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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Basic Sentence Making in English: 16 Tips

Table of Contents

Sentence Structure and Its Types

Imagine words as little puzzle pieces that fit together to create sentences the building blocks of communication. Whether you’re just starting to learn about Sentence Making in English or want to get better at speaking, you’re on an exciting adventure.

Basic parts of a sentence

This is what or who the sentence is about. It’s like the main character. For example, in the sentence “The cat is sleeping,” the subject is “the cat.”

The verb is like the action or what the subject is doing. It’s like a little boss that tells what’s happening. In our sentence, “is sleeping” is the verb.

The object is the thing that receives the action of the verb. It’s like the target of the action. In our sentence, there’s no object, but in a sentence like “She is reading a book,” the object is “a book.”

4 types of sentences structure in English

Certainly, here are four types of sentence structures:

Simple Sentences :

These are like the building blocks of language. A simple sentence consists of just one independent clause, which has a subject and a verb. For example, “She sings.”

Compound Sentences :

Imagine combining two simple sentences to create a more interesting connection. A compound sentence contains two independent clauses joined together with a coordinating conjunction (like “and,” “but,” “or”) or a semicolon. For instance, “She sings, and he dances.”

Complex Sentences :

Here, we add a bit more complexity by using an independent clause and one or more dependent clauses. A dependent clause can’t stand alone as a sentence and relies on the independent clause. For example, “Because it was raining, she stayed indoors.”

Compound-Complex Sentences :

This is like a mix of compound and complex sentences. It has multiple independent clauses and at least one dependent clause. It’s like combining the features of both to create a sentence that’s longer and more detailed. For instance, “She stayed indoors because it was raining, and he went to the gym.”

Getting the Basics Right: How Sentences Work

Think of a sentence like a recipe. It has two main parts: the subject (the main thing we’re talking about) and the predicate (the action or description). For example, in “She sings,” “She” is the star, and “sings” adds the action.

Making Sentences with Style: It’s Easier Than You Think

Creating sentences is like mixing ingredients to cook something delicious. Whether you want to make simple sentences in English or talk more confidently, these tips will help you:

Choosing the Right Words :

Think of words as colors on a canvas. Pick words that go together nicely to make your message clear.

Starting Simple :

Just like you take small steps before running, begin with simple sentences. Talk about one thing at a time to keep it clear.

Using Verbs :

Verb s are the action words that make sentences exciting. Learn different verbs to make your sentences interesting.

Mixing It Up :

Sentences have a rhythm, like a song. Mix short and long sentences to make your talk interesting.

Talking Like You :

Change your sentences to fit where you are and who you’re talking to. It makes your talk feel real and friendly.

Discovering Different Sentence Types

Sentences come in different flavors, just like different snacks. Let’s check out a few types:

Telling Facts :

These sentences share information. For example, “The sun rises in the east.” (You can learn more about assertive sentences ).

Asking Questions :

When you’re curious, you ask questions. These start with words like “who,” “what,” “when,” “where,” “why,” or “how.” Like, “Where are you going?”

Being Polite :

Sometimes we ask nicely. These are like polite requests. For example, “Could you pass me the salt, please?”

Showing Emotion :

When you’re excited, you use exclamation sentences. They end with “!” like, “Wow, what a beautiful sunset!”

Adding Emphasis :

Use these sentences to say something strong. Words like “indeed” or “absolutely” make it powerful. (For more, check emphatic sentences ).

4 sentence structure grammar rules

Subject-verb agreement :.

The subject (who or what the sentence is about) and the verb (the action or state of being) should match in terms of singular or plural form. For example, “She walks” (singular subject) and “They walk” (plural subject).

Complete Sentences :

A sentence needs to have at least one subject and one verb to express a complete thought. For instance, “He reads books” is a complete sentence, while “Reading books” is not because it’s missing a subject.

Punctuation :

Sentences should end with appropriate punctuation, like a period (.), question mark (?), or exclamation mark (!). For example, “What is your name?” or “I love pizza!”

Word Order :

Generally, the order of words should make sense. It usually goes subject-verb-object (SVO), like “She eats cake.” However, word order can change for different sentence structures or emphasis, like “Cake she eats.”

Sentence Making in English: Tips and Strategies

let’s dive into some practical tips to help you become a sentence maestro!

Start Simple :

Begin with uncomplicated sentences. Focus on expressing one clear idea before experimenting with more complex structures.

Use Verbs Creatively :

Verbs are the heart of sentences. Experiment with different action words to add variety and vividness.

Expand Vocabulary :

Learn new words to express yourself better. A rich vocabulary makes your sentences more interesting.

