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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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• Our Mission

The Power of Short Writing Assignments

Brief writing prompts and responses help students in any discipline.

A panicked student confronts a blank laptop screen late at night. A frazzled teacher sits in front of a pile of yet-to-be-graded essays the following evening. Long writing assignments can cause fear and anxiety for students and teachers. 

Some educators avoid assigning writing, believing that they don’t have the time to either incorporate such a project or grade it. Thankfully, writing assignments need not be long in order to be effective. If you don’t wish to assign a potentially time-consuming project, try these short assignments to help students become better writers and thinkers.

Summarizing for Comprehension



Summaries are an easy way to incorporate writing into any subject. They are a valuable way to challenge students to concisely identify the main details, themes, or arguments in a piece of writing. The longer the reading assignment, the more demanding the process of writing a cogent summary. 

Teach students how to engage the text in a conscientious manner, reading the material while noting its most important elements. I periodically ask my students to write a 50-word summary on a textbook chapter, an exercise that many of them find exceedingly difficult at first. Gradually they become more confident in distilling an author’s main points.

Share the best work with the class, underscoring the components of particularly effective summaries. When students hear the summaries of others, they develop a greater understanding of how to construct their own. 

Prompt with Questions

Part of our jobs as teachers involves giving students the tools to continue learning new information on their own, as well as equipping them with the desire and skills to challenge their own biases. All of this involves teaching young people how to craft incisive questions. 

Review with students the importance of questioning, and introduce to them different question-writing techniques, pausing before calling on a particular student to encourage every student to think about the answer. 

Have students write a single-sentence question in response to a piece of nonfiction or fiction writing. Then, assign students to answer each other’s questions with another carefully constructed sentence. Each student should have a piece of writing—a question and an answer—that is roughly two sentences in length for teachers to review.

Consider employing question prompts such as Bloom’s question starters. Teachers can tailor the complexity and specificity of these prompts to the needs of the student.

Encourage Creative Responses

Short writing assignments can also be more imaginative assignments. Consider, for instance, asking students adopt the voice of a historical figure:

• Thomas Jefferson composing a three-sentence response to Hamilton’s banking plan.
• Theodore Roosevelt tweeting his opinions on modern antitrust investigations of Google, Facebook, and Apple.

• A series of text messages between George Washington and Franklin Delano Roosevelt about whether the Lend-Lease Program is a harmful “entangling alliance.”


English teachers, for example, may want to incorporate fictional characters into their creative-response assignments to require students to practice inferring a character’s thoughts. English teachers can use these creative responses as brief, but powerful, assessment tools for reading comprehension.

Keep It Short

A student is never too old to revisit the basics of writing, and educators should not underestimate the importance of teaching students how to construct compelling and grammatical sentences. 

Any short writing assignment can be reduced to a single sentence. Some options include the following:

• Write a sentence-long summary of an article or book.

• Describe the main idea of the piece in one sentence.

• Complete a one-sentence story or memoir. 


One-sentence assignments push students to meticulously choose the right words and structure to convey their points.  

A Chance for Collaboration

Short writing assignments offer many opportunities for collaboration between disciplines.

Try incorporating vocabulary words or techniques that students are learning in other classes into a short writing assignment. A history teacher might ask students to write a summary of a reading using vocabulary from their English class. A history teacher could also integrate a book or short story from an English class. These techniques need not be limited to the humanities and social sciences. STEM instructors could assess informative or explanatory writing skills by asking students to compose a list of sentences outlining the steps they took to solve a problem or create something. 

Mechanics Matter



Good writing on any subject demands proficiency in content and form. Short writing assignments allow busy teachers to pay attention to grammar and punctuation. 

When assigning a short writing project, a teacher may wish to require some structural element (“incorporate a quote” or “use at least two compound sentences in your response”). Whatever the case, educators should stress the importance of grammar, punctuation, style, and syntax.

Blaise Pascal famously wrote, “I didn’t have time to write a short letter, so I wrote a long one instead.” Trying to get a point across in a few words or sentences is often more challenging than going on for many pages. Short assignments also require students to self-edit—a skill that is valuable throughout school and in their working life. 

Short writing assignments allow for fun, quick, and stimulating ways of teaching valuable writing skills.

Simple Sentences: Definition, Examples, & Exercises

• The Albert Team
• Last Updated On: March 1, 2022

Do you remember the first time you learned how to write a sentence? Most of us are taught how to put three words together to make sentences in kindergarten: I like dogs. She eats cookies. Games are fun! Sound familiar? These three-word sentences are one of the most basic types of simple sentences , and they serve as a foundation to forming more complex sentences. However, simple sentences are not always as simple as three-word sentences. 

