Task 1 & Task 2 Highly Important Sentence Structures

Sentence structures you should use:

Below are three high level sentence structures, and examples, for both of these question
types.

1. As / While A verb, B verb (at the same time). [linking words]

Change Over Time example: While the number of factories in Taiwan increased
dramatically to 100,000 in 2006, the quantity in Japan plummeted to 1,000 at the same
time.

Static example: As the number of females in full-time work stood at 300 in 2014, the
amount of working males stood at 500.

2. In comparison to A, which verb, B verb. [relative clauses]

COT example: In comparison to the number of factories in Taiwan, which saw an increase
to 100,000 in 2006, the quantity in Japan plummeted to 1,000 at this time.

Static example: In comparison to the number of females in full-time work, which stood at
300 in 2014, the amount of working males stood at 500.

3. A verb, v-ing, (which verb). [adjective clause + relative clause]

COT example: The number of factories in Taiwan saw an increase to 100,000 in 2006,
exceeding the quantity in Japan, which had only 1,000.

Static example: The number of males in full-time work reached 500 in 2014, exhibiting a
higher number than all the other categories provided.
Below are useful high – level sentence structures which
you can utilize to get a higher score for IELTS Writing Task 1.

1. As / Whereas/ While X verb, Y verb (at the same time).

While the figure for factories in Japan went up dramatically to 120,000 in 2010, the
quantity in Korea plummeted to 12,000 at the same time.

2. Clause, followed by + Noun Phrase

There was a dramatic growth in the number of factories in Japan to 120.000 in

2010, followed by a sharp decrease to 1,000 in 2015.

3. Clause, prior to/before Verb-ing

The number of factories in Japan experienced an increase to 120,000 in 2010,

before hitting a free fall to 1,000 in 2015.

4. Clause, after Verb – ing

The figure for factories in Japan hit a free fall to 1,000 in 2o15, after undergoing an
increase to 120,000 in 2010.

5. In comparison to/with X, which verb, Y verb.

In comparison with the number of factories in Japan, which witnessed a dramatic

increase to 120,000 in 2010, the quantity in Korea plummeted to 12,000 at this
time.

6. X verb, Verb-ing, (which verb).

The quantity of factories in Japan went through a period of dramatic increase to

120,000 in 2010, exceeding the number in Korea, which had only 12,000.
Useful Grammar Structures To Get An IELTS Band 7.0+

1. So + adjective + to be + Subject + that Clause

So + adv + auxiliary verb + S + main verb + O + that clause
Ex: So terrible was the storm that a lot of houses were swept away.
So beautifully did he play the guitar that all the audience appreciated him

2. Then comes/come + Subject, as + Clause

Ex: Then came a divorce, as they had a routine.

3. May + Subject + verb..

Ex: May I appologize at once for the misspelling of your surname in the letter from my
assistant, Miss Dowdy
May you all have happiness and luck

4. It is no + Comparative Adjective + than + V-ing

Ex: For me it is no more difficult than saying “I love you”.

5. Subject + Verb + far more +….than + N

Ex: The material world greatly influences far more young people than old people.
6. Subject + love/like/wish + nothing more than to be + adj/past participle
Ex: We wish nothing more than to be equally respected

7. Subject 1 + is/are just like + Subject 2 +was/were..

8. Subject 1 + is/are + the same + as + Subject 2 + was/were

Ex: My daughter is just like her mother was 35 yares ago when she was my classmate at
Harvard University
She is the same as she was

9. It is (not always) thought + adj + Noun phrase

Ex: It is not always thought essential that Miss world must have the great appearance

10. As + Verb Participle /can be seen, Subject + Verb…

Ex: As spoken above, we are short of capital
As can be seen, a new school is going to be built on this site.

11. S + point(s)/ pointed out (to sb) + that Clause

Ex: She point out that he was wrong

12. It is/was evident to someone + that Clause

Ex: It was evident to them that someone gave him a hand to finish it.

