Checkpoint 6 · Reading: grammar & punctuation

Sentence Types and Kinds

Simple, compound and complex sentences, the four kinds of sentence, short sentences for effect, the mistakes to avoid and exactly how Checkpoint 6 asks about sentences.

British & IGCSE › Checkpoint 6 English (Cambridge Primary 0058)

1. Why sentences matter in Checkpoint 6

Every writer chooses how to build each sentence. A sentence can be short or long, it can have one idea or several, and it can tell, ask, order or exclaim. In Checkpoint 6 you need to recognise these choices when you read and use them when you write.

Both papers have the same shape: Paper 1 Non-fiction and Paper 2 Fiction, each 1 hour long, each with Section A Reading (25 marks) and Section B Writing (25 marks). Sentences matter in both sections.

Where	What can happen
Reading (both papers)	You may be asked to find the main clause of a sentence, choose the type of a sentence, or say what kind of sentence it is (statement, question, command, exclamation).
Reading (both papers)	You may be asked about the effect of a very short sentence or a one-sentence paragraph, or how a sentence grabs the reader's attention.
Reading (mainly Paper 1)	You may be asked why a writer uses questions or commands, for example in an advert, leaflet or persuasive text.
Writing (both papers)	Grammar and punctuation is worth 7 of the 25 writing marks. The examiner looks for a variety of simple, compound and complex sentences, written correctly and chosen for effect.

Exam words you must understand

Subject: the person or thing doing the action. Omar kicked the ball.
Verb: the action or being word. Omar kicked the ball. The sky is grey.
Clause: a group of words that has a subject and a verb. *the dog barked*
Main clause: a clause that makes sense on its own. *The dog barked.*
Subordinate clause: a clause that does not make sense on its own. *because it heard a noise*
Phrase: a group of words with no subject-and-verb pair. *in the dark garden*
Conjunction: a joining word, such as *and, but, because, when*.
Effect: what the sentence does to the reader (makes them feel, notice, think or imagine something).

2. The building blocks: clauses

To name a sentence type, you must first find the clauses. A clause always has a subject and a verb. Look at the difference:

Group of words	Clause or phrase?	Why
the bus stopped	Main clause	Subject the bus + verb stopped. It makes sense alone.
when the bus stopped	Subordinate clause	It has a subject and a verb, but when makes it unfinished: when the bus stopped... what happened?
at the bus stop	Phrase	No verb at all.
running for the bus	Phrase	Nobody is doing the running; there is no subject.
who drove the bus	Subordinate clause (relative clause)	who is the subject and drove is the verb, but it only gives extra information about a person.

The cover test

Cover the rest of the sentence with your finger and read the clause alone. If it sounds like a complete sentence, it is a main clause. If it leaves you waiting for more (*Because it was raining...* so what?), it is a subordinate clause.

3. Simple sentences

A simple sentence has one main clause: one subject and its verb. It can still be quite long, because it can have phrases and describing words in it. What matters is that there is only one clause.

*The cat slept.* (subject *the cat*, verb *slept*)
*The old fisherman pulled his heavy net out of the water.* (still one clause: it is long, but simple)
*Mona grabbed her bag and ran to the gate.* (one subject, *Mona*, doing two actions: still simple)
*Stop!* (a command: the hidden subject is *you*)

Effect of simple sentences: they are clear and direct. A short simple sentence makes an idea stand out. In stories, short simple sentences can create shock, tension or suspense. In non-fiction, they make an important fact or point easy to notice and remember.

4. Compound sentences

A compound sentence has two (or more) main clauses of equal importance, joined by a coordinating conjunction. There are seven, and the word FANBOYS helps you remember them:

Conjunction	Its job	Example
For	gives a reason (like because, but more formal)	We stayed inside, for the storm was coming.
And	adds another idea	Ali washed the dishes, and Sara dried them.
Nor	adds another negative idea	He did not call, nor did he write.
But	shows a difference or contrast	I wanted to swim, but the sea was too rough.
Or	gives a choice	We can walk, or we can take the bus.
Yet	shows a surprising contrast	The test was hard, yet everyone passed.
So	shows a result	The shop was closed, so we went home.

Test: if you take away the conjunction, both halves are still complete sentences. *The shop was closed. We went home.* That proves it is compound.

Effect of compound sentences: they link two equal ideas and show how they are connected (adding, contrasting, choosing or showing a result). They keep the writing flowing and stop it sounding choppy.

