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22 PREPOSITIONAL PHRASES
A prepositional phrase includes a preposition, a noun or a pronoun (called the object of the
preposition), and any word or words that modify the noun or pronoun.

Prepositional phrases can act as adjectives (in which case they are called adjectival phrases), or they
can act as adverbs (in which case they are called adverbial phrases).
Prepositional Function Answers the Question Example
Phrase Type
Adjectival modifies a noun or a What kind? or Which one? They had a party with a big cake.
Phrase pronoun (What kind of party?)
Adverbial modifies a verb, an Where? Why? When? In what The dog crawled under the fence.
Phrase adjective, or an adverb way? or To what extent? (Crawled where?)

PRACTICE A Identifying Prepositional Phrases

Read each sentence below. Then, underline the prepositional phrase.
Example: Michael moved into an apartment.
Answer: Michael moved into an apartment.
1. The cat jumped over the fence.
2. He drove through the snowstorm.
3. She carried a purse with a red handle.
4. Rachel took her daughter to the park.
5. Andrew spends money for his truck.
6. The house with the red door is Jorge’s house.
7. Ashley works at the gym.
8. Dayna sent pictures to the newspaper.
9. Glen plays trumpet in a jazz band.
10. Jane has two sons in college.

PRACTICE B Identifying Adjectival and Adverbial Phrases

Read each sentence below. Then, identify whether the underlined prepositional phrase is an adjectival
phrase or an adverbial phrase by circling the correct answer.
Example: They skied on their favorite trails.
Answer: They skied on their favorite trails. adjectival phrase adverbial phrase
1. Bob is the winner of the most races. adjectival phrase adverbial phrase

2. The kids complete their homework after class. adjectival phrase adverbial phrase

3. The men shook hands with each other. adjectival phrase adverbial phrase

4. The puppy with the black spots is our favorite. adjectival phrase adverbial phrase

5. We listened to the news in the morning. adjectival phrase adverbial phrase

Writing and Speaking Application

Write five sentences that include prepositional phrases. Then, read your sentences to a partner, who
should identify the prepositional phrases. Together, decide whether each prepositional phrase is an
adjectival phrase or an adverbial phrase. Then, switch roles.

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Name Date

23 APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or a pronoun that appears next to another noun or pronoun and identifies,
renames, or explains it. An appositive phrase consists of an appositive plus all of its modifiers.

• An appositive or an appositive phrase usually comes right after the noun or pronoun it modifies.
• When an appositive or an appositive phrase is nonessential, or can be removed without altering
the basic meaning of a sentence, it is set off with a comma or commas. When an appositive or an
appositive phrase is essential to the meaning of a sentence, commas are not used.
• An appositive or an appositive phrase is a great way to combine two short, choppy sentences into
one more-effective sentence. In the example below, two sentences are combined into one sentence
that includes an appositive phrase.
Before: Sue’s car is an old station wagon. Sue’s car cannot handle icy roads.
After: Sue’s car, an old station wagon, cannot handle icy roads.
PRACTICE A Identifying Appositive Phrases
Read the following sentences. Then, underline the appositive phrase in each sentence.
Example: Alea, the leader of the club, canceled our meeting.
Answer: Alea, the leader of the club, canceled our meeting.

1. Today, the first Sunday of the month, I will not 5. Students presented their dioramas, scenes
be working. depicting endangered species.
2. Kai, her nephew, scored the winning point. 6. I made a meal, chicken and dumplings, for my
3. I chose my favorite top, a red- and blue- family.
striped shirt. 7. Nevaeh, my eldest cousin, plays basketball.
4. The orange tennis shoes, a pair she rarely 8. Our smallest dog, a beagle named Sampson, is
wears, got lost under her bed. chewing a bone.

PRACTICE B Combining Sentences Using Appositives and Appositive Phrases

Read the pairs of sentences below. Then, combine the two short, choppy sentences into one more-
effective sentence by using an appositive or an appositive phrase.
Example: My kitchen is the room at the back of the house. My kitchen is being remodeled.
Answer: My kitchen, the room at the back of the house, is being remodeled.
1. That tree is a live oak. That tree got hit by lightning.