Combine Sentences :

Merge short sentences to create longer, more engaging ones. This adds flow to your writing.

Play with Length :

Mix short and long sentences to create rhythm. Short sentences add impact, while longer ones provide details.

Vary Sentence Openings :

Start sentences differently for a dynamic effect. Begin with nouns , verbs, adjectives, or adverbs .

Show, Don’t Just Tell :

Use descriptive words to paint a picture. Instead of “It’s cold,” try “The chilly breeze sends shivers down my spine.”

Add Examples :

Support your ideas with examples to make your sentences convincing and relatable.

Practice Different Tenses :

Experiment with past, present, and future tenses to convey different times and feelings.

Read Aloud :

Listening to your sentences helps you spot errors and ensures they sound natural.

Get Feedback :

Share your sentences with others and ask for feedback. Different perspectives can enhance your skills.

Imitate Writers :

Study authors you admire. Observe their sentence structures and styles to inspire your own creativity.

Write Regularly :

Like any skill, consistent practice is key. Set aside time to write daily and watch your sentence-making improve.

Edit and Revise :

Don’t be afraid to edit your sentences. Refining them can make your writing clearer and more polished.

Observe Real Conversations :

Listen to how people talk. Conversational phrases can enrich your sentences and make them sound natural.

Stay Curious :

Keep learning and exploring new topics. Curiosity fuels your ability to create sentences about different subjects.

Making Talk Awesome: Sentences for Life

As you learn about sentences, you’re unlocking a door to great conversations. With each step in understanding sentences and exploring types, you’re becoming a talk superstar. Whether you’re making sentences from given words, helping friends learn, or speaking confidently, the mix of practice and grammar will guide you. Talk freely, make sentences that sound cool, and connect with everyone you meet.

“Language is the roadmap of a culture. It tells you where its people come from and where they are going.” – Rita Mae Brown

In your hands lies the power to talk, connect, and share stories through the magic of sentences. So, embrace this journey, make your sentences shine, and watch your words create wonderful connections.

Let’s Practice: Making Sentences Fun

Practice is like playing a game. Use the words “mountain,” “climbed,” and “she” to make a sentence. Like, “She climbed the mountain.” (For extra practice, try Universal Truth Sentences ).

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Part Three Editing / Grammar Skills

Unit 7 Sentence Essentials

Learning Objectives

• To distinguish between a phrase and a sentence
• To identify the four basic parts of a sentence: subject, verbs, object, subject complement
• To understand the five basic sentence patterns
• To learn how to expand a basic sentence by adding adjectives, adverbs, phrases, and clauses
• To learn and practice three sentence structure types – simple, compound, and complex – with appropriate punctuation through multiple examples and exercises

From this unit on, you will be focusing on editing / grammar skills to enable to you to express your ideas accurately and effectively in paragraphs and essays.

The following ten parts are about the Early Childhood Laboratory School at Harper College. Identify the structure by choosing one of the choices. After you finish one sentence, you will get instant feedback on your answer before the next sentence. If you make mistakes, you can retry all the questions or see all the answers at the end of the pre-test.

Adapted from https://www.harpercollege.edu/labschool/index.php . Last retrieved on August 1, 2021.

II. Differences Between a Phrase and a Sentence

A phrase is two or more words used together to represent part of an idea but not a complete idea. There is not a “subject + verb” structure in the phrase. The following are examples of some common types of phrases:

• Noun phrases: boys and girls, an excellent school, picture books…
• Verb phrases: play together, read a story, learn shapes and colors…
• Prepositional phrases: in the classroom, on the wall, from home to school…

A sentence may contain different phrases. It has the following features:

• It must have a “subject + verb” structure.
• The first letter of the first word is always capitalized.
• It must end with a period, a question mark, or an exclamation mark.
• It must express a complete idea.

Read the three sentences below. All of them show these features.

• The boys and girls play together in the Early Childhood Laboratory School.
• Are they learning shapes and colors in the classroom?
• What a beautiful painting it is on the wall!

A sentence is usually longer than a phrase but not always. Do not judge by how long it is; instead, look for the “subject + verb” structure.

• Phrase:  after a long nap on a beautiful mat in the corner of the nap room (no “subject + verb” structure)
• Sentence:  He woke up. (“subject + verb” structure)

For explanations and examples with periods, question marks, exclamation marks, commas, semi colons, colons, apostrophes, and quotations marks, please refer to Appendix C Punctuation . ( Open Appendix C here .)

