assignment make simple sentence

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?

Albert has hundreds of grammar practice questions with detailed explanations to help you master concepts.

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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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Grammar: Sentence Structure and Types of Sentences

Definitions and examples of basic sentence elements.

The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase

Independent clause : An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.

• I like spaghetti .
• He reads many books .

Dependent clause : A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.

• Although I like spaghetti,…
• Because he reads many books,…

Subject : A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”

• I like spaghetti.
• He reads many books.

Verb : Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”

• The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")

Object : A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”

Prepositional Phrase : A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”

• I like spaghetti for dinner .
• He reads many books in the library .

English Sentence Structure

The following statements are true about sentences in English:

• H e obtained his degree.
• He obtained his degree .
• Smith he obtained his degree.
• He obtained his degree.
• He (subject) obtained (verb) his degree (object).

Simple Sentences

A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase

Here are a few examples:

• She wrote .
• She completed her literature review .
• He organized his sources by theme .
• They studied APA rules for many hours .

Compound Sentences

A compound sentence contains at least two independent clauses.  These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon .

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined

• She completed her literature review , and she created her reference list .
• He organized his sources by theme ; then, he updated his reference list .
• They studied APA rules for many hours , but they realized there was still much to learn .

Using some compound sentences in writing allows for more sentence variety .

Complex Sentences

A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.

If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.

Key: independent clause = yellow, bold ; comma = pink, regular font ; dependent clause = blue, italics

• Note the comma in this sentence because it begins with a dependent clause.
• Note that there is no comma in this sentence because it begins with an independent clause.
• Using some complex sentences in writing allows for more sentence variety .

Compound-Complex Sentences

Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined ; dependent clause = blue, italics

• She completed her literature review , but she still needs to work on her methods section even though she finished her methods course last semester .
• Although he organized his sources by theme , he decided to arrange them chronologically , and he carefully followed the MEAL plan for organization . 
• With pizza and soda at hand , they studied APA rules for many hours , and they decided that writing in APA made sense because it was clear, concise, and objective .
• Using some complex-compound sentences in writing allows for more sentence variety .
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.

Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Types of Sentences (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)
• Common Error: Unclear Subjects (video transcript)
• Mastering the Mechanics: Punctuation as Symbols (video transcript)
• Mastering the Mechanics: Commas (video transcript)
• Mastering the Mechanics: Periods (video transcript)
• Mastering the Mechanics: Semicolons (video transcript)

Related Resources

Knowledge Check: Sentence Structure and Types of Sentences

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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 ).

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Home » English » Simple Sentence

Simple Sentence

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Mastering the Art of Simplicity: Simple Sentences Unleashed

Comprehensive Definition, Description, Examples & Rules 

What is a simple sentence

As the name suggests, a simple sentence is the most basic means of communication in the English language. By using concise and straightforward ways of facilitating communication, a simple sentence helps make conversation smooth, effective, easily understandable and fluent. In the given article, we will learn everything there is to know about the real meaning of a simple sentence, its correct usage, essential components that make a sentence simple and the common mistakes to avoid while using a simple sentence.

Define simple sentence

A simple sentence represents a single, independent complete thought expressed through a defined structure in English grammar. It consists of a single independent clause and necessarily includes a subject and a verb that help it to express a complete action. The role of a simple sentence in English grammar is to convey useful information clearly and concisely to avoid ambiguities and keep the conversation as straightforward as possible. The key components involved in a simple sentence are a subject (person, thing or idea that does an action), a verb (the action performed) and an independent idea or thought.

Characteristics of a Simple Sentence

Some of the most important characteristics of a simple sentence involve being straightforward, direct and independent. A simple sentence does not involve dependent clauses dependent on an independent clause to complete its meaning. A simple sentence avoids complex sentence structures to avoid conveying an incomplete action. Every simple sentence must contain at least one subject and a verb and express a complete thought in and of itself and an independent idea. 

Some simple sentence examples are given below:

• She teaches.
• I like to read.
• Carissa is studying.
• It will rain. 

In each of these simple sentence examples, a subject performs an action or does a task (verb) and expresses complete, independent meaning. 

Examples of Simple sentence

Here are some simple sentence examples showcasing them in various contexts:

• The boy sat on the chair. 
• I am eating porridge for breakfast. 
• She prays every morning. 
• They will go to the park. 
• He was studying for the examination. 

A simple sentence can also be used with various subjects and verbs. Here are some simple sentence examples demonstrating different subjects, verbs, and objects:

• The lion roared. 
• The teacher is teaching in the class.
• The mother will be preparing the food. 
• The bus didn’t stop at the bus station. 
• The child was playing with Barbie. 