2. The name of that movie is My Life. I have seen that movie a hundred times.

3. My father is a bank teller. My father always has Sunday off.

4. Jeannette plays chess. Jeannette is Mariah’s mother.

5. Emily is Dave’s youngest daughter. Emily goes to Georgetown University.

Writing and Speaking Application

Write three sentences that have appositives or appositive phrases. Then, read your sentences to a
partner. Your partner should listen for and identify the appositive or appositive phrase in each sentence.
Then, switch roles with your partner.

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Name Date

24 VERBAL PHRASES
A verbal is a verb that is used as a noun, an adjective, or an adverb. A verbal that includes modifiers
or complements is called a verbal phrase.

• Verbals look like verbs, but they are not verbs. Verbs express an action, a condition, or that
something exists. Verbals can function as nouns or modify another word.
• Verbals can be essential or nonessential to the meaning of a sentence. When they are nonessential,
they are set off with a comma or commas; when they are essential, they are not.
• When a verb acts as an adjective, it forms a participle. The two most common kinds of participles are
the present participle (The sputtering car…) and the past participle (The interrupted game…).
• Participles can include modifiers, in which case they form a participial phrase. (All of the children
raised in that town are brilliant.)

PRACTICE A Identifying Verbals and Verbal Phrases

Read the following sentences. Then, underline the verbal or the verbal phrase in each sentence.
(The verbals in this exercise are participles or participial phrases, which means they describe nouns.)
Example: Melanie, exhausted from the activity, went to bed early.
Answer: Melanie, exhausted from the activity, went to bed early.
1. Ruined by rain, the toy was thrown out.
2. Jeans washed with rocks are soft.
3. The lawn, mowed and trimmed, looked nice.
4. A growing puppy needs a healthful diet.
5. The freshly painted house looks brand-new.
6. That building, designed by a famous architect, is recognized around the world.
7. The teacher, excited to get started, encouraged the students to take their seats.
8. Chopping vegetables for the stew, I cut my finger.

PRACTICE B Recognizing Verbal Phrases

Read the sentences below. On the line provided, indicate whether the underlined word or words in each
sentence are (1) a verb (expressing action in the sentence) or (2) a participial phrase (a verbal phrase that
describes a noun).
Example: The men remodeled my kitchen.
Answer: The men remodeled my kitchen. verb
1. Twisted but beautiful, the tree enchanted the young girl.
2. The roof, covered by snow for weeks, eventually began to leak.
3. The bad news disappointed the family.
4. Running down a hill, the toddler was an accident waiting to happen.

Writing and Speaking Application

Write three sentences that have participial phrases (verbal phrases that describe nouns). Then, read your
sentences to a partner. Your partner should listen for and identify the participial phrase in each sentence.
Then, switch roles with your partner.

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Name Date

25 INDEPENDENT AND SUBORDINATE CLAUSES

A clause is a group of words that contains a subject and a verb.
• An independent clause (also called a main clause) can stand by itself as a complete sentence. Every
sentence must contain at least one independent clause.
• A subordinate clause (also called a dependent clause), although it has a subject and a verb, cannot
stand by itself as a complete sentence.
Kate is a writer, but she works nights at a restaurant.
independent clause independent clause
Although Kate is a writer, she works nights at a restaurant.
subordinate clause independent clause

PRACTICE A Distinguishing Independent and Subordinate Clauses

Read each sentence. Then, circle either independent or subordinate, depending upon whether the
underlined section is an independent clause or a subordinate clause.
Example: My daughter asked that she be allowed to stay out late.
Answer: My daughter asked that she be allowed to stay out late. independent subordinate
1. I don’t think he even knew that I was there. independent subordinate
2. I would like to go, but I don’t have enough money. independent subordinate
3. My father, who has been gone for a week, will be home today. independent subordinate
4. Unless it stops snowing, you have to stay home. independent subordinate
5. My mother loves to ski, while my father hates it. independent subordinate
6. That building is old, and it is drafty. independent subordinate

PRACTICE B Combining Sentences Using Independent and Subordinate Clauses

Read each pair of sentences below. Then, on the line provided, combine the two sentences to form one
sentence. For two of your sentences, make one clause subordinate (as shown in Example 1). For the
other two sentences, let both clauses remain independent (as shown in Example 2).
Example 1: She does not like spinach. She ate it to be polite.
Answer: Although she does not like spinach, she ate it to be polite.
Example 2: The day is sunny. It is cold.
Answer: The day is sunny, but it is cold.
1. The tree was hit by lightning. It survived.
2. The boy was loud. He did not mean to be rude.
3. She had fun at her birthday party. Her parents hired a clown for the party.