Exercise 1. Identify whether the following are phrases or sentences.  Type in the box “phrase” or “sentence”.  The first one is an example. When you complete the entire exercise, you can click “Check” for feedback. You may retry or see all the answers.

III. Basic Sentence Parts and Sentence Patterns

Four Basic Parts of a Sentence

1. Subject: It shows who/what does the action. It can also show who/what the sentence is about. It usually comes first in the sentence.

• The writing class is important.
• The students work hard in this class.

2. Verb: It usually comes after the subject and shows the action or explains the ideas in a sentence.

• The teacher meets the students in Room D-144 every week.
• The homework assignments seem interesting.

3. Object: It is usually the receiver of the action and is placed after the verb.

• All the students have finished homework on time.
• They have received good grades .

4. Subject complement: It usually follows a linking verb and shows what the subject is about. It can be a noun or an adjective.

• This is a writing class. (noun)
• The students grow confident in writing . (adjective)

For more detailed explanations and examples of types of verbs, please refer to Unit 9 Verb Basics in Academic Writing.   ( Open Unit 9 here .)

Five Basic Sentence Patterns

1. Subject + verb

• The semester has started.
• Professors teach in colleges.

2. Subject + linking verb + subject complement (noun or adjective)

• The weather turns cold as the semester goes on. (adjective)

3. Subject + verb + direct object

• We are taking a writing class.
• I like my classmates.

4. Subject + verb + indirect object + direct object

• The professor gives the students homework assignments.
• The students left the professor a note yesterday.

5. There + a form of “be” verb

• There are twenty students in this class.
• There was a quiz last week.

With these basic patterns, you can expand the sentences by adding descriptive information with adjectives, adverbs, phrases, clauses, etc. The underlined parts are added to make the above sentences more interesting.

• This is an interesting writing class.
• All the students work really hard in this important class in order to improve their writing skills .
• The weekly homework assignments seem very interesting because students write on different topics .
• The students gradually grow more confident in writing as the semester goes on .
• There are twenty young and energetic [1] students from different countries in this writing class.

Exercise 2. Here is more information about the Early Childhood Laboratory School at Harper College. Arrange the words and phrases into sentences. When you complete each sentence, you can click “Check” for feedback. You may retry or see the answer.

Then try to expand the sentences by adding adjectives, adverbs, phrases, or clauses. Capitalize and punctuate where necessary. Underline the added parts. You can do this second part in your notebook.  Compare your expanded sentences with your partner’s.

provides/to many families/a childcare option/The Early Childhood Laboratory School

Sentence:  The Early Childhood Laboratory School provides a childcare option to many families.

Expand the sentence: The Early Childhood Laboratory School at Harper College provides an excellent child care option to many busy families in the community .

IV. Sentence Structure #1: Simple Sentences

A simple sentence has only one “subject + verb” group from the beginning of the sentence (with a capitalized letter) to the end (with a period, a question mark, or an exclamation mark).

• Students take classes.
• Learning is important.
• Maria and Sung have three classes.
• Maria and Sung study and work every day.
• They are taking classes and working part time.
• Ana goes to only one class.
• Ana does not have a job.
• Are Maria, Sung, and Anna busy?
• Ana is not busy.
• Maria and Sung have been working too hard!

All the above sentences have only one “subject + verb” group, so they are all simple sentences.

Read #3 and #8 again. You see a compound subject in each.

Compound subject : two or more subjects share the same verb.

3. Maria and Sung have three classes.

8. Are Maria, Sung, and Anna busy?

Read #5 again. You see a compound verb in it.

Compound verb : the same subject performs two or more actions.

5. They are taking classes and working part time.

Read #4 again. You see a compound subject and a compound verb in each. Here, multiple subjects perform the same multiple actions.

4. Maria and Sung study and work every day.

The above sentences are all simple sentences, with one subject-verb group in each.

Each sentence is also called an independent clause because it explains a complete, independent idea.

You can understand a simple sentence as an unmarried adult like the single person in the image on the right. He lives an independent life.

Exercise 3. Read the following paragraph about Harper College. Separate each complete, simple sentence with a capital letter in the beginning and a period in the end. Identify the subject and the verb in each sentence.  Capitalize the first letter after a period. The first one is an example. (Commas have already been added.)

in September 1967, Harper College formally opened in Palatine, Illinois

With corrections:  In September 1967, Harper College  formally opened  in Palatine, Illinois.

