Checkpoint 8 · Reading: grammar & punctuation

Sentence Types, Kinds and Their Effects

Simple, compound, complex and compound-complex sentences; the four kinds of sentence; minor sentences; how sentence length creates effects; the mistakes to avoid; and exactly how Checkpoint asks you to identify a sentence and explain its effect.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. Why sentence types matter in Checkpoint 8

Every writer chooses how to build each sentence: short or long, one clause or several, a statement or a question. In the Checkpoint reading section, Cambridge regularly asks you to name the type of a sentence and, more importantly, to explain why the writer chose it. In the writing section, one of the five writing categories, Grammar and punctuation (7 marks), rewards a range of sentence types used for effect. So this one topic earns you marks in both halves of both papers.

Both papers have the same shape: Paper 1 Non-fiction and Paper 2 Fiction, each 1 hour 10 minutes, each with Section A Reading (25 marks) and Section B Writing (25 marks). Your school Progression Test for Stage 8 follows the same format.

Where it appears	What you may be asked
Reading, Paper 1 and Paper 2	Identify a sentence as simple, compound, complex or compound-complex (often a tick-one question)
Reading, Paper 1 and Paper 2	Explain the effect of a short sentence, or of a long complex sentence
Reading, mainly Paper 1	Explain the purpose of imperatives, questions or exclamations in a text
Reading, mainly Paper 2	Explain how the writer builds tension or a dramatic moment (short sentences and fragments are often the answer)
Writing, both papers	Use a range of sentence types accurately and for effect (Grammar and punctuation, 7 marks)

Exam words you must understand

Clause: a group of words with a subject and a verb. *The dog barked* is a clause.
Main clause (also called an independent clause): a clause that makes sense on its own as a sentence. *The dog barked.*
Subordinate clause (also called a dependent clause): a clause that cannot stand alone; it needs a main clause. *because it heard a noise*
Phrase: a group of words with no subject-and-verb pair. *in the dark garden*, *running to the gate*
Subject: who or what does the action. Verb: the action or state word (*ran, is, seemed*).
Conjunction: a joining word (*and, but, because, although*).
Effect: what the writer's