4. The puppy chewed the shoes. He misbehaved often.

Writing and Speaking Application

Write three sentences that have both an independent clause and a subordinate clause. Then, read
your sentences to a partner. Your partner should listen for and identify the independent clause and the
subordinate clause in each sentence. Then, switch roles with your partner.

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Name Date

26 ADJECTIVAL CLAUSES
An adjectival clause is a subordinate clause that acts as an adjective. It modifies a noun or a
pronoun in another clause by telling what kind or which one.

• An adjectival clause cannot stand alone—in other words, it is a subordinate clause that must be
connected to an independent clause.
• Adjectival clauses can be essential or nonessential to the meaning of the sentence. When they are
nonessential, they are set off from the rest of the sentence by a comma or commas. When they are
essential, no commas are used..
• An adjectival clause usually begins with a relative pronoun (such as who, whom, whose, which, or
that). It may also begin with a relative adverb (such as when or where).
• Example: The car that had been in the accident was towed away. (In the sentence, the underlined
adjectival clause answers the question Which one? Notice that no commas are used because the
clause is essential to the meaning of the sentence.)

PRACTICE A Identifying Adjectival Clauses

Read the following sentences. Then, underline the adjectival clause in each sentence.
Example: My knee, which I hurt several years ago, will not tolerate the strain of running.
Answer: My knee, which I hurt several years ago, will not tolerate the strain of running.
1. The coffee that Chad makes is too strong.
2. The computer that Andrew gave me has great graphics.
3. Her father, who has been gone for weeks, will be home tomorrow.
4. The real estate agent whom they hired to sell their house is not trying very hard.
5. My mother, who loves to snow-ski, won’t even try water-skiing.
6. She gave me her old jeans, which were too short for her to wear anymore.

PRACTICE B Writing Sentences With Adjectival Clauses

Read the sentences below. Then, rewrite each sentence by correctly placing the adjectival clause, which
appears in parentheses. Include commas where appropriate.
Example: The chicken was a little dry. (that Sarah made)
Answer: The chicken that Sarah made was a little dry.
1. The storm finally ended. (which had been raging for weeks)

2. The boy was crying. (who had fallen down)

3. The pen stopped working. (which was brand-new)

4. The cat makes Mom sneeze. (that we got at the shelter)

Writing and Speaking Application

Write three sentences that include adjectival clauses. Then, read your sentences to a partner. Your partner
should listen for and identify the adjectival clause in each sentence. Then, switch roles with your partner.

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Name Date

27 RESTRICTIVE RELATIVE CLAUSES AND NONRESTRICTIVE RELATIVE

CLAUSES
Relative pronouns connect adjectival clauses to the words they modify. They act as subjects, direct
objects, objects of prepositions, or adjectives in the subordinate clauses.

• Relative pronouns include words such as that, which, who, whom, and whoever.
• Relative pronouns have two jobs in a sentence.
1. They connect an adjectival clause (a clause that modifies a noun) to the word it modifies. Look at
the sentence as a whole to see the relative pronoun do this.
2. The relative pronoun is the subject, direct object, object of the preposition, or an adjective within
the clause. You can identify what the pronoun is doing within the clause by pulling the adjectival
clause away from the rest of the sentence.

PRACTICE A Identifying Relative Pronouns and Their Clauses

Read the following sentences. Then, circle the relative pronoun and underline the entire adjectival clause.
Example: Melanie, who was exhausted from the activity, went to bed early.
Answer: Melanie, who was exhausted from the activity, went to bed early.
1. The toy, which the boy had outgrown, was handed down to his brother.
2. The meal that had been prepared by my mother was a big hit with the kids.
3. The girl, who was tired from studying, did not want to go to track practice.
4. My puppy, who gets only dry dog food, sits under the table and begs.
5. The house that Tom painted looks fresh and new.
6. That building, which has been empty for years, is going to be torn down.