Subject: Harper College

Verb: opened

Some Information about Harper College

     in September 1967, Harper College formally opened in Palatine, Illinois it uses the name William Rainey Harper to honor the pioneer in the community college movement in the United States Dr. William Rainey Harper was the first president of the University of Chicago Harper College is now one of the nation’s premier [2] and largest community colleges every year, it serves more than 35,000 students in Chicago’s northwest suburbs its academic programs have been preparing students for their future study and their careers students can choose to become full time or part time students Harper offers scholarships and financial aids to help students financially. Students should check the college website or call 947-925-6000 for information a registration specialist will provide step-by-step guidance.

Adapted from https://www.harpercollege.edu/about/index.php . Last accessed on August 1, 2021.

V. Sentence structure #2: Compound Sentences

Too many simple sentences will make your writing sound choppy [3] . Therefore, you can combine the ideas to form compound sentences.

• Students take classes, and Anna is no exception. (compound)
• Learning is important, so Maria and Sung are taking three classes. (compound)
• Maria and Sung study every day; besides, they also work part time. (compound)
• Maria and Sung are very busy; however, they feel accomplished [4] . (compound)

A compound sentence has two subject-verb groups and uses words such as “and, so, besides, however” to connect the two parts.

While a simple sentence is like an independent, unmarried person, a compound sentence is similar to a married couple, each independent but connected by love. That connection (love) is called a conjunction .

There are different types of compound sentences. In this course, you are going to learn the two below:

• with one of the coordinating conjunctions FANBOYS
• with an adverbial conjunction

Coordinating Conjunctions: FANBOYS

Compound sentences with FANBOYS should follow the sentence pattern below:

• We have taken three writing classes , for writing is a very important skill.
• We have a writing class , and we like it.
• We do not have a test this week , nor are we going to have one next week.
• I try to be on time for my writing class , but it’s hard to get up in the morning.
• Next semester, I may take another writing class , or I may choose a grammar class.
• One of my classmates has failed most tests , yet he does not care.
• Writing is challenging , so I am studying very hard.

Nor : The conjunction “nor” requires a slightly different word order: the helping verb comes before the subject. “Nor” already indicates negative, so do not add another “no” or “not”.

• I do not like hot dogs, nor do I like hamburgers.
• He is not going to the library after class, nor is he going home.
• I did not have a good winter break last year, nor did I have a fun spring break.

For explanations and practice in helping verbs, please refer to Unit 9 Verb Basics in Academic Writing.  ( Open Unit 9 here. )

Not all the sentences with FANBOYS are compound sentences. They must follow the above format to be called compound sentences.

• We are taking this writing course for three reasons.(simple)
• We are taking this writing course, for writing is important. (compound)
• Last week, we had an editing quiz, a vocabulary quiz, and an oral presentation. (simple)
• Last week, we had two quizzes, and we did well in both. (compound)

Exercise 4. The following paragraph is about differences between a university and a community college. Decide whether each sentence is a simple or a compound sentence. Type “S” in the blank if it is a simple sentence and “C” if it is a compound sentence.  Explain to your partner why you think so. The first sentence is an example.

Adverbial Conjunctions

They are also called transitions, as in the earlier units. This type of compound sentences is more formal.

Compound sentences with adverbial conjunctions should follow the sentence pattern below:

• The teachers give us lots of materials in class ; also, they require us to study in the Language Lab once a week.
• I am taking two courses at Harper College ; in addition, I have a full-time job.
• They have finished all the ESL courses ; as a result, they are registering for English 101.
• They had studied very hard ; therefore, they passed the test with an A.
• He liked to go on a vacation ; however, he was too busy with her classes.
• Many students want to take day classes ; nevertheless, they have a job during the day.
• We have many tests this semester ; for example, we have one editing quiz in the writing class and one unit exam in the reading class every week.

It is common to break one compound sentence into two simple sentences, with the same adverbial conjunction in the beginning of the second simple sentence. This happens more often when the sentences are long. Put a period after the first independent clause and capitalize the first letter of the adverbial conjunction. Everything else remains the same. There is always a comma after the conjunction.

• I am taking 2 courses at Harper College . In addition, I have a full time job.
• They had studied very hard . Therefore, they passed the test with an A.
• He liked to go on a vacation . However, he was too busy with her classes.
• We have many tests this semester . For example, we have one editing quiz in the writing class and one unit exam in the reading class every week.

Exercise 5. Use the given adverbial conjunctions to combine the simple sentences into compound sentences. Then use the same conjunctions to write two simple sentences.

Example :             

Studying a second language is difficult . I t is very useful in finding a job. (however)

Compound sentence:  Studying a second language is difficult; h owever, it is very useful in finding a job.  

Two simple sentences:  Studying a second language is difficult. H owever, it is v ery useful in finding a job. 

