Clauses and Sentence Structure
By Alisa Ratanapruks
Language Institute, Thammasat University
Here are some tips teachers can use to further help students understand clauses and sentence structure.
1. Point out that writers often put more important ideas in independent clauses and less important
ideas in subordinate clauses.
2. To help students use effective structure and sentence forms in their writing, point out that using
an adjective clause to combine information is a good way to revise short and choppy sentences.
3. Remind students to use who rather than that or which to introduce an adjective clause that
modifies a person.
4. To help students understand the correct use of the conventions of punctuation, point out that a
comma is necessary before nonessential adjective clauses beginning with which that come at the
end of sentences; for example, I love begonias, which come in red, pink, and white.
5. Point out that adverb clauses can be introduced by some of the same words that introduce
adjective clauses, such as when and where.
To distinguish between adverb clauses and
adjective clauses, tell students to identify the part of speech of the word that the clause
modifies.[NOTE: Examples would probably be helpful here, eg: ]
I like to eat when it is cold outside.
(when is referring to the verb eat)
She likes students who speak politely
(who is referring to the noun students)
6. Notice that an adverb clause is set off by a comma when it comes before the independent
clause. When it comes after the independent clause, often no comma is needed. Another way
of explaining this is to say that an adverb clause at the beginning or in the middle of a sentence
is set off by commas. Usually, no commas are needed if the clause comes at the end.[NOTE:
Examples would help here as well.]
7. Point out that when a noun clause follows a verb such as see, feel, think, say, or know, the word
that is often needed to prevent misreading of the sentence. For example, in the sentence Linda
feels her brother’s hair is too long, a reader might initially think that her brother’s hair is the
direct object of feels rather than the subject of the noun clause.
8. Tell the students that if they can substitute the word someone or something for a clause in a
sentence, it is a noun clause. (They know what drives me crazy. They know something.) Also
tell the students that sometimes the introductory word in a noun clause is omitted. However,
they can still substitute someone or something for the clause to determine whether is a noun
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clause. (Most experts say many brothers and sisters become close later in life. Most experts say
something.)
9. Explain that some writers may write choppy, disconnected sentences because they are unsure of
their ability to punctuate complex sentences. Suggest that in first drafts, students write complex
sentences and not worry about correct punctuation. They can fix the sentences later by getting
help from a teacher, a fellow student, or their textbook.
10. Point out to the students that complex sentences are helpful tools for writers who wish to show
relationships among ideas. Such relationships include time sequence, cause and effect, and
specification. Caution students, however, that too many subordinate clauses in one sentence
compromise clarity and that simpler sentences often better serve a writer’s purpose.
11. Tell the students that by using different sentence structures will help them clarify the
relationships between their ideas and add variety to their writings.
For example:
Draft
Other black characters had been on TV. The Jeffersons was the first show about an
affluent black family. The show was a spin-off from All in the Family. The show lasted
nearly ten years
Revision
Although other black characters had been on TV, The Jefferson was the first show
about an affluent black family. The show, which was a spin off from All in the
Family, lasted nearly ten years.