PRACTICE B Combining Sentences Using Relative Pronouns

Read the sentences below. On the line provided, combine each pair of sentences into one sentence by
using a relative pronoun and an adjectival clause.
Example: The fruit was grown in Florida. The fruit tasted great.
Answer: The fruit, which was grown in Florida, tasted great.
1. We bought the tree for Mother. The tree is an apple tree.

2. The roof was just repaired. The roof is still leaking.

3. The sun finally came out today. We had not seen the sun in weeks.

4. The little boy is crying. The little boy wants his mother.

Writing and Speaking Application

Write three sentences that have relative pronouns and adjectival clauses. Then, read your sentences to
a partner. Your partner should listen for and identify each relative pronoun and adjectival clause. Then,
switch roles with your partner.

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Name Date

28 ADVERBIAL CLAUSES
An adverbial clause is a subordinate clause that acts as an adverb. It modifies a verb, an adjective,
or an adverb in another clause by telling where, when, in what way, to what extent, under what
condition, or why.
An adverbial clause begins with a subordinating conjunction and contains a subject and a verb. This
chart shows some common subordinating conjunctions. Note that some subordinating conjunctions
consist of more than one word.
after as long as if though whenever
although because since unless where
as before so that until wherever
as if even though than when while

Like adjectival clauses, adverbial clauses can be used to combine the information from two sentences
into one sentence that shows the relationship between the ideas.
Example: You are going out for groceries. You should also pick up the dry cleaning.
As long as you are going out for groceries, you should also pick up the dry cleaning.
PRACTICE A Identifying How Adverbial Clauses Function
Read each sentence. Then, circle the verb or verb phrase that is modified by the underlined
adverbial clause.
Example: Before we started our work, the teacher explained the lesson.
 Before we started our work, the teacher explained the lesson.
1. I will arrive as soon as I can. 5. Mom is driving me to the dentist so that I can
get a filling.
2. After she finishes her homework, she can
leave. 6. Whenever I procrastinate, I regret my choice.
3. Until you read the book, you should avoid 7. Because I did not sleep well last night, I am
spoilers. sluggish today.
4. After the rain, the air smells fresh and clean. 8. While you run errands, I will clean the house.

PRACTICE B Combining Sentences Using Adverbial Clauses

Read the sentences below. Then, combine each pair of sentences into one sentence by using the
subordinating conjunction in parentheses.
Example: She did not want to do her chores. She did them anyway. (although)
Answer: Although she did not want to do her chores, she did them anyway.
1. You want to be with your friends. You cannot go to the party. (although)

2. It rained for seven days. Our roof leaked. (because)

3. You don’t turn in your homework. You will not get credit. (if)

4. You were out of town. This package came for you. (while)

Writing and Speaking Application

Write three sentences that have adverbial clauses. Then, read your sentences to a partner. Your partner
should listen for and identify the adverbial clause in each sentence. Then, switch roles with your partner.
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Name Date

29 NOUN CLAUSES
A noun clause is a subordinate clause that acts as a noun. In a sentence, a noun clause may act as
a subject, a direct object, a predicate nominative, an object of a preposition, or an appositive.

Sometimes, noun clauses can be difficult to identify because they begin with the same introductory
words that can be used to begin other types of clauses and phrases (words such as that, which, who,
whom, whose, how, if, what, whatever, where, when, whether, and why). You can test whether a clause
is a noun clause by replacing the clause with it, that thing, or that person. If the sentence still sounds
smooth, you probably replaced a noun clause.
Notice that the underlined clause in the example below is a noun clause that is acting as the subject of
the sentence. You can replace the clause with it, and the sentence still sounds correct.
Example: Whatever you would like for dinner is fine with me.

PRACTICE A Identifying Noun Clauses

Read the following sentences. Then, underline the noun clause in each sentence.
Example: She told me that I would have to work late or be fired.
Answer: She told me that I would have to work late or be fired.
1. This gift is just what I wanted.
2. My idea, that we would gather to exchange cookies, was loved by one and all.
3. How you manage work, school, and sports is a complete mystery to me.
4. Did he agree with what you suggested?
5. A new house is what they were building.
6. What Mom says is usually right.
7. A good night’s sleep is what that child needs.
8. Whoever showed up first won a prize.
9. What she wants for her birthday is a trip to New York City.
10. She told me that I passed with flying colors.