In this post we’ll review what simple sentences are, the parts of a simple sentence, and different ways to create simple sentences. 

Once you’re feeling confident, test yourself with a post-assessment quiz and practice with our high quality, standards-aligned questions here .

What We Review

The Basics of Simple Sentences

What are Simple Sentences?

A simple sentence is a sentence containing only one clause, or more specifically, an independent clause, with a subject and a predicate. 

A simple sentence is typically made up of a subject , verb , and object , or SVO , and creates a complete thought;  however, since a simple predicate is a verb or verb phrase only, a simple sentence can also be made up of only a subject and verb (SV).

Subject + Verb + Object (SVO)

• Jessie ate dinner.

Subject + Verb (SV)

• Jessie ate.

Both of these examples are grammatically correct simple sentences, but including an object helps to clarify the full idea of the sentence.

Despite their name, simple sentences can include things that are not so simple. Let’s review the use of modifiers , compound subjects , and compound verbs/predicates in simple sentences.

Modifiers in Simple Sentences

Modifiers are words or phrases that can be included in simple sentences to add more detail. Let’s see how we can modify the simple sentence used above:

Adding Articles/Adjectives

• The hungry Jessie ate a large dinner.

Adding Adverbs

• The hungry Jessie quickly ate a very large dinner.

Adding a Prepositional Phrase

• The hungry Jessie quickly ate a very large dinner after a long day at work .

All of these examples still qualify as simple sentences, because they are all independent clauses that convey a complete thought.

Pro Tip: Ask yourself how the sentence is changed as a result of a modifier.

Compound Subjects in Simple Sentences

Compound subjects are two or more nouns or pronouns sharing the same verb. They are joined using coordinate or correlative conjunctions.

Compound Subjects Using Coordinate Conjunctions

• Jessie and Jade ate dinner.
• Jessie or Jade ate dinner.
• Jessie, Jade, and Titus ate dinner.

Compound Subjects Using Correlative Conjunctions

• Both Jessie and Jade ate dinner.
• Neither Jessie nor Jade ate dinner.

Even with two or more simple subjects, these examples are independent clauses conveying a complete thought, so they are still simple sentences.

Compound Verbs/Predicates in Simple Sentences

Compound verbs, or compound predicates, are two or more verbs/predicates that share the same subject. This may be written as simply as a subject performing multiple verbs (simple predicates) or, more elaborately, as a subject performing multiple complete predicates. The compound verbs/predicates are joined by a conjunction.

Compound Verbs/Simple Predicates

• Jessie cooked and ate dinner.
• Jessie rinsed and washed the dishes.

Compound Predicates

• Jessie ate dinner and washed the dishes .
• Jessie cooked dinner and rinsed the dishes

Again, these examples are all independent clauses conveying a complete thought. So even with multiple verbs, a sentence can be a simple sentence.

Return to the Table of Contents

Tips for Using and Identifying Simple Sentences

Tip #1: Subject + Verb + Object (SVO) Simple Sentences Can be Arranged in Different Ways.

While a simple sentence is typically expected to contain a subject, verb, and object, this does not always mean that the subject will be the first thing we see in a sentence. When we place parts of the predicate at the beginning of the sentence or ask a question, the standard SVO arrangement of a simple sentence will vary.

Placing a Part of the Predicate Before the Subject

When the predicate, or verb + object portion of the sentence contains a prepositional phrase or adverb, they can appear at the beginning of the sentence followed by a comma. Check out the following examples to see sentences in both their standard forms and rearranged forms:

Prepositional Phrase:

• We completed our homework after school .
• After school , we completed our homework.
• I ran quickly to the store.
• Quickly , I ran to the store.

Asking a Question

Sentences that ask a question are called interrogative sentences, and they are often simple sentences. Some questions start with the main verb or part of the verb phrase. Look at the examples below to see the placement of the verb in both a question and the statement form of the question:

• Will it rain tomorrow?
• It will rain tomorrow.  
• Has the race been postponed?
• The race has been postponed.
• Were you sick today?
• You were sick today.

Tip #2: Avoid using too many basic simple sentences in your writing.

Remember, basic simple sentences are the first type of sentence we learn how to write. So it’s probably safe to assume that filling our writing with three or four word sentences is not the best idea. Too many simple sentences close together can sound choppy and disconnected. Always revise your work to see where simple sentences can be edited to create more sophisticated writing.