• Almost all the jobs require good speaking skills. They need good writing skills. (moreover)
• Many people from other countries have good technical skills. They need time to perfect their communication skills. (however)
• They are highly motivated to learn. They work very hard. (furthermore)
• They try different ways to improve. Some of them take classes. (for instance)
•  They are able to do well at work. Hard work pays off. (therefore)

VI. Sentence Structure #3: Complex Sentences

A complex sentence has at least two subject-verb groups. They are connected with subordinating conjunctions such as “because, as soon as, if”. There are different types of complex sentences. You are focusing on adverbial clauses in this course.

As you recall, a simple sentence is like an unmarried person living an independent life. A compound sentence resembles [5] a couple living together as two independent adults but connected by love.

A complex sentence is like a parent with a baby. Life is certainly more complex with a baby! The parent is independent, representing the independent clause. The baby is dependent on the parent for food, shelter, love, etc., so the baby resembles the dependent clause.

baby : parent = dependent : independent

A baby cannot live by himself or herself. In the same way, a dependent clause cannot exist by itself. It must be connected with an independent clause.

• When I got home , my sister was watching TV.
• Because I wanted to finish my homework , I did not go to bed till 12 am this morning.
• Although English is a difficult language , I am trying my best to learn it.

The same complex sentences can also be written as follows. Notice that there is no comma in the middle of the sentence.

• My sister was watching TV when I got home.
• I didn’t go to bed till 12 am this morning because I wanted to finish my homework.
• I am trying my best to learn English although it is a difficult language.

Exercise 6. The following sentences are about my classmates . Join two simple sentences into a complex one with the subordinating conjunctions given. Use commas where necessary.

Example : 

At 9 am yesterday, Jose was listening to the radio. He was driving to Harper. (while)

Complex:  At 9 am yesterday, Jose was listening to the radio while he was driving to Harper.

• Priti has decided to travel to Aruba during the semester break. She has always been interested in its culture. (because)
• This is Amy’s first year in the U.S. She speaks English fluently. (although)
• Lilly did not wake up early on time yesterday. She missed the first part of the class. (as)
• Yuri started an ESL class. He arrived in this city. (as soon as)
• Max had never used a computer. He liked his first online class. (even though)
• Misako ran into her former classmate. She was looking for her new textbook in the bookstore. (while)
• At the end of last semester, Kang Sun returned to Korea to visit her family . She had saved enough money for a plane ticket. (after)
• The next semester starts two months later. Every student needs to decide what classes to take. (before)

VII. Sentence Variety

Just like a balanced diet that keeps the body healthy, a good piece of writing also uses a variety of sentences including simple, compound, and complex structures. Here are some strategies to help you achieve that.

• Try not to repeat the same conjunctions. It is common to overuse [6] words like “and”, “because”. Try a different expression. For example, you may replace “and” with “in addition” and replace “because” with “since”. Change the sentence structure and punctuation accordingly [7] .
• When you finish writing, count how many simple, compound, and complex sentences you have included. Ideally, the number of each should be comparable [8] . For example, if there are ten simple sentences and only two complex ones, you may combine some of the simple ones to form one or two more complex sentences. On the other hand, too many compound and complex sentences may be hard to read, and you can improve your writing by changing some of them to simple sentences.

Read the following two paragraphs. Count the number of different sentence types in each paragraph. Discuss which paragraph is better and why.

Fast Track Programs

          Harper College has special programs called “Fast Track”. Some students want to finish their study fast. They can choose this option. There are different fast track certificate programs. Each is five to eight weeks long. The certificates include business management, human resources management, web design and interactive media, and others. Each program has a limited number of students, so they can get more personalized [9] interaction with professors. Classes are usually from 6 pm to 10 pm. Students can still work during the day. Besides the certificate programs, there are also fast track degree programs in AAS Degree (Associate in Applied Science) in Business Administration and AAS Degree in Supply Chain Management. Students do not always need to start from the beginning because they can get credit from their previous college or work experience.  The fast track programs are convenient and beneficial for many students. It may not suit everyone. The best way to start is to attend an information meeting.

Adapted from https://www.harpercollege.edu/fasttrack/index.php . Last retrieved on November 4, 2021.

In this above paragraph, there are 12 simple sentences, 1 compound sentence, and 1 complex sentence .