What Makes a Sentence Complex?

The stark opposite of a simple sentence, complex sentences also have some common characteristics and features that differentiate them from simple sentences. For example:

• Unlike a simple sentence, complex sentences contain an independent clause and one or more dependent clauses. 
• Dependent clauses cannot make meaning independently and need independent clauses to express a complete thought.
• Key components of complex sentences include subordinating conjunctions such as ‘because’, ‘while’, ‘although’, etc., connecting the independent clause with one or more dependent clauses. 
• Complex sentences add complexity and depth to sentences by providing extra information and how ideas relate and connect.  

Comparison between simple, compound, and complex sentences:

While a simple sentence has one single clause and expresses a complete, independent thought, complex sentences have one independent clause and at least one dependent clause that is joined to the independent clause by subordinating conjunctions such as ‘because’, ‘while’ ‘although’, etc., and require that independent clause to complete its meaning. Compound sentences are different from both simple sentences and complex sentences as they contain two independent clauses joined by coordinating conjunctions such as ‘and’, ‘but’, ‘or’, etc. Both the independent clauses of compound sentences deliver independent meaning and complete thought. 

Explanation of how a simple sentence differs from more complex sentence structures:

• A simple sentence involves a subject and a verb that deliver concise and straightforward information together. In contrast, complex sentences add complication to language with the use of dependent clauses that add extra information to a conversation. They deliver a more nuanced and specific form of writing with detailed information and relationships between thoughts and ideas. 
• A simple sentence is complete on its own, but complex sentences require a dependent clause that needs an independent clause to complete and add meaning to the information it is trying to convey. 

Common Mistakes to Avoid

While a simple sentence is easy to structure and use, certain mistakes should always be avoided. For example: 

Common errors made when constructing a simple sentence:

• Error in sentence fragmentation: This error includes using sentences that lack a subject, a verb or a complete thought crucial to forming a simple sentence. 
• Error of run-on sentences: This error includes the mistake of joining two or more independent clauses with incorrect punctuation marks and conjunctions.  
• Error of subject-verb agreement: When the subject and the verb don’t fit together, the sentence stops making sense. 
• Error of word order: This mistake is committed when words or phrases are misused, leading to confusion and ambiguities. 

Tips and strategies to enhance sentence clarity and avoid potential pitfalls:

• Make sure each simple sentence has a subject and a verb to form a complete meaning and express an independent thought. 
• Make sure to use correct punctuation and conjunctions to segregate independent clauses, link one or more dependent clauses to an independent clause and show pauses and breaks within a sentence.  
• Pay heed to subject-verb agreement and ensure they relate with each other in number (singular, plural).

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Key Takeaways

• Simple sentences are concise and straightforward.   
• Every simple sentence must contain a subject and a verb that express a complete meaning. 
• Simple sentences only have one independent clause.

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Frequently Asked Questions

A simple sentence must always contain at least one subject, one verb and a complete thought to convey an independent meaning. 

Some simple sentence examples are: I am writing a letter; Rita teaches at an elementary school; The cobbler polished the show; We will attend a concert tomorrow.

To identify simple sentences in a paragraph, look for sentences with a subject and a verb to convey a complete action independently.

A simple sentence has only one independent clause that conveys complete information whereas a compound sentence combines two independent clauses with coordinating conjunctions such as ‘and’, ‘but’, ‘or’, etc., wherein each independent clause conveys a complete and independent meaning.

A simple sentence begins with a subject that performs a verb, followed by an object on which the effect of the action performed falls.

Rules for punctuation in a simple sentence are: 

• Begin with a capital letter
• End the sentence with an appropriate punctuation mark such as a full stop, a question mark or an exclamation mark depending on the type of the sentence. 

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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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• Kindergarten
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• Dolch sight words
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Sentences Worksheets

Writing proper sentences.

These grammar worksheets help students write proper sentences , beginning with simple sentences and extending through compound and complex sentences in various tenses.

Kindergarten sentences worksheets

• Tracing sentences
• Spacing between words
• Trace and write sentences
• Unscrambling sentences

Grade 1 sentences worksheets

• Making sentences (cut & paste, word cards, word banks)
• Write sentences and draw pictures
• Unscramble the jumbled sentences
• Full sentences vs fragments
• Subjects and predicates
• Sentence composition
• Types of sentences (statements, questions, exclamations)
• Changing types of sentences
• Combining sentences with "and"
• Using conjunctions (and, so, but, or)

Grade 2 sentences worksheets

• Rewrite fragments as full sentences
• Write full sentences with 2 nouns and a verb
• Simple or compound sentence?
• Combine simple sentences to form a compound sentence
• Rewrite a compound sentence as 2 simple sentences
• Expand simple sentences to complex sentences
• Scrambled sentences
• Sentence starters
• Writing practice
• Restating the question
• Writing 4 types of sentences