Combine Simple Sentences

If you have a string of very basic simple sentences in your writing, you can probably combine some of those sentences into compound sentences.

• He loves baseball. He first played little league baseball. He joined the baseball team in middle school.
• He loves baseball and played little league before joining the baseball team in middle school.

Tip #3: Add more detail.

There’s nothing wrong with using simple sentences in your writing, but you can (and should) use modifiers to enhance simple sentences when possible.

Basic Simple Sentence:

• I visited Chichén Itzá.
• On my vacation to Mexico, I visited the ancient Mayan ruins of Chichén Itzá.

Applying the Basics: Simple Sentences Review & Practice

Now that you understand what simple sentences are, and how to use them properly in your writing, let’s practice identifying them. Remember, a simple sentence is a sentence that contains one independent clause, or one complete thought.

Simple Sentences Exercises & Review

Complete the quick exercise below to assess your mastery of simple sentences.

Determine if the sentence is a simple sentence or not.

1. I finally received my passport for our trip overseas.

• Simple Sentence

2. Last week, she told the funniest joke in the middle of the meeting.

3. Tim went to the store, and he bought a new laptop for school.

• Not a Simple Sentence

4. Julie and Paige went to the amusement park and rode a rollercoaster.

5. I was exhausted after working all day.

For additional practice, check out the Simple Sentences content on Albert.

Try for Yourself: Simple Sentences Quiz

Feeling confident in your understanding of Simple Sentences?

Take this short quiz to see what you’ve learned:

1. Can a simple sentence have more than one subject?

• Answer: Yes
• Correct Explanation: That’s right! A simple sentence can have more than one subject, or a compound subject, if they are sharing the same verb. The subjects are joined using coordinate or correlative conjunctions.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one subject, or a compound subject, if they are sharing the same verb. The subjects are joined using coordinate or correlative conjunctions.

2. Can a simple sentence be a single dependent clause?

• Correct Explanation: That’s right! A simple sentence must be a single independent clause in order to be a simple sentence. It is a complete thought and can stand alone. A dependent clause cannot stand alone as a complete thought.
• Incorrect Explanation: Sorry, that’s not right. A dependent clause cannot stand alone as a complete thought. A simple sentence must be a single independent clause in order to be a simple sentence. It is a complete thought and can stand alone.

3. Can a simple sentence have more than one verb?

• Correct Explanation: That’s right! A simple sentence can have more than one verb ( compound verb/simple predicate ) or more than one complete predicate ( compound predicate ) if they share the same subject. They are combined using a conjunction.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one verb ( compound verb/simple predicate ) or more than one complete predicate ( compound predicate ) if they share the same subject. They are combined using a conjunction.

4. Does a simple sentence always start with the subject?

• Correct Explanation: That’s right! A simple sentence can start with part of the predicate. This might be a prepositional phrase, and adverb, or a question.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can start with part of the predicate. This might be a prepositional phrase, and adverb, or a question.

5. Is the following example a simple sentence?

After eating breakfast, Hayley went to dance practice, and she prepared for her performance.

• Correct Explanation: That’s right! A simple sentence can have more than one predicate when that predicate shares the same subject. In this sentence, there are two independent clauses: After eating breakfast, Hayley went to dance practice. She prepared for her performance.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one predicate when that predicate shares the same subject. In this sentence, there are two independent clauses: After eating breakfast, Hayley went to dance practice. She prepared for her performance.

6. Is the following example a simple sentence?

Jim and Amy thoroughly cleared out the basement and hired contractors for a remodel.

• Correct Explanation: That’s right! A simple sentence can have compound subjects and compound predicates as long as they form one complete thought. The subjects share the predicates, and the predicates share the subjects . In this case, the compound subject “Jim and Amy” share the compound predicates “thoroughly cleared out the basement” and “hired contractors for a remodel.”
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have compound subjects and compound predicates as long as they form one complete thought. The subjects share the predicates, and the predicates share the subjects . In this case, the compound subject “Jim and Amy” share the compound predicates “thoroughly cleared out the basement” and “hired contractors for a remodel.”

For additional practice with simple sentences, check out our completely free practice on Albert.io: Simple Sentences .

Teacher’s Corner for Simple Sentences

While it’s true that simple sentences are a foundational grammar skill, the Common Core English Language Progressive Skills Chart shows that even elementary-level skills “require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.” 