Note

There is one more way to join two main clauses without a conjunction. You will learn it on the Punctuation page (the semicolon). On this page we only use joining words.

5. Complex sentences

A complex sentence has one main clause and at least one subordinate clause. The subordinate clause adds extra information: when, why, how, under what condition, or which person or thing.

Subordinate clauses usually begin with a subordinating conjunction or a relative pronoun. Learn these starters; when you see one, you know a subordinate clause is beginning.

Group	Starters	Example
Time	when, while, after, before, until, as, since, once	After the bell rang, the children ran outside.
Reason	because, since, as	We wore coats because it was cold.
Contrast	although, though, even though, while, whereas	Although he was tired, Adam finished the race.
Condition	if, unless, as long as	You will miss the bus unless you hurry.
Purpose	so that	She spoke loudly so that everyone could hear.
Place	where, wherever	Sit where you can see the board.
Relative (extra information about a noun)	who, which, that, whose, where	My uncle, who lives in Aswan, is a doctor.

The subordinate clause can go in three places:

At the start: *When the lights went out, the baby started to cry.*
At the end: *The baby started to cry when the lights went out.*
In the middle (embedded): *The baby, who had been fast asleep, started to cry.*

Effect of complex sentences: they add detail and explain how ideas are connected (cause, time, condition, contrast). Starting with the subordinate clause makes the reader wait for the main idea, which can build suspense: *As I reached for the handle, the door slowly opened by itself.*

6. Extra: compound-complex sentences

Some sentences mix both: two or more main clauses and at least one subordinate clause. These are called compound-complex. You do not need to use many, but a strong writer can.

*Although it was late, we decided to go out, and we had a wonderful time.* (subordinate clause + main clause + *and* + main clause)
*The children played in the garden while their parents cooked, and the smell of grilled fish filled the air.*

7. How to name the type in four steps

Find every verb that has its own subject. Each one is a clause.
Check each clause with the cover test. Is it main or subordinate?
Look at the joining words. FANBOYS between two main clauses = compound. A starter like *because, when, although, who, which* = complex.
Count and decide. One main clause only = simple. Two or more main clauses = compound. One main + subordinate = complex. Two or more main + subordinate = compound-complex.

Sentence	Clauses	Type
The wind blew all night.	the wind blew (main)	Simple
Holding the torch, Yousef walked into the cave.	Yousef walked (main) + the phrase Holding the torch	Simple
The torch flickered, and then it went out.	the torch flickered + and + it went out	Compound
The torch went out because the batteries were old.	main + because clause	Complex
The man who sold us the torch was very kind.	main The man was very kind + relative clause who sold us the torch	Complex
Although we were scared, we kept going, and soon we saw daylight.	subordinate + main + and + main	Compound-complex

Traps that cost marks

Long does not mean complex. Count clauses, not words.
One subject with two verbs is still simple. *She laughed and clapped.*
A phrase is not a clause. *Running down the hill, ...* and *In the morning, ...* are phrases.
Commands are complete sentences. *Sit down.* has a hidden subject (*you*), so it is a simple sentence.
who / which / that can start a subordinate clause in the middle of a sentence. Look for them.

8. The four kinds of sentence

Sentence types (simple, compound, complex) are about how a sentence is built. Sentence kinds are about what a sentence is for. There are four kinds.

Kind (exam name)	Simple name	What it does	How to spot it	Example
Imperative	Command	gives an order, instruction, request or advice	usually starts with a verb, has no written subject, ends with . or !	Close the window. Please sit down. Never touch the wire!
Interrogative	Question	asks something	starts with a question word (who, what, where, when, why, how) or a helping verb (is, are, can, do, will), ends with ?	Where is my bag? Can you help me?
Declarative	Statement	tells a fact, idea or opinion	subject + verb, ends with a full stop	The museum opens at nine. Cats are clever animals.
Exclamatory	Exclamation	shows strong feeling (surprise, joy, anger, fear)	often starts with What or How, ends with !	What a beautiful garden! How fast she runs!