Grade 3 sentences worksheets

• Fragments vs full sentences
• Simple, compound and complex sentences
• Declarative sentences
• Imperative sentences
• Interrogative sentences
• Exclamatory sentences
• Transition words
• Editing sentences

Grade 4 sentences worksheets

• Sentence fragments
• Run-on sentences
• Fixing sentences
• Subjects, predicates and sentences
• Simple and complete subjects
• Compound subjects and predicates
• Introductory clauses
• Double negatives
• Combining sentences
• Direct objects
• Subject - verb agreement
• Classifying 4 types of sentences
• Adding details
• Writing precise sentences

Grade 5 Sentences Worksheets

• Fragments, run-ons and full sentences
• Comma splices
• Subjects and predicates (simple, complete)
• Writing simple, compound and complex sentences
• Direct and indirect objects
• Adding details to sentences
• Starting sentences
• Shortening sentences
• Writing varied sentences
• Writing paragraphs

Sample sentences Worksheet

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Send an invite to your friend, please choose a topic, simple sentences.

A simple sentence is a group of words that contains at least one subject - a noun - and one verb that have four different functions - a statement, a question, an exclamation, or a command. A sentence gives you information about the subject using the verb - either action or linking - to add more information. They're usually followed by an adjective or a direct object in order to complete the idea with more detailed information.

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Our award winning educational website offers tons of fun, learning-based activities for children in grades K to 5. TurtleDiary offers 1000+ games that are interactive, educational, and that support necessary skills while promoting fun. TurtleDiary activities are compatible with grade levels K-5 and provide opportunities to enhance material retention and increase success in the classroom.

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Rewordify.com is powerful, free, online software that improves reading, learning, and teaching. This site can:

• Intelligently simplify difficult English , for faster comprehension
• Effectively teach words , for building a better vocabulary
• Help teachers save time and produce engaging lessons
• Help improve learning outcomes

Rewordify.com's amazing features have helped millions of people read billions of words more easily.

The site is free and child-safe . Use it now; there's no software to install. Try the online demo and the first-time user guide . Teachers: You can print free, full-color literature to get started. Scroll down for more info...

Read smarter now.

Rewordify.com simplifies difficult English. Enter hard sentences (or whole chapters) into the yellow box at the top of the page. (You can also enter a web site URL.) Click Rewordify text and you'll instantly see an easier version, for fast understanding. The reworded words are highlighted— click them to hear and learn the original harder word. You can change how the highlighting works to match the way you learn!

Do you dislike dictionaries because they're confusing and unhelpful? You'll love Rewordify.com's clear, easy-to-understand definitions—they change to match the original word or phrase's part of speech, verb tense, and singular/plural form, so they make sense. Our amazing Rewordifying Engine is what makes it all possible, and no other web site has it.

Want to see something now? Click Classic Literature at the top and start reading—easier.

Read better tomorrow.

Learn more words faster. Our exclusive Learning Sessions actively teach you words so you learn them . Any time you paste in a block of text, our software finds all the hard words, lets you pick which ones you want to learn, and then teaches them to you in a Learning Session.

A Learning Session isn't an online quiz: it's an effective, step by step process where you hear words and phrases, type them, and read them. The software re-teaches you exactly what you need when you need it, and moves ahead when you're ready. When you've learned a word, the site stops "rewording" it, so the site grows with you as you learn! Learn more about Learning Sessions .

Learn your way.

Learn the way you want—from what you want to read. You can change the way the site works to fit your learning style as you read and learn from almost any text passage or web page. See the different highlighting styles in the box? You can pick any of them, and lots more options. Click the Settings link (at the bottom of the page now, or at the top of any page) to see all the choices you have. (The demo text in the box here never changes.)

Now you can easily get your students involved in their learning: let them select the text that interests them. Let them print and complete the activities with which they're most comfortable. Imagine each student learning vocabulary customized to his or her interests, while you have time to teach instead of typing. Could differentiation by interest or readiness be any easier? You can start doing it today, for free .

Teach more, type less.

You never have to type another vocabulary list or quiz again.

Type (or copy-paste) in any block of text in the yellow box at the top of this page, click Rewordify text , and click the Print/Learning activities button. Here's how . You (or your students!) can select from a rich variety of quizzes and learning activities, with or without answer keys.

Do you need to teach (or not teach) particular vocabulary words and phrases? Rewordify.com gives you the exact control you need for specialized vocabulary instruction. You can make customized word lists so the site rewords and teaches any word or phrase exactly the way you want.