PRACTICE B Distinguishing Adjectival Clauses and Noun Clauses

Some of the clauses underlined below are adjectival clauses (they describe a noun). Others are noun
clauses (they take the place of a noun). Read each sentence. Then, write whether the underlined clause
is a noun clause or an adjectival clause.
Example: She wrecked the bike that she had just received as a gift.
Answer: adjectival clause
1. Whoever you choose will be captain of the team.
2. He found his teddy bear, which had been under the couch for a week.
3. He loved the cookies that I made for him.
4. Whichever choice you make is the choice you will have to live with.
5. That the sun will continue to rise day after day is a scientific certainty.

Writing and Speaking Application

Write three sentences that have noun clauses. Then, read your sentences to a partner. Your partner
should listen for and identify the noun clause in each sentence. Then, switch roles with your partner.
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Name Date

30 THE FOUR STRUCTURES OF SENTENCES

A sentence’s structure is determined by the number of independent (or main) clauses and the
number of subordinate (or dependent) clauses the sentence contains. The four possible sentence
structures are simple, compound, complex, and compound-complex.

This chart shows definitions and examples of the four possible sentence structures:
Sentence Type Definition Example
Simple a single independent clause Carrie wants chicken for dinner.
Compound two or more independent clauses Carrie wants chicken for dinner, but Chris
wants fish.
Complex one independent clause and one or more Although Carrie wants chicken for dinner, Chris
subordinate clauses wants fish.
Compound-Complex two or more independent clauses and one or Chris wants fish for dinner, even though
more subordinate clauses Carrie wants chicken, so they are going to a
restaurant.

PRACTICE A Distinguishing Between Simple and Compound Sentences

Read the following sentences. Then, label each sentence simple or compound.
Example: The rain came down suddenly, and the fields soaked up the water.
Answer: compound
1. Have you finished your homework?
2. In this area, all households recycle their garbage.
3. I love living in the mountains, but my husband prefers a warmer climate.
4. I received an award for my speech.
5. Jo wants to stay home tonight, so Jesse has agreed to cook dinner.
6. You can mow the lawn or vacuum the family room.
7. You can write the report, or you can present it to the class.
8. They are watching the movie and eating popcorn.

PRACTICE B Identifying the Four Structures of Sentences

Read the sentences below. Then, select the structure of each sentence from the two choices provided.
Example: She finished the test, and she walked home.
Answer: She finished the test, and she walked home. complex compound
1. Although I love sleeping late, I rarely have the chance to do so. simple complex
2. The little boy was running down the hill, and then he fell. compound complex
3. Usually, I am careful, but I was distracted when I wrecked my bike. compound-complex compound
4. Whenever I feel sad, I watch a funny movie. compound complex
5. While he drove, I slept. compound complex

Writing and Speaking Application

Write three sentences, and identify which structure is used in each. Then, read your sentences to a
partner. Your partner should listen for and identify the structure of each sentence. Then, switch roles
with your partner.

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30 | Effective Sentences
Name Date

31 THE FOUR FUNCTIONS OF A SENTENCE

Sentences can be classified according to how they function—that is, whether they state ideas,
ask questions, give orders, or express strong emotions. The four possible sentence types are
declarative, interrogative, imperative, and exclamatory.

This chart shows descriptions and examples of the four possible sentence types.
Declarative: states an idea; ends with a period The car is parked nearby.
Interrogative: asks a question; ends with a question mark What do koalas eat?
Imperative: gives a command or makes a request; ends with a period or an Hang up your coat.
exclamation point Stop there!
Exclamatory: conveys strong emotions; ends with an exclamation point What a stirring speech you gave!

PRACTICE A Punctuating the Four Types of Sentences

Read each sentence, and confirm that you understand its function (indicated in parentheses). Then, add
the correct end mark.
Example: What time does the movie start (interrogative)
Answer: What time does the movie start?
1. What a beautiful painting that 6. What an exciting game that was (exclamatory)
is (exclamatory) 7. Mercury revolves once around the sun every
2. Stop texting during dinner (imperative) 88 days (declarative)
3. How far is your house from 8. The Great Wall of China is thousands of miles
school (interrogative) long. (declarative)
4. Come here now (imperative) 9. Remember to drop off the books at the
library (imperative)
5. The bakery will open in an hour (declarative)
10. Did you know penguins can’t fly (interrogative)
PRACTICE B Identifying the Four Types of Sentences
Read each sentence. Then, on the line provided, label each sentence declarative, interrogative,
imperative, or exclamatory.
Example: Ask the waiter to bring us some water.
Answer: imperative

1. What is an asteroid? 6. Violent shivering is a sign of hypothermia.

2. What an unfair situation that was!
3. Bring a friend to the meeting. 7. What a great pianist your son is!

4. Plot is the sequence of events in a story. 8. After you complete the application, leave it on
my desk.
5. Don’t walk on that ice! 9. New words are added to the dictionary each
year.
10. Have you heard the results of NASA’s latest
tests on the moon?
Writing and Speaking Application
Write a short description of an interesting event. Include declarative, interrogative, imperative, and
exclamatory sentences. Read your description to a partner. Your partner should listen for and identify
each type of sentence. Then, switch roles with your partner.
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31 | Effective Sentences
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32 SENTENCE COMBINING
You can combine two short, choppy sentences by forming compound subjects, verbs, or objects or
by forming compound or complex sentences.

This chart shows examples of ways in which two short, choppy sentences can be combined into one
more-effective sentence.
Compound Subject Aziz reads comics. Fatima reads comics. Aziz and Fatima read comics.
Compound Verb We ate lunch. We played video games. We ate lunch and played video games.
Compound Object Kelly plays soccer. Kelly plays basketball. Kelly plays soccer and basketball.
Compound Sentence Most bears have varied diets. Pandas eat Most bears have varied diets, but pandas eat
mostly bamboo. mainly bamboo.
Complex Sentence I thought Maya was home. I saw the light on I thought Maya was home because I saw the
in her room. light on in her room.

PRACTICE A Identifying Compound Subjects, Verbs, and Objects in Sentences

Read each sentence. Underline the compound subject, verb, or object.
Example: When chatting online, never give out your home address or your phone number.
Answer: When chatting online, never give out your home address or your phone number.
1. Phonographs and gramophones were early recording devices.
2. The pilot guided the plane through the storm and landed it safely.
3. Georgio pulled the trash can and the recycling bins to the curb.
4. The brochure displays a mountain scene and a city skyline.
5. Pomeranians and Maltese usually weigh seven pounds or less.
6. Extroverts are talkative and seek the company of others.
7. The shoes were Gabby’s size and were on sale.
8. “The First Tears” and “The Maid of the Mist” are American myths.
9. In the Everglades, we saw giant salamanders and cypress trees.
10. The deer ran through our yard and jumped over the fence.

PRACTICE B Distinguishing Compound Sentences and Complex Sentences

Read each sentence. On the line provided, write whether it is compound or complex.
Example: Jan lives in the country, but she prefers the bustle of city life.
Answer: compound
1. Angelo overslept because he forgot to set his alarm.
2. High winds had blown trees onto the runway, and the plane couldn’t land.
3. I like indie music, but I’m in the mood to listen to country music today.
4. Kimberly remembered having met Gil after he mentioned his last name.
5. Even though we procrastinated, we were able to get tickets to the show.

Writing and Speaking Application

Write two sentences that relate to each other. Then, exchange papers with a partner. Your partner
should combine these sentences and read the new sentence aloud. Then, switch roles with your partner.

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32 | Effective Sentences
Name Date

33 VARYING SENTENCE LENGTH

Varying the lengths of your sentences can help you develop a rhythm, achieve an effect, or
emphasize the connections between ideas.

Effective writers use a variety of sentence lengths. If your writing includes too many short, choppy
sentences, consider combining two sentences by turning the ideas in one of the sentences into, for
example, a prepositional phrase, a participial phrase, or a subordinate clause. If your writing includes too
many long, complicated sentences, consider breaking up one of the sentences into two shorter sentences.

