecture was fascinating; I took detailed notes. (replaced comma with semicolon)
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Exercises.

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Exercise 7. She enjoys hiking he prefers swimming.
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Exercise 8. The assignment was challenging, many students struggled to finish it on time.
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Exercise 9. The restaurant was crowded, we decided to order takeout instead.
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Subsection 9.11.4 Part 4: Sentence Tables and Diagrams

Instructions.

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For each sentence below, complete the labeling table and draw a tree diagram. At the clause level, assign the role Main to independent clauses and Adverbial to dependent clauses.
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Exercises.

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Exercise 10. Compound noun phrase (simple sentence). Complete the labeling table and draw a tree diagram for: The teacher and the principal met after school.
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Student labeling table for "The teacher and the principal met after school"
Exercise 11. Compound sentence. Complete the labeling table and draw a tree diagram for: The train arrived late, but the passengers remained calm.
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Student labeling table for "The train arrived late, but the passengers remained calm"
Exercise 12. Complex sentence. Complete the labeling table and draw a tree diagram for: Although the library was quiet, she remained distracted.
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Student labeling table for "Although the library was quiet, she remained distracted"
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Subsection 9.11.5 Part 5: Emphasis, End-Weight, and Clause Revision

Instructions.

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Apply what you have learned about emphasis, end-weight, and clause management to revise and analyze sentences.
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Exercises.

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Exercise 13. The following passage strings together several ideas using only coordination. Separate it into individual simple sentences. Then explain: what relationships between the ideas are lost?
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The lecture was long and the material was difficult and students were confused and they asked many questions and the professor stayed late to help.
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Exercise 14. The following sentence is front-loaded—the heavy element appears too early:
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After the committee reviewed every proposal and discussed the budget in detail, they approved the new plan.
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a) Rewrite the sentence to apply end-weight (move the heavy clause toward the end):
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b) Why is the revised version easier to read? Refer to end-weight in your answer.
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Exercise 15. The following sentence uses coordination:
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The experiment failed, and the researchers were disappointed.
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a) Rewrite using subordination to place emphasis on the researchers’ disappointment (make "the researchers were disappointed" the main clause):
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b) Rewrite using subordination to place emphasis on the experiment’s failure (make "the experiment failed" the main clause):
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c) Which version—a, b, or the original coordination—would you use if you wanted both ideas to feel equally important? Explain.
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