          Harper College has special programs called “Fast Track”. If some students want to finish their study fast, they can choose this option. There are different fast track certificate programs, and each is five to eight weeks long. The certificates include business management, human resources management, web design and interactive media, and others. Each program has limited number of students, so they can get more personalized interaction with professors. Since classes are usually from 6 pm to 10 pm, students can still work during the day. Besides the certificate programs, there are also fast track degree programs in Associate in Applied Science (AAS) Degree in Business Administration and AAS Degree in Supply Chain Management. Students do not always need to start from the beginning because they can get credit from their previous college or work experience.  The fast track programs are convenient and beneficial for many students; however, it may not suit everyone. The best way to start is to attend an information meeting.

In the #2 improved version, there are 4 simple sentences, 3 compound sentence, and 3 complex sentences.  Work with your partner to identify each type of sentences. Discuss why #2 is better.

Exercise 7. Choose a paragraph you have written this semester and try the following:

• Count how many simple, compound, and complex sentences are in it.
• In what ways can you edit some of them so that the whole piece has a better balance of different structures?

VIII. Unit Review Practice

Exercise 8. Read the following paragraph about the student clubs at Harper College. Identify the types of structures of the underlined sentences. In the boxes, type “simple” for a simple sentence, “compound” for a compound sentence, and “complex” for a complex sentence. The first one is an example.  You will get instant feedback on your answers. When you finish the entire exercise, you can retry or see all the answers.

Exercise 9. Read the following paragraph about different ways people learn. Identify the types of structures of the underlined sentences. In the boxes, type “simple” for a simple sentence, “compound” for a compound sentence, and “complex” for a complex sentence. The first one is an example.  You will get instant feedback on your answers. When you finish the entire exercise, you can retry or see all the answers.

Exercise 10. Read the paragraph below about the writer’s learning and working experiences. It has too many simple sentences. Combine the underlined simple sentences into compound or complex sentences with the conjunctions given.

I came to the United States. I had never touched a computer (before).

Before I came to the United States, I had never touched a computer.

Learning and Hoping

        Learning and hoping keep me going. Two years ago, I got a job at a company called TechInnova.  Now I use the computer at work every day. I came to the United States. I had never touched a computer ( before ). It did not take me very long to learn basic computer skills. I had already taken a course in typing ( for ).  I left my country four years ago. I had finished secretarial school ( by the time ).  I was looking for a job here, I took a course in information technology ( while ).  Soon I found the job at TechInnova. I have continued to learn new things since then.  For example, now I am learning web design through the Fast Track program at Harper College.  My company is paying half the tuition for me. I am grateful for that ( and ). The program is very intensive. I am very busy  ( therefore ).  The new skills have boosted my self-confidence and made me feel more hopeful for my future.

Exercise 11. Choose and highlight the most appropriate conjunction for each blank in the paragraph below about learning to play the piano. Look carefully at the punctuation before you decide. The first one is an example. When you complete the entire exercise, you can click “Check” for feedback. You may retry or see all the answers.

Exercise 12. Read the following paragraph about my uncle and me. There are five more mistakes in the use of commas (not including the example). Find them and correct them. The first one is an example.

My Uncle and I

          My uncle has had a very positive influence on me in several ways. He came from Pakistan to the U.S. in the 1990s and has made a life for himself and his extended family. First he (First, he…) sponsored me to come to the U.S. a year ago. He made it possible for me to have a chance for a better life. For instance, I am now living in a much cleaner, and safer environment. Second his accomplishments [10] have reminded me to work hard for my own life and for the life of my family. My uncle had worked as a waiter, a construction worker, and a newspaper delivery man before he enrolled at Harper College with a major in business ten years ago. He is now working as regional manager for a food company. He loves his job. Thanks to my uncle, I started a new life, as soon as I arrived here. I have followed his footsteps and have been working very hard since last year. My dream is to work in a finance field so I have been taking math and English as a Second Language courses to prepare for my major. Meanwhile, I have not abandoned [11] my hobby – swimming. I swim a few times a week in the college swimming pool. My uncle always says, that a good future needs good health. I am thankful to my uncle for the inspirations [12] and opportunities.

Exercise 13. Use the suggested conjunctions to expand the following simple sentences by adding one more clause to make new and meaningful compound or complex sentences. Use proper punctuation in each sentence. Share your sentences with your partner.

Example :       

I love my community college . ( for , as a result, because)

My sentence:  I love my community college, for there are many interesting classes like piano and drawing.

My sentence:  I love my community college ; as a result, I am enjoying my study there.

My sentence:  I love my community college because it is close to my home.

• Many people come to the community college. (since, in addition, because)
• Some young people prefer four-year universities. (so, consequently, although)
• Nothing is perfect in all areas. (however, nor, since)
• It all depends on which option works better for each student. (therefore, and, when)

  NSNT Practice

Go to The NSNT Free Writing Approach and Additional Weekly Prompts for Writing in Appendix A. ( Open Appendix A here. ) Choose two topics that you have not written about. You may start with the NSNT approach. Then revise and edit at least your paragraphs.  Include some compound and complex structures. Pay attention to punctuation. You are encouraged to share your writing with your partner and help each other improve.