PRACTICE A Revising to Shorten Sentences

Read each sentence. Then, revise each sentence by stating the ideas more directly.
Example: Most of Susanna’s classmates had the flu, and so did Susanna.
Answer: Susanna and most of her classmates had the flu.
1. The mayor gave vague responses to Myra’s questions, and Myra was disappointed.

2. Some politicians use vague language, but Harry Truman spoke in a direct manner.

3. Anita forgot to bring money for the field trip, but all the others brought their money.

4. Many people think of the phonograph as the first device able to record sound when, in fact, there
were devices that recorded sound before the invention of the phonograph.

5. The Internet provides a large number of sites that are not checked for accuracy of information.

PRACTICE B Revising to Vary Sentence Length

Read the following paragraph. Vary sentence length by making these revisions: Shorten sentences 1, 3,
and 4; break up sentence 2; combine sentences 5 and 6.
(1) Impressionism is the name of an art movement that began in the 1800s. (2) The Impressionists
challenged the idea of art as specific images based on details and precisely drawn lines, and these
artists emphasized the use of color and brush stroke to create an overall effect—an impression.
(3) The images in Impressionist paintings look like a blur of color when viewed up close, but when
Impressionist paintings are viewed from a distance, their images are clear. (4) Rather than painting
indoors like their predecessors, Impressionists painted outdoors. (5) They captured the effects of light
and movement. (6) They painted realistic scenes from daily life.

Writing and Speaking Application

Write a paragraph about a current event. Make sure to vary the lengths of your sentences. Take turns
with a partner, reading your paragraphs aloud.
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33 | Effective Sentences
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34 VARYING SENTENCE BEGINNINGS

Varying the beginnings of your sentences can help you maintain your audience’s interest.
Effective writers vary the ways in which they begin their sentences. When too many of your sentences
begin with the subject of the sentence (a pronoun, a noun, or a noun phrase), your audience may lose
interest. Consider beginning some of your sentences with elements such as adverbs, prepositional phrases,
participial phrases, and infinitive phrases. This chart shows examples of various sentence beginnings:
Subject (Pronoun) I finally set a plan to achieve my goals.
Adverb Finally, I set a plan to achieve my goals.
Prepositional Phrase After class, I finally set a plan to achieve my goals.
Participial Phrase Worried about achieving my goals, I finally set a plan.
Infinitive Phrase To achieve my goals, I finally set a plan.

PRACTICE A Identifying Varied Sentence Beginnings

Read each sentence. Circle the sentence beginning. Then, on the line provided, identify the part of
speech or type of phrase used to start the sentence.
Example: Until yesterday, I had never been to a sushi bar.
Answer: Until yesterday, I had never been to a sushi bar. prepositional phrase
1. During the summer, I learned to water-ski.
2. To earn spending money, Nadine walks the neighbor’s dog.
3. Carefully, Laura set the crystal vase on the shelf.
4. Chicken and dumplings is my mother’s specialty.
5. Distracted by the kittens, the toddler forgot about his broken toy.
6. Cars cannot travel beyond this gate.
7. Forgetting that it was Saturday, Sean got dressed for school.
8. After the game, we will stop at the bank.
9. To be out of the woods before dark, we had to leave immediately.

PRACTICE B Writing Varied Sentence Beginnings

On the line provided, complete each sentence by adding a word or phrase, using the part of speech or
type of phrase indicated in parentheses.
Example: , Erin plans her vacation. (participial phrase)
Answer: Dreaming of the ocean, Erin plans her vacation.
1. was her hope. (infinitive phrase)
2. filled the air, and the crowd roared. (noun / noun phrase)
3. , Lou accepted the prize money. (adverb)
4. , a rainbow appeared. (prepositional phrase)
5. , the bull stomped its hooves on the ground. (participial phrase)

Writing and Speaking Application

Write a sentence that begins with a noun or noun phrase that names a classroom object. Read your
sentence to a partner. Your partner should restate your sentence, beginning with a different part of
speech or with a phrase. Try to come up with several variations of your sentences. Then, switch roles.

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34 | Effective Sentences