For specific standards addressing simple sentences, check out the Common Core State Standards site! 

Albert’s grammar course is 100% free, and the Simple Sentences practices can be used for much more than homework! 

Our assessments can be used as pre-and post-tests to measure student progress. Our pre-made quizzes can be used as bell-ringers, exit tickets, and more! 

In addition to our pre-made assessments, you can also use our assignments feature to create your own quizzes and assessments.

Summary on Simple Sentences

Simple sentences are sentences containing one independent clause, with a subject and a predicate.

Modifiers, compound subjects, and compound verbs/predicates can be used in simple sentences.

The standard arrangement of a simple sentence is subject + verb + object, or SVO order. This can vary by arranging parts of the predicate before the subject.

Practice makes perfect! Use our Simple Sentences practice on Albert’s completely free grammar course !

Need help preparing for your Grammar exam?

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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
• University Center at Harper College © Lin Cui is licensed under a CC0 (Creative Commons Zero) license
• a parent with a baby © Image by Prawny from Pixabay
• Fast Track information session as appeared on Harper College website © Lin Cui is licensed under a CC0 (Creative Commons Zero) license
• International Students Club at Feed My Starving Children © Kathleen Reynolds is licensed under a CC0 (Creative Commons Zero) license
• 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.

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The Benefits of the Short Writing Assignment

Andrew passinger.

• May 5, 2021

People have so many ways of gathering information , whether it is collected from a social media platform, through scholarly articles and research, simple search engine results, or traditional library card catalogues – okay, maybe those are gone and replaced by the digital systems, but the point is made.

But when it comes to processing that information and placing it all into coherent structures, sometimes it can be difficult to figure out the best strategy to implement when it comes to students and education. Multiple choice and essays show the range but short answer can be one of the more effective tools teachers can apply to their classrooms pedagogy.

Keep It Short

It’s easy to select an answer when it is provided in an assessment, often showing a low level of evaluation in comprehension. On the other end of the pendulum, assigning an essay can truly be difficult for others to piece together in a sensible way. So “short” answers can win in this situation. These types of responses are not taxing but require thought and calculated answers that prove their knowledge. By design, they require a form of communication in sentence structure and thought, thus highlighting the processing of information. And educators can manipulate the designs. Requiring an answer in just one sentence can force students to process all of their content before selecting the most effective way to convey it. There is no guessing to this form. They must know their content.

As well, a short paragraph of 4-5 sentences doesn’t bog a teacher down in reading the fluff: wordy, space-filling introductions and conclusions (not that there isn’t a place for those parts of the writing formula; they just need to be employed at the appropriate time for that assessment). A shorter requirement in writing allows room for adding in details. And as a bonus, grading these answers can be quite quick.

Use Questioning

When an educator is designing short answer questions, he or she must have their objectives and unit goals in mind. An appropriate assessment of the learning goal, standard, or skill is required in order to make the question effective. Language must be clear and concise. Teachers don’t want their students to spend too much time trying to dissect a multi-layered question that can too often be confusing.

Be brief in design but provide specificity so those answering know exactly how they need to approach and focus an answer. Design them according to a rubric that allows for diversity and open-mindedness in perspectives. These shouldn’t be created in order to get an answer that only the instructor considers as correct. As part of the professionalism of teaching, educators should challenge their own notions of thought through reflection and practices .

Ignite Creativity

Again, teachers shouldn’t get stuck trying to fill time or provide some assessment because it is a requirement for a grade. There are so many varying elements to make students think. When it comes to creativity, educators should focus on the demographics of their students. Whether they admit it or not, kids love solving problems. Questions can be designed so that they attempt to solve issues in which students are interested , especially when it pertains to technology and social media.

• What are the Snapchat handles of a novel’s characters? Explain why those characters would use that particular handle, citing details.
• In 40 words, how can math save the world? What lesson particularly stands out to you as examples?
• If science and history were people, explain how they might collaborate to help eliminate one problem in the world.

Content and Form

While creativity can be a fun way to engage students, the serious element is just as important, especially when focusing on structural forms, grammatical components, and stylistic aspects. As previously mentioned, the short answer question can allow instructors a swift opportunity to review strengths and weaknesses and then adjust instruction to correct and compound.

Journaling as bellringers or even homework can be a good opportunity to evaluate and digest observations. Grammar can be easily adjusted through the short answer process in a quick and impactful lesson, which stems from well-designed questions.