Vocabulary Review

The words here have appeared in this unit.  The best way to learn them is to guess the meaning of each word from the context.  Then hover your computer mouse over the number beside each word to check its meaning and part of speech. These words are also listed in the footnote area at the end of each unit.

Here, you can use the flashcards below to review these words.

• A phrase is two or more words used together to form part of meaning but not complete meaning. It does not have a “subject + verb” structure.
• Every sentence must explain a complete idea and have a subject and a verb.
• The most basic sentence parts are subject, verb, object, and subject complement.
• The most basic sentence patterns are
• Subject + verb
• Subject + verb + object
• Subject + linking verb + subject complement (noun or adjective)
• Subject + verb + indirect object + direct object
• There + a form of “be”
• A simple sentence is an independent clause with one subject-verb group.
• A compound sentence has two independent clauses with two subject-verb groups. They are connected by a coordinating conjunction (FANBOYS) or an adverbial conjunction such as “moreover” or “however”.
• A complex sentence has one dependent clause (a subordinating conjunction + subject + verb) and one independent clause (subject + verb).
• It is important to include a variety of sentence types in writing.

Media Attributions

• frame at entrance of Early Childhood Lab School at Harper College © Lin Cui is licensed under a CC0 (Creative Commons Zero) license
• Building D at Harper College © Lin Cui is licensed under a CC0 (Creative Commons Zero) license
• a single person smiling and holding a skateboard © Photo by Monstera from Pexels
• William Rainey Harper statue on Harper Campus © Lin Cui is licensed under a CC0 (Creative Commons Zero) license
• a couple with a heart in between © Photo by Josh Hild from Pexels
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• a parent with a baby © Image by Prawny from Pixabay
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• black and white keys on a piano © Photo by Amir Doreh on Unsplash
• a pen writing in a notebook © Photo by Aaron Burden on Unsplash
• a page in a dictionary © Pixabay
• energetic: adjective, active, full of energy ↵
• premier: adjective, first in rank, leading ↵
• choppy: adjective, broken, not connected ↵
• accomplished: adjective, successful in doing something ↵
• resemble: verb, is similar to ↵
• overuse: verb, use too many times ↵
• accordingly: adverb, as a result, therefore ↵
• comparable: adjective, similar ↵
• personalized: adjective, customized, according to the needs of each person ↵
• accomplishment: noun, success, achievement ↵
• abandon: verb, give up ↵
• inspiration: noun, good influence, example ↵

In writing context, FANBOYS is an acronym for one of the coordinating conjunctions (for, and, nor, but, or, yet, so).

Building Academic Writing Skills Copyright © 2022 by Cui, Lin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

• Conjunctions
• Prepositions

ASSIGNMENT in a Sentence Examples: 21 Ways to Use Assignment

Are you struggling to understand the concept of an assignment? An assignment is a task or piece of work that has been assigned to someone as part of their job or studies. It requires them to complete a specific set of actions or deliverables within a defined timeframe.

In an academic setting, assignments often involve research, analysis, and the presentation of findings in various formats. Understanding the requirements of an assignment is crucial for students to produce high-quality work and meet the expectations of their instructors.

Table of Contents

7 Examples Of Assignment Used In a Sentence For Kids

• Please complete your assignment by coloring the picture.
• Your assignment is to count how many animals you see.
• Draw a circle around the smallest object in this assignment .
• Can you find the letter “A” in your assignment ?
• Remember to write your name on the top of your assignment .
• Let’s work on this assignment together, okay?
• Practice tracing the numbers in your assignment .

14 Sentences with Assignment Examples

• The professor’s surprise assignment caught many students off guard.
• Completing the group assignment required effective communication and collaboration.
• I spent all night working on my assignment due tomorrow.
• The guidelines for the assignment were clearly outlined in the syllabus.
• I need to visit the library to conduct research for my assignment .
• The deadline for the assignment has been extended by a week.
• My assignment score was negatively impacted by late submission.
• The professor announced a pop assignment to test our understanding of the topic.
• I received positive feedback from the professor on my assignment .
• The assignment requires a minimum of 1000 words and proper citations.
• Submitting a plagiarized assignment will result in severe consequences.
• The assignment is a key component of our overall grade in the course.
• I struggled to grasp the concept, which made completing the assignment challenging.
• Working on the assignment together with classmates helped clarify confusing concepts.

How To Use Assignment in Sentences?

Assignment is a task or piece of work that someone is given to do. It can also refer to the allocation of a particular task or job to someone. To use the word assignment in a sentence, simply place it in the context of giving or receiving a task. For example, “The teacher handed out the math assignment to the students” or “I have a new assignment at work that I need to complete by Friday.”

When using assignment in a sentence, it is important to ensure that it fits naturally within the sentence structure. Make sure the context in which you use the word is appropriate and clear for the reader to understand.

You can also use assignment in a broader sense, such as “The assignment of duties within the team was well-organized.” In this case, assignment refers to the distribution of tasks among team members.

Remember that assignment can be used in various contexts, not just limited to academic settings. It can be applied to work projects, volunteer tasks, or even household chores. By understanding the versatility of the word assignment , you can effectively communicate tasks and responsibilities in different situations.

In conclusion, the examples of sentences with the keyword “assignment” demonstrate its role in conveying the idea of a task or duty that needs to be completed. Whether referring to a school assignment, work task, or project, the keyword is versatile in indicating a specific job that requires attention and effort. These sentences show how assignments can vary in complexity and nature, from academic exercises to professional responsibilities.

By examining the usage of the keyword “assignment” in different contexts, it is clear that assignments play a crucial role in education, work, and daily life. They serve as a way to allocate tasks, assess knowledge or skills, and facilitate learning and growth. Understanding the significance of assignments can help individuals prioritize and manage their responsibilities effectively, leading to successful completion of tasks and achievements of goals.

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White Sox designate pitcher to make room for former Detroit Tigers outfielder

• Updated: Apr. 06, 2024, 10:13 a.m. |
• Published: Apr. 06, 2024, 10:05 a.m.

Detroit Tigers Robbie Grossman is tagged out at third base by Cleveland Guardians third baseman Jose Ramirez in the third inning, May 22, 2022, at Progressive Field. John Kuntz, cleveland.com John Kuntz, cleveland.com

• Greg Wickliffe |[email protected]

The Chicago White Sox have selected the contract of veteran outfielder Robbie Grossman. The transaction was first reported by MLB Trade Rumors .

Right-handed pitcher Alex Speas was designated for assignment to make room for the former Detroit Tiger to join the White Sox’s roster.

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Los Angeles Dodgers Add Reliever Connor Brogdon in Trade With Philadelphia Phillies

The Philadelphia Phillies designated veteran relief pitcher Connor Brogdon for assignment earlier this week, then agreed to a trade that sent him to the Los Angeles Dodgers.

• Author: Sam Connon

In this story:

The Philadelphia Phillies have traded right-handed pitcher Connor Brogdon to the Los Angeles Dodgers , the teams announced Saturday afternoon.

The Dodgers are sending left-handed pitcher Benony Robles to the Phillies to complete the deal.

Philadelphia designated Brogdon for assignment Tuesday. Instead of letting him hit waivers, the Phillies were able to ship the 29-year-old reliever to Los Angeles and pick up a 23-year-old prospect in return.

The Dodgers acquired RHP Connor Brogdon from the Philadelphia Phillies for minor league LHP Benony Robles. — Los Angeles Dodgers (@Dodgers) April 6, 2024

Brogdon had been a regular member of the Phillies' bullpen ever since making his MLB debut in 2020.

Across his first three seasons in the big leagues, Brogdon went 8-6 with a 3.42 ERA, 1.150 WHIP and 9.3 strikeouts per nine innings. He made seven playoff appearances during the Phillies' run to the World Series in 2022, posting a 2.08 ERA, 0.923 WHIP and 13.5 strikeouts per nine innings.

Brogdon got off to a hot start in 2023 on the back of that solid postseason, putting up a 2.45 ERA through May 24. He had a few shaky outings to round out the month, though, and he was ultimately optioned to Triple-A Lehigh Valley for the remainder of the season.

After earning another Opening Day roster spot in 2024, Brogdon once again struggled. He allowed runs in each of his three appearances, going 0-1 with a 27.00 ERA and 4.500 WHIP before getting DFA'd.

The Dodgers, sitting in first place in the NL West at 7-3, made several changes to their major league bullpen Saturday, with Brogdon's arrival representing just one of the moves. Right-hander Gus Varland earned a promotion from Triple-A, while right-hander Dinelson Lamet got designated for assignment.

Los Angeles' relievers ranked No. 18 in the league with a 5.03 ERA entering Saturday. With Brogdon and Varland entering the mix, perhaps the Dodgers will be able to turn things around on that front.

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