13. What + Subject + Verb + is/was + (that) + Subject + Verb +….

Ex: What was said was (that) she had to leave
What I want you to do is that you take more care of yourself
14. Noun + Is + what + sth + is all about
Ex: Entertainment is what football is all about

15. Subject + tobe (just) + what Subject + Verb…

Ex: It was just what I wanted
You are what God brings into my life

16. Verb-ing +sth + tobe + Adjective – if not impossible

Ex: Travelling alone into a jungle is adventurous – if not impossible

17. There + tobe + no + Noun + nor + Noun

Ex: There is no food nor water

18. There isn’t/wasn’t time to Verb / tobe + Adjective

Ex: there wasn’t time to identify what is was

19. Subject + may + put on a + Adjective + front but inside + Subject + Adjective
Ex: You may put on a brave front but inside you are fearful and anxious

20. Subject + see oneself + V-ing…

Ex: You can see yourself riding a cable-car in San Francisco
Sentence Structure
This page about sentence structure will focus on the differences between simple
sentences, compound sentences, complex sentences and compound-complex sentences.

You must know how to correctly write these sentence types for IELTS as the examiner will
be looking for them when they grade you for your 'grammatical range'.

Clauses are the buliding blocks of sentences.

So, before you go any further, make sure you understand what clauses are by looking at
the previous lesson.

Sentence Types
There are four types of sentence:

1. Simple
2. Compound
3. Complex
4. Compound-Complex

1. Simple Sentences
A simple sentence is one clause with a subject and verb.

Computers are important in the modern world.

Formula = SV
However, it can have more than one subject and verb:

2 subjects:

Computers and other technological devices are important in the modern world.
Formula = SSV
2 Verbs:

I search for information and play games on my computer.

Formula = SVV
2 subject and 2 verbs:

My brother and I search for information and play games on our computers.
Formula = SSVV
2. Compound Sentences
A compound sentence consists of 2 or 3 clauses. It is when simple sentences are joined
together.

In this sentence structure, the clauses are joined with the following coordinating
conjunctions:

F = for
A = and
N = nor
B = but
O = or
Y = yet
S = so
The word 'fanboys' is an easy way to remember the different conjuntions that make up
compound sentences. Obviously the most common are 'and', 'but', 'or' and 'so'.

Here are some examples of compound sentence structure:

Computers are important, but they can be dangerous too.

Formula = SV but SV
Computers are important, but they can be dangerous too, so we must
be careful.
Formula = SV but SV so SV.
Avoid writing too many clauses as the sentence may get difficult to follow, and
you cannot use each one more than once in a sentence to join clauses.

This is wrong:

Computers are used widely in most countries now, and they are a sign of
progress, and we must ensure everyones has access to them.
Incorrect formula = SV and SV and SV. X
Two possible corrected versions:

Computers are used widely in most countries now, and they are a sign of progress.
We must ensure everyones has access to them.
Formula = SV and SV. SV.
Computers are used widely in most countries now, and they are a sign of
progress, so must ensure everyones has access to them.
Formula = SV and SV so SV.
Using semicolons

There is an instance when you can have a compound sentence structure without a
coordinating conjuntion, and this is when you join two clauses with a semicolon. It is used
when two ideas are related.

For example:

Computers are used widely in most countires; they are a sign of progress.

3. Complex Sentences
Complex sentences are more complicated (which is maybe why they are called
'complex'!).

This type of sentence structure is important for IELTS because to get awarded a band 6 or
higher for your 'grammatical range and accuracy', you need to demonstrate that you are
able to use them.

The more varied and the more accurate your complex sentences are, the higher the
band score for this.

There are different types of complex sentences and these will be looked at in more detail
later, so here you are just provided with the basics.

Complex sentences are two (or more) clauses joined together, but they are not joined by
'fanboys' (coordinating conjuntions). They are joined by subordinating conjuntions.

These are subordinating conjunctions:

after even if unless

although even though until
as if when
as if in order to whenever
as long as in case whereas
as much as once where
as soon as since wherever
as though so that while
because that
before though

For example:

People take natural health supplements even though they may not have been
tested.
Our children may not be properly educated if we don't spend more on schools.
I went to bed as soon as he left because I was tired.
These are all adverbial clauses. In these types of complex sentence, the second clause
can be used to start the sentence.

In this case, a comma is needed in the middle.

Even though they may not have been tested, people take natural health
supplements.
If we don't spend more on schools, our children may not be properly educated.
As soon as he left, I went to bed because I was tired.
Noun clauses and relative clauses are also a type of complex sentence structure, but
these will be looked at later.

4. Compound-Complex Sentences
Compound-complex sentences are the same as complex sentences but they also have a
simple (or compound) sentence before or after the 'complex' part.

For example:

I ate a lot when I got home, but I was still hungry.

The part that is underlined is the complex sentence. As you can see, it also has a simple
sentences connected to it. It can also have a full compound sentence attached to it:

I ate a lot when I got home, but I was still hungry, so I went shopping to buy some
more food.
 EXAMPLES
He failed the test because he did not study hard enough.

a) Simple
b) Compound
c) Complex
d) Compound-Complex

Correct - because makes it a complex sentence.

Even though pollution is widespread, people are doing little to prevent it.

a) Simple
b) Compound
c) Complex
d) Compound-Complex

Correct - even though tells you it is complex

Animals should not be killed for their fur, but this is still occuring, so action must be
taken.

a) Simple
b) Compound
c) Complex
d) Compound-Complex

Correct - the coordinating conjunctions (but, so) tell you it is compound. There is no
subordinating conjunction so it cannot be complex or compound-complex.

I came to study in the UK because I wanted to improve my English, so I talk to as

many English people as possible.

a) Simple
b) Compound
c) Complex
d) Compound-Complex

Correct - the sentence has a subordinating conjunction (because) and a

coordinating conjunction (so).
Complex Sentences
Understanding complex sentences and knowing how to write them is crucial for IELTS.

The examiner will not award you above a band 5 for 'grammatical range and accuracy' if
you cannot write them or if you have a very limited ability to write them.

This is the marking criteria for a band 6 for grammar:

 Uses a mix of simple and complex sentence forms

 Makes some errors in grammar and punctuation but they rarely reduce communication
So you must have a mix of complex sentence forms, though some errors in them are
acceptable.

If, for example, you learned a couple of complex structures and used the same ones
throughout your essay, this would not demonstrate a 'mix'.

For the higher band scores, you will need to show a greater range and more accuracy.

In order to understand a complex sentence, you need to

understand independent and dependent clauses (look at this previous lesson
on clauses if you are unsure what they are).

What are independent and dependent clauses?

A clause is a group of words with a subject and verb. This is a dependent clause:

...because it was raining so hard.

If something or someone is 'dependent' then it needs or relies on something else for aid,
support, life etc.

For example, a baby is dependent on its mother. Without the mother the baby cannot
survive.

In a similar way, a dependent clause cannot 'survive' on its own. It relies on something
else. The clause above "....because it was raining so hard" cannot be used on its own as a
sentence because it does not make sense.

In order to function, it needs an independent clause. An independent clause can function

on its own as a sentence:

I took my umbrella.
This has meaning so is ok on its own. It makes a simple sentence.

If we now join this independent clause with the dependent clause, we have a complex
sentence that has meaning:

I took my umbrella because it was raining so hard.

Types of complex sentence
Complex sentences have three types:

1. Adverbial Clauses
2. Relative Clauses
3. Noun Clauses
In the following sections, there is a brief explanation of how to construct each of these with
some examples.

However, they are complicated, so lessons explaining them in more detail will follow later
on.

1) Adverbial Clauses
Adverbial clauses answer questions such as how? why? when? where?

They are made by connecting an independent clause and a dependent clause with
a subordinating conjunction.

Here are some common subordinating conjunctions that make complex sentences:

because while

although when

if even though

until as

For example (the subject is in green and the verb in blue).:

Some experiments on animals give us the wrong result because animals’

bodies are not exactly the same as our own.

SV subordinating conjunction SV

Some experiments on animals give us the wrong result

------ INDEPENDENT CLAUSE ------

...because animals' bodies are not exactly the same as our own.

------ DEPENDENT (SUBORDINATING) CLAUSE ------

In adverbial clauses, however, it is possible to put the dependent clause before the
independent clause. In fact, more often than not, this is the case.

When you do this though, you MUST put a comma after the dependent clause (a comma
is not needed when the independent clause comes first):

Because animals’ bodies are not exactly the same as our own, some experiments on
animals give us the wrong result.

subordinating conjunction SV, SV

Here are some further examples. Notice how in some sentences the dependent clause
comes first, in others it is second. This is your choice:

Even though he arrived late, he did not apologize.

Pollution will get worse if car emissions are not reduced.
While the number of people going to Japan increased, the number going to the UK
decreased.
I don't know when he will arrive.

2) Relative Clauses
Like adverbial clauses, relative clauses are made up of an independent clause and a
dependent clause.

However, these clauses have a different use. Relative clauses are used to modify a noun.
In other words, to give more information about it.

The relative pronouns who, which, that and where are used to do this, and the relative
clause is placed after the noun it is modifying.

For example:

Animal experimentation, which is legal in most countries, should be banned.

Animals experimentation should be banned.

------ INDEPENDENT CLAUSE ------

 which is legal in most countries

------ DEPENDENT (RELATIVE) CLAUSE ------

Unlike adverbial clauses, the dependent clause (which is the relative clause) can break up
the independent clause - the dependent clause just needs to go after the noun, wherever
that is.

Notice also that there are two Subject-Verb combinations. This will always be the case
with complex sentences as there are two clauses.

Here are some more examples. The dependent (relative) clause is in red, the independent
clause is in bold, and the noun being modified is underlined.

A library is a place where you can borrow books.

Global warming is a problem that must be solved.
Obesity, which is the condition of being overweight, affects millions of
children.
A person who breaks the law must face serious penalties.

3) Noun Clauses
Noun clauses are probably the most difficult to master of the complex sentences, so we'll
focus here on the most common and easiest form which you will probably have used many
times. We'll look at them in more detail later.

A noun clause answers the question 'who?' or 'what?'. Unlike relative clauses, which
come after the noun, noun clauses come after the verb.

For example:

What do you think about corruption?

I think that corruptions is wrong and that those guilty of it should be
punished.
In this example, there are two noun clauses, and they are the object of the verb 'think'.

The noun clauses are the dependent clauses because they do not make sense on their
own. They need the independent clause "I think...".

I think

------ INDEPENDENT CLAUSE ------

that corruption is wrong

that those guilty of it should be punished

 ------ DEPENDENT (NOUN) CLAUSE ------

Here are some more examples. The dependent (noun) clause is in red, and the
independent clause is in bold:

I agree that capital punishment must be abolished.

I hope that the government intervenes to resolve the situation.
I believe that experimentation on animals is unethical.
It is common to omit 'that' when speaking. For example, we can say:

I believe experimentation on animals is unethical.

However, in formal writing such as IELTS, or academic writing generally, you should
include it.

There are further rules and possibilities to use these adverbial, relative and noun clauses,
but we will look at them in more detail later.

This lesson provides you with the basics on how they are used.

IELTS and Complex Sentences

To achieve a good score for your grammatical range, you would need to be able to use a
mix of these types of complex sentences, and to use them fairly accurately for a band 6,
and very accurately for a band 7 or higher.

For band 7 or higher you will also need to try and use these structures in more complex
ways, such as reducing your relative clauses and using nominalizations.

We will look at these in another lesson.

 What are model verbs?
Modal Verbs are used commonly in English to add further information to the main verb.

They are auxiliary or 'helping' verbs, which means they cannot be used on their own but
must be used with the main verb.

Modal Verbs Main Verb Sentence Examples

(Bare Infinitive)

May
Might
Can  She can swim
Could  Can she swim?
Shall go  She can not swim
Should
Will
Would
Must

‘Semi’ Modal Verbs (Infinitive) Sentence Examples

 She has to go
Ought  Does she have to go?
Need  She doesn’t have to go
Have to go

How are they used?

These verbs are used with a main verb and are followed by the bare infinitive (bare means
no “to”).

The exceptions are ‘ought’,’ need’ and ‘have’ which are followed by the infinitive (with “to”).

Common Use in IELTS Task 2

Three important functions of modal verbs when you are writing or speaking for IELTS are:

1. discussing degrees of certainty

2. making suggestions.
3. hypothetical situations
1) Degrees of Certainty
Will, may, might and could are common to make logical deductions about a situation or
the future, which you often need to do in task 2:

Children with no father as a role model will become criminals. (100%)

Children with no father as a role model may become criminals. (Possible)

Children with no father as a role model could become criminals. (Possible)

Which of these sentences do you think is incorrect?

Hopefully you worked out that the first one is wrong. This is a common mistake to see in
IELTS essays.

The grammar is ok, but it is not possible to conclude that all children with no father as a
role model will become criminals!

Be careful when you are making assessments in this way.

‘Will’’ is 100% going to happen, so avoid using it to make generalizations about

everybody/everything unless you know it is 100% true. (There are other ways to make it
less certain e.g. “will possibly”).

When you are writing IELTS essays, it's unusual that you will have evidence with you or
that you can use to show 100% what you are saying is true.

So the second two are better in this situation.

2) Suggestions
Must, should, ought to, have to and could are often used to make suggestions for
solving a problem. It is common in task 2 to get a question asking you to discuss a
problem and suggest solutions.

Governments must/have to/need to take action to tackle global warming. (strong

obligation)

Parents should/ought to stop their children watching too much television. (Strong
suggestion)

Individuals could recycle more (possibility).

Take a look at this model essay on global warming and note how modal verbs are used in
the second body paragraph to discuss the solutions.
3) Hypothetical Situations
It is common to use would and could to discuss hypothetical situations.

If something is hypothetical, this means in effect it has not happened. You are discussing
an unreal situation in the future or imagining something.

For example:

If the government spent more money on hospitals, people would be healthier.

It is something that has not happened and you don't know if it will.

See this model essay on human cloning and notice the use of wouldand could throughout
the essay.

Cloning of human beings has not happened yet, so it is a hypothetical situation

It may also be used in your speaking - see this lesson on hypothetical situations for part 2
of the speaking test.
Adverbial Clauses
In this lesson we will look in more detail at adverbial clauses.

These clauses are a type of complex sentence, so it is essential that you are able to use
them in your writing and speaking if you want to achieve a good band score.

The examiner will be monitoring your speaking and writing closely to assess how well you
know them.

In the table below you can see the most common types of adverbs used to make adverbial
clauses.

You can also see what they are used for and some example sentences.

Types of Adverbial Clause

Time Clauses

In reference to a period of time or another event

He arrived before I did.

After I have finished studying, I intend to work abroad.
As the climate gets hotter, sea levels will rise.
I will keep learning English for as long as it is necessary.
While I am studying, I usually listen to the radio.
Rates of obesity increase when too much junk food is eaten.
Since I started going to fitness, I have lost 5 kilos.
I will keep learning English until I am upper intermediate.

Conditional Clauses

Expressing a hypothesis or condition, real or imagined

If we clone humans, it may have terrible consequences.

What would you buy if you won the lottery?
Our food will not be safe unless GM crops are banned.

Reason Clauses

To explain why

My English is not improving because I am not studying enough.

Since the govenment cut spending, poverty has increased.
 Pollution is increasing as there are too many cars.

Purpose Clauses

To show the purpose of doing something

I am studying IELTS in order to attend university abroad.

He went to the gym so that he could lose weight.

Concession Clauses

To show contrast between two statements, or surprise.

Although e-readers are popular, most people still prefer books.

The Minister wants to incease taxes though his party disagrees.
Even though I studied every day, I didn't get the score I needed
(surprising)
Internet usage increased, while phone usage decreased.*
Whereas you have a lot of time to study, I do not.*

Place

To talk about location of position

Wherever he goes, I will go.

I am not sure where I put my pen.

Rules for Adverbial Clauses

Remember that adverbial clauses are made up of two clauses - an independent
clause and a dependent clause (look at these lessons on sentence clauses and complex
sentences again if you are not sure what clauses are).

1) Switching the Clauses

The first thing to note is that the independent and dependent clauses can be switched
around:

After I have finished studying, I intend to work abroad.

(Dependent Clause + Independent Clause)
I intend to work abroad after I have finished studying.
(Independent Clause + Dependent Clause)
In all of the sentences in the table above, the clauses can be switched around.
2) Commas

Note though that if you switch them around and put the dependent clause first, a
comma must come at the end of the dependent clause:

After I have finished studying, I intend to work abroad.

(Comma)
I intend to work abroad after I have finished studying.
(No Comma)
This might seem like a minor point but it is quite important in your writing. Complex
sentences can sometimes get confusing if commas are missing as it can become unclear
where one clause ends and the other begins.

If any of your sentences are confusing, this will definitely reduce your score.

*'While' and 'Whereas' are execptions to this rule because they do have commas even
when they appear in the middle of the sentence.

3) Meanings

Even though certain adverbs have been grouped together in the adverbial clauses table,
this does not mean that they are all synomyms for each other.

Some you can interchange with each other without changing the meaning. For instance,
'since', 'as' and 'because' all have the same meaning and you can choose which one you
want to use. But some you cannot.

For example, look at these conditional adverbs:

I will go if you go.

I will go unless you go.
The word 'unless' does not work in the second sentence. It has to be changed:

I won't go unless you go.

Now it has the same meaning.

Similarly, 'although', 'even though', and 'though' are all synonyms of each other and can be
interchanged, but 'while' and 'whereas' canot always be swapped with them.

So you need to practice each individual word and check how it is used.
A Common Mistake
A common mistake with adverbial clauses (and other complex sentences) is to
write fragments.

A fragment is an incomplete sentence:

My English is not improving. Because I am not studying enough.

A dependent clause (the second one in this case) cannot be a sentence on its own. By
placing a full-stop after "improving", this has turned the second clause into a sentence
fragment.

A dependent clause must have an independent clause attached to it:

My English is not improving because I am not studying enough.

When you check your work, you should check your complex sentences and check that you
have not written any fragments.

Examples in Context
Look at this sample essay. The adverbial clauses are coloured, with the independent
clauses in green (and italics) and the dependent clauses in red (and underlined). The
adverbs are shaded in yellow.

Some people believe the aim of university education is to help graduates get better
jobs. Others believe there are much wider benefits of university education for both
individuals and society.

Discuss both views and give your opinion.

These days, more and more people are making the choice to go to university. While some
people are of the opinion that the only purpose of a university education is to improve job
prospects, others think that society and the individual benefit in much broader ways.

It is certainly true that one of the main aims of university is to secure a better job. The
majority of people want to improve their future career prospects and attending university
is one of the best ways to do this as it increases a persons marketable skills and
attractiveness to potential employers. In addition, further education is very expensive,
so most people would not consider it if it would not provide them with a more secure
future and a higher standard of living. Thus job prospects are very important.

However, there are other benefits for individuals and society. Firstly, the independence
of living away from home is a benefit because it helps the students develop better
social skills and improve as a person. A case in point is that many students will have to
leave their families, live in halls of residence and meet new friends. As a result, their
maturity and confidence will grow enabling them to live more fulfilling lives. Secondly,
society will gain from the contribution that the graduates can make to the economy. We
are living in a very competitive world, so countries need educated people in order
to compete and prosper.

Therefore, I believe that although a main aim of university education is to get the best
job, there are clearly further benefits. If we continue to promote and encourage
university attendance, it will lead to a better future for individuals and society.

Comments
It is good to have a variety of sentences types. and as you can see, there are a mix of
adverbial clauses which demonstrates that the candidate has a good grammatical range.

Try writing your own essay. When you have finished, go through your work and highlight
the adverbial clauses, identifying the adverb and the dependent and independent clauses.

Is there a mix? Are they used correctly with subjects and verbs present in each clause and
no fragments?