The effect of each kind (learn these for the reading paper):

Kind	Possible effects to write about
Command (imperative)	speaks directly to the reader / tells them exactly what to do / sounds clear and confident / creates urgency / in persuasive texts it pushes the reader to act (Book your tickets today!) / in instructions it makes each step clear
Question (interrogative)	makes the reader think / involves the reader / creates curiosity about the answer / in stories it shows a character's confusion or worry
Statement (declarative)	gives clear information / sounds certain and factual / makes the text trustworthy
Exclamation (exclamatory)	shows strong emotion / makes the writing lively and exciting / grabs attention / makes the reader share the feeling

Rhetorical questions

A rhetorical question is a question the writer does not expect you to answer, because the answer is obvious: *Who wants to breathe dirty air?* Writers use it to make the reader think and agree with them. You will often find it in persuasive texts, adverts and speeches.

Be careful

An exclamation mark does not always mean exclamatory. *Get out now!* is a command with an exclamation mark.
A command can be polite: *Please pass the salt.* It is still imperative.
Every exclamatory sentence shows strong feeling; *What a mess!* is exclamatory even though it is very short.

9. Short sentences and one-sentence paragraphs for effect

Examiners often ask about length. The key idea is simple: short sentences speed things up or stop the reader suddenly; long sentences slow things down and add detail.

Writer's choice	What it does	Effects you can write about
One very short sentence	stops the flow suddenly	shock, surprise, emphasis, a turning point / makes one idea stand out
Several short sentences together	creates a quick, broken rhythm	tension, panic, a fast pace / shows a character's racing thoughts
One long sentence	carries the reader through many details	builds a full picture / slows the pace / creates a calm or dreamy mood / shows how busy or crowded a place is
Long sentence, then a short one	contrast	the short sentence hits harder after the long one / a sudden change
A one-sentence paragraph	stands alone on the page	makes that moment or idea very important / creates a dramatic pause / signals a change in the story or the argument

Worked example (fiction). Read this original extract:

*Laila walked slowly through the quiet market, past the empty stalls, past the sleeping cats and past the baker's shop with its warm smell of bread. Then she stopped. Someone was behind her.*

Question: How does the writer use sentence length to build tension? (2 marks)

Strong answer: The first sentence is long and calm, and it slows the reader down as Laila walks past the stalls, cats and shop. Then the writer uses two short sentences, *Then she stopped.* and *Someone was behind her.* They break the calm rhythm suddenly, which creates shock and makes the reader worried about who is following her.

Worked example (non-fiction). *Every day, people throw away plastic bottles, bags, straws and cups that end up in rivers and seas. This must stop.*

Strong answer: The long first sentence lists all the kinds of plastic, showing how big the problem is. The short sentence *This must stop.* is direct and forceful; it emphasises the writer's strong opinion and makes the reader feel that action is urgent.

Short sentence = not always fiction

In non-fiction, short sentences are used to make a key point stand out, to sound firm and confident, or to give clear, simple information. In fiction, they usually create tension, shock or a fast pace.

10. Vary your sentence openings

Good writers do not start every sentence with *The* or *I*. Changing how sentences begin also changes their effect, and it helps you show the examiner a range of sentences.

Opening	Example	Effect
Subordinate clause first	Before anyone could stop him, Karim jumped into the river.	makes the reader wait for the main action / builds suspense
Adverb first	Silently, the door opened.	tells us how the action happens before we see it / creates mood
Place or time phrase first	Under the bed, something moved. / At midnight, the phone rang.	sets the scene first / makes the reader picture where or when
-ing phrase first	Shaking with fear, Nour opened the box.	shows two actions at once / shows feelings
-ed phrase first	Exhausted, the runners sat down.	puts the feeling first so it stands out

11. Sentence mistakes to avoid

Checkpoint usually does not ask you to name a mistake, but these mistakes lose you marks in your own writing (Grammar and punctuation, 7 marks). Learn to spot and fix them.

Mistake	Wrong	Why it is wrong	How to fix it
Run-on sentence	I went to the shop I bought some milk.	two main clauses pushed together with nothing between them	I went to the shop. I bought some milk. / I went to the shop, and I bought some milk.
Comma splice	She finished her homework, she went out to play.	a comma on its own cannot join two main clauses	She finished her homework, and then she went out to play. / After she finished her homework, she went out to play.
Fragment (incomplete sentence)	Because I was late.	a subordinate clause on its own, so it is not a complete thought	Because I was late, I missed the start of the film.
Fragment with no subject	Running to catch the bus.	no subject doing the running	I was running to catch the bus.
Too many and thens	We went to the park and then we played and then we ate and then we went home.	one very long chain that is boring and hard to follow	We went to the park. After we had played football, we ate our sandwiches under a tree. Later, tired but happy, we walked home.
Every sentence the same	I went to the zoo. I saw a lion. I saw a monkey. I liked it.	no variety: same length, same opening	At the zoo, I saw a huge lion asleep in the sun. The monkeys, which were much noisier, swung from branch to branch. What a fantastic day!