Build a learning library.

Save all your documents online so anyone can read them and learn from them at any time.

Just log in, rewordify something, and click the Share button.

Select how public or private you want the document, enter the title, author, etc., and you're done!

You get a link that you can put in your online lesson plans, teacher web pages, or blog. No more rewordifying the same thing over and over again!

You can view, manage and edit all your documents from any computer. Just log in (or create a free, safe account) and start building your learning library. Here's how to do it .

Improve learning outcomes.

At Educator Central , you can create and manage student accounts, monitor your students' learning, and get detailed reading and learning analytics that help you make smart classroom decisions. For free. Now.

(In a hurry? Log in. Click Educator Central at the top.)

In a few minutes, you can create student accounts on Rewordify.com, and easily monitor your students' reading and learning progress. Get actionable learning and error analytics as your students read and learn from any document you post, or from any document or web page they want to read.

Imagine each student learning different words based on his or her interest or ability level. It's easy to do: Rewordify.com designs and teaches individualized vocabulary lessons with our highly effective Learning Sessions , so you have the time to teach students the important stuff: how to learn, how to break through obstacles, how to believe the words "I can do it."

As your students read and learn, get detailed charts and reports that tell you what you need to know—by student, by class, or for all your classes.

Effectively match interventions with students, based on detailed error breakdowns that let you see what you need to see in a few clicks.

Student accounts are anonymous, and they keep your students safe and focused on learning.

Start using it now: Log in and click on Educator Central at the top. Read more about Educator Central.

It's free, fast, and safe.

Rewordify.com is free online software. You're using it now. There's nothing to buy or install. It works on any computer, tablet, or smartphone. Just point your browser to Rewordify.com and start reading and learning. Yes, it's tablet-friendly—no mouse needed. Yes, your whole school district can create teacher and student accounts, without entering any personal information . When? Now.

Can it get better? Yup. The site shows no ads, for a distraction-free, school-safe learning environment.

It's fast. Wasting your (and your students' time) is bad. That's why Rewordify.com was designed from the ground up to be lightning-fast and use very little data. The site doesn't have a hundred images of puppies and kittens and a hundred links to a hundred lists. What it does have is speed and ease of use, which are very nice when you have to teach a room full of teenagers. Or adults.

It's an app. Want the app? You're using it. Wasn't that easy? The site is a web app, which is great for you, because you get almost-daily site updates automatically —so you can read and learn, not download and install app updates.

We keep kids safe online. Rewordify.com requires no personal information . Student accounts are completely anonymous and cannot post or share anything. Read more about how we protect children's privacy .

Rewordify.com can display simplified versions of web pages. Our state-of-the-art web filtering technology blocks millions of inappropriate sites and questionable language, to protect kids online and keep them reading only what they should be reading. Read more about how we protect children from inappropriate material .

Features & benefits

Get started now.

Here's what to do next:

First, do the demo. You'll be an expert in five minutes: Click here for the demo.

Learn the site, step by step. Our First-Time User Guide clearly shows you how to get started.

Teachers: Learn about Educator Central and all it can do to help improve student learning outcomes. Also, you can print lots of free, full-color literature to help you get started in the classroom.

Have some fun. Are you up for a vocabulary challenge? Play Rewordo. Be aware: it's not easy.

Browse some classics. Want to be more sure of Shakespeare, or brush up on Bronte? Scroll to the top, and click the Classic Literature link. It's a fast way to get started using the site. Or, use the Search bar at the top. Try entering the word raven to understand the deal with Poe, that black bird, and the "Nevermore" thing.

Check out the goodies. You can install our One-Click Learning browser applet that lets you rewordify most web pages in one click. Our cool (and free, of course) School Clock tells you the current time and date, what class period you're currently in, countdowns to the next period, and more. You can customize it for any school's schedule, and make as many different School Clocks as you have different day schedules. Use it now .

Show the love! Please tell us about mistakes the site makes when "rewording" and defining words. That feedback is the single most valuable thing you can do to help the site (and learners around the world). Click here to contact us. Do you want to help defray the site's operating costs, and read a great thriller at the same time? You can! Get your copy of Electric Dawn .

Contact us. We want to help you! Please use the Contact page with any questions or comments.

Site summary: Rewordify.com helps with reading comprehension and vocabulary development by simplifying English to a lower reading level. It lets you reword a sentence or reword a paragraph. It will simplify English by reducing text complexity. It's a dictionary alternative that will improve comprehension and teach vocabulary. It's an important part of reading instruction and vocabulary instruction for ESL students, people with reading disabilities, people with a learning disability, or anyone who wants to improve reading skill.

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