Get Collaborative

Nothing gets students moving faster or with more apprehension than when the word “partner” is spoken aloud. But this can be an excellent opportunity to pair students in order to require them to think. Collaboration and short answer provides the chance to bounce ideas off one another without being thrown into the spotlight. A properly designed question can get students processing information and focusing on others’ viewpoints in order to create the appropriate answer. It can further build social relationships that acknowledge others’ points of view.

This also may allow for inter-department curriculum planning and design. Social students and English language arts teachers could combine unlimited content for short answer questions, meshing the worlds of history and literature. Creativity can abound in these questions and projects. As well, science and math often can be found holding hands when it comes to ideas and philosophies. Hands-on projects can apply formulas, collaborative measuring tasks, and life-like experiments, all while engaging students.

In order to lead a fulfilling career, educators must move beyond the “have-to” thinking of simply completing each task and toward an efficient instructional model that emphasizes effective assessment procedures. Short answer questions don’t have to be drudgery; creativity, style, structure and collaboration have an integral role when considering this form of assessment. Focus on pulling out those thoughts from each and every student so they can see their individual successes in a strong, communicative style.

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ASSIGNED in a Sentence Examples: 21 Ways to Use Assigned

Have you ever been assigned a writing task and felt unsure how to start? When a task is assigned to you, it means you have been given a specific job or responsibility to complete within a set timeframe. This could be anything from a school assignment to a work project.

Being assigned a task often requires understanding the instructions clearly, planning out what needs to be done, and then taking action to complete the task properly. It’s important to pay attention to any guidelines or requirements provided when a task is assigned to ensure you meet expectations.

Table of Contents

7 Examples Of Assigned Used In a Sentence For Kids

• The teacher assigned everyone a different color for art class.
• We were assigned a new book to read for our English lesson.
• Each student was assigned a number for the class attendance.
• The math homework assigned by the teacher was to practice counting.
• The class was assigned the task of drawing their favorite animal.
• The students were assigned different roles for the school play.
• Our teacher assigned us a project to learn about different animals.

14 Sentences with Assigned Examples

• Assigned readings are crucial to understanding the course material in college.
• Make sure to submit your assigned essays on time.
• It is important to attend all assigned lectures to grasp the concepts well.
• Have you received your assigned group project topic yet?
• Remember to prepare for the assigned quiz next week.
• The teacher has assigned extra practice problems to help improve our understanding.
• Did you finish the assigned lab exercises for the week?
• It is essential to take notes during assigned seminars for better revision.
• Make sure to review all assigned chapters before the exam.
• The professor has assigned a research paper as part of the final assessment.
• Don’t forget about the assigned presentation scheduled for next Monday.
• Have you completed the assigned online module on the college portal?
• The assigned group project requires collaboration with classmates.
• The teacher assigned a peer review activity to provide feedback on each other’s work.

How To Use Assigned in Sentences?

To use assigned in a sentence, you need to understand its meaning first. The word assigned is commonly used to indicate that someone has been given a specific task, role, or duty.

Here is an example sentence using assigned : “The teacher assigned homework to the students to complete over the weekend.”

When using assigned in a sentence, it is important to remember that it is often followed by what has been given or designated to someone. For example, “The manager assigned the new project to the most experienced team member.”

Another important point to remember when using assigned is to ensure that the sentence structure is correct. You can place the word assigned at different points in a sentence depending on the emphasis you want to give to it. For instance, “The detective was assigned to investigate the case” puts the focus on who is given the task, while “The case was assigned to the detective to investigate” emphasizes what was given.

Overall, using assigned in a sentence is straightforward once you understand its meaning and how to structure your sentence effectively. Just remember to indicate who is being given the task and what task has been given, and you will be able to use assigned accurately in your sentences.

In conclusion, the concept of assigned sentences refers to specific tasks or responsibilities that are allocated to individuals. These sentences can range from work assignments to punishment in legal contexts, each carrying a defined purpose and outcome. The effectiveness of assigned sentences lies in their ability to streamline processes, hold individuals accountable, and facilitate clear communication of expectations.

Whether in work settings, educational institutions, or legal systems, the use of assigned sentences helps in organizing tasks, maintaining order, and ensuring fairness. By clearly defining roles and responsibilities through assigned sentences, individuals can better understand their obligations and contribute to efficient and structured environments. Overall, assigned sentences play a crucial role in enhancing productivity, accountability, and the overall functioning of various systems and organizations.

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Meanings of short-term and assignment.

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(Definition of short-term and assignment from the Cambridge English Dictionary © Cambridge University Press)

• Examples of short-term assignment

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• Definition of short-term
• Definition of assignment
• Other collocations with assignment

Free Text Shortener Tool

• 📖 Text Shortener
• 📜 When to Use It
• 🎉 Benefits of the Tool
• ✒️Writing a Summary
• ✍️Summary Examples
• 🎁 Bonus Tips

🔗 References

📖 text shortener guide.

Summarizing is an essential part of academic writing. It shows your ability to separate and present the main findings, plot elements, thoughts, etc. A good summary lets another person easily understand it without reading the original text.

Our free text shortener presents key takeaways of a text using AI technologies. To use it, you need to copy and paste the original text and choose the length of the expected summary. This is how you create a resume with zero stress in a couple of clicks.

In this article, we describe our tool and explain how to write top-scoring summaries.

📜 When to Use Text Shortener Tool

• When you need to write a concluding paragraph. It can be an essay, research paper, lab report, or other academic text. Paste your body paragraphs into the box to create a summary for your concluding part.
• When you need to shorten your essay. Use this tool if you exceed the word limit in your essay or a particular paragraph. It also works as a sentence shortener.
• When you need to read an extensive article. You will do it faster as summarizing tool makes the text shorter, preserving the main information. It is helpful when you need to read many articles and highlight the key points.
• When you need to shorten other researchers’ passages. Including lengthy quotes in your paper is not the best decision. Instead, you can use our tool to make them shorter without changing their sense.
• When you need to take notes. Create an overview of the studying materials with our online shortener. It is a fast and easy way to make notes without writing or typing them manually.
• When you need to refresh your knowledge. Instead of reading a full text or book, just use a summary generator. After a quick revision of the content, you can save and use these extracts later.

🎉 Shorten Sentence Generator Benefits

Below you will find reasons why students love our shortening tool.

✒️ How to Write an Outstanding Summary

If you want to write a summary yourself, this passage is for you. Follow these guidelines to shorten texts better and faster.

• Find only one core thought – this is the basis of the text. Then look for supporting points that revolve around this idea. At this stage, you can list the essential ideas in the text.
• Don’t use judgmental and emotional vocabulary while writing. Your goal is to be as objective as possible. You can also rewrite the informal style to formal. Remember that summarizing is not the same as paraphrasing .
• Keep your summary brief: it shouldn’t be longer than 15% of the initial text. But we still recommend using synonyms and synonymic expressions not to repeat the original passage. Don’t forget to reference the works you have included.
• Reread your summary . Make sure that its writing style corresponds with the rest of your work.
• Add transition words if you notice that there is no flow. Ask yourself: can a person understand the core meaning of your text just after reading the summary?

If yes, congratulations! You have just created a good summary. If not, find the details that you have missed. It can be a logical sequence, a particular argument, event, or evidence. Rewrite your summary till it fully represents the original text.

✍️ Text Shortening Examples

Now let’s take a look at two summary examples.

🎁 Bonus Tips for Students

• Make sure you know what kind of summary you need. For example, an executive summary has particular guidelines and writing formulas.
• Avoid complex terminology and long sentences. Your summary should be independent and straightforward. Imagine that a person unfamiliar with the topic needs to understand the text.
• To shorten a long text, make a one-sentence summary for each paragraph. It will help you control the size of the summary. It also will be easier to navigate the text if you decide to rewrite or adjust your summary.

What does summarize mean?

Summarizing means shortening a larger text without changing its meaning. You can usually see summaries at the end of essays and other academic papers. While shortening a text, you need to cover only the essential details mentioned in the text. In most summaries, you shouldn’t include your opinion on the matter and have to be objective.

How to summarize a story?

You need to retell a story briefly. Imagine that you have read a book and want to describe it to your friend. Highlight the main plot elements and characters that are crucial to the story. Omit the parts that are not essential for a person who wants to understand the plot.

How to summarize a quote?

Read the passage and find its key message. Briefly describe this thought in your own words. Make sure that the summarized piece fits your paper’s tone. If you leave more than three words unchanged, put them in quotation marks. Don’t forget to give credit to the author.

Note: short, clearly expressed quotes do not need shortening.

• How to Write a Summary: 4 Tips for Writing a Good Summary | Masterclass
• Guidelines for Writing a Summary | Hunter College
• 10 Tips for Cutting Your Word Count | The University of Adelaide
• 8 Ways to Reduce the Word Count for Your Research Paper | How to Write a Journal Article