When are fragments allowed?

A writer may use a very short fragment on purpose in a story, at an exciting moment: *Footsteps. Closer. Closer.* This can create tension. Use this only once or twice in a story, and never in non-fiction writing such as reports, letters and articles.

نصيحة مهمة للكتابة

لا تضع فاصلة (comma) وحدها بين جملتين كاملتين. استخدم نقطة، أو كلمة ربط مثل and / but / so.
الجملة التي تبدأ بـ Because أو When أو Although ناقصة وحدها؛ لا بد أن تُكملها بالجملة الرئيسية.
نوّع جملك: جملة قصيرة، وجملة مركبة بـ and/but/so، وجملة طويلة بـ because/when/although. هذا التنوع يرفع درجة Grammar and punctuation.

12. How Checkpoint asks about sentences, and how to answer

Here are the usual question styles, written in our own words, with the method for each.

Question style	How to answer
Tick one box to show the type of this sentence.	Use the four steps. Count the clauses; never guess from the length.
Copy the main clause from this sentence.	Cover the subordinate and relative clauses (and any phrase before the comma at the start). Copy the part that makes sense alone, exactly as written.
Find and copy a complex sentence (or a question, or a command) from paragraph 2.	Look for a starter word (because, when, although, who, which) or for the end mark (?) or a verb at the start (command). Copy the whole sentence.
What kind of sentence is this? / Why does the writer use a question here?	Name the kind, then give its effect in this text (makes the reader think, speaks directly to the reader, shows strong feeling...).
Why does the writer use a very short sentence / a one-sentence paragraph here?	Name it, quote it, say what it does (stops the flow, makes one idea stand out) and the effect on the reader (shock, tension, emphasis).
How does the writer grab the reader's attention at the start?	Look at the first sentences: a question, an exclamation, a command or a short dramatic sentence. Name it and explain how it makes the reader want to read on.

The answer frame for effect questions:

Name it: The writer uses a short simple sentence...
Quote it: ... *'Nobody answered.'* ...
Say what it does: ... which stops the long description suddenly ...
Say the effect on the reader: ... so the reader feels the shock and silence and wonders what has happened.

Weak answer	Strong answer
It is short to make it interesting.	The short sentence 'The door was open.' comes right after a long, calm paragraph, so it surprises the reader and creates suspense about who opened it.
The writer uses a question.	The writer starts with the question 'Have you ever wondered where your rubbish goes?', which speaks directly to the reader and makes them curious, so they want to read on to find the answer.
It is a command.	The commands 'Pack light. Drink plenty of water.' tell the reader exactly what to do, so the advice sounds clear and confident.

كيف تحصل على الدرجة كاملة في سؤال الـ effect

لا تكتب: «لأنها جملة قصيرة» فقط. هذا لا يأخذ درجة.
اكتب أربع خطوات: اسم الجملة + الاقتباس + ماذا تفعل + أثرها على القارئ في هذا النص.
إذا كان السؤال بدرجتين، اكتب فكرتين واضحتين.

13. Using sentences well in your own writing

In Section B of both papers, the examiner reads your writing and looks for a range of sentences used correctly and for a reason. Use this checklist when you plan and check:

At least one short simple sentence for impact at an important moment.
Several compound sentences with different FANBOYS (not only *and*).
Several complex sentences, with the subordinate clause sometimes at the start, sometimes at the end, and once in the middle (*who / which*).
In non-fiction: a question or command where it suits the purpose (persuading, advising, instructing).
In fiction: an exclamation or a question in a character's speech or thoughts to show feelings.
Different openings: an adverb, a time or place phrase, an -ing phrase, a subordinate clause.
No run-ons, comma splices or accidental fragments.

Word / phrase	Meaning / use
main clause	a clause that makes sense on its own
subordinate clause	a clause that needs a main clause to make sense
coordinating conjunction	FANBOYS: for, and, nor, but, or, yet, so
subordinating conjunction	a word that starts a subordinate clause: because, when, although, if...
relative pronoun	who, which, that, whose: starts a clause that tells us more about a noun
imperative	a command or instruction
interrogative	a question
declarative	a statement
exclamatory	an exclamation showing strong feeling
rhetorical question	a question asked to make the reader think, not to get an answer
fragment	an incomplete sentence
emphasis	making something stand out as important
tension / suspense	the feeling of worry or excitement about what will happen next

14. Practice A: name the sentence type

Say whether each sentence is simple, compound, complex or compound-complex. Then check your answer.

The little boat rocked on the waves.
Show answer
Simple. One clause: *the little boat rocked*.
Hana opened the box, but it was empty.
Show answer
Compound. Two main clauses joined by *but*.
When the sun went down, the desert became cold.
Show answer
Complex. *When the sun went down* (subordinate) + *the desert became cold* (main).
My grandmother, who is eighty years old, still walks every morning.
Show answer
Complex. Main clause *My grandmother still walks every morning* + relative clause *who is eighty years old*.
Jumping over the puddles, the children laughed and shouted.
Show answer
Simple. *Jumping over the puddles* is a phrase. One subject (*the children*) with two verbs.
You can stay here, or you can come with us.
Show answer
Compound. Two main clauses joined by *or*.
We will go to the beach tomorrow unless it rains.
Show answer
Complex. Main clause + subordinate clause starting with *unless*.
Although the road was long, we sang all the way, and the journey passed quickly.
Show answer
Compound-complex. Subordinate clause (*Although...*) + two main clauses joined by *and*.
Run!
Show answer
Simple (and a command). The hidden subject is *you*.
The team trained hard, so they won the cup.
Show answer
Compound. Two main clauses joined by *so* (result).

15. Practice B: name the kind of sentence

Turn left at the end of the corridor.
Show answer
Imperative (command). It starts with the verb *Turn* and tells someone what to do.
Why did nobody tell me?
Show answer
Interrogative (question). It starts with *Why* and ends with a question mark.
What a wonderful surprise!
Show answer
Exclamatory (exclamation). It starts with *What a* and shows strong feeling.
Camels can live for days without water.
Show answer
Declarative (statement). It gives a fact.
Don't forget your passport!
Show answer
Imperative (command). It tells the reader what to do; the exclamation mark adds urgency, but it is still a command.
Who wants to live in a dirty town?
Show answer
Interrogative (a rhetorical question). The writer does not expect an answer; it makes the reader agree that a clean town is better.

16. Practice C: explain the effect (exam style)

Text: *The rain poured down all evening, drumming on the roof, rattling the windows and flooding the narrow street outside. Then the lights went out.* Why does the writer end with the short sentence 'Then the lights went out.'? (2 marks)
Show answer
It is a short simple sentence after a long, noisy sentence. The sudden change stops the reader and creates shock; it also builds suspense, because the reader now wonders what will happen in the dark.
Text (from a leaflet): *Do you want to help animals in danger? Join our club today.* Give two reasons why the writer uses a question and a command. (2 marks)
Show answer
The question speaks directly to the reader and makes them think about helping animals. The command *Join our club today* tells the reader exactly what to do, so it persuades them to act straight away.
A story has a paragraph made of just one sentence: *Nobody came.* Why does the writer put this sentence in a paragraph on its own? (1 mark)
Show answer
To make it stand out and seem very important. The space around it creates a pause that shows how lonely and disappointed the character feels.
Text: *What a day it had been!* What kind of sentence is this, and what does it show? (2 marks)
Show answer
It is an exclamatory sentence (an exclamation). It shows the narrator's strong feelings (excitement or tiredness) about the day and makes the reader share them.

17. Practice D: fix the mistakes

The film was boring, we left early.
Show answer
Comma splice. Correct: *The film was boring, so we left early.* / *Because the film was boring, we left early.*
My sister loves reading she reads every night.
Show answer
Run-on. Correct: *My sister loves reading. She reads every night.* / *My sister loves reading, so she reads every night.*
When we arrived at the airport.
Show answer
Fragment. Correct: *When we arrived at the airport, our flight was delayed.*
Walking home after school.
Show answer
Fragment (no subject). Correct: *I was walking home after school when I found a wallet.*
We got up and then we had breakfast and then we got dressed and then we went out.
Show answer
Too many *and then*s. Better: *After we got up, we had breakfast. Then we got dressed and went out.*

Remember

Type = how a sentence is built (simple, compound, complex). Kind = what it is for (statement, question, command, exclamation). Effect = what it does to the reader in this text. Learn all three and you can answer any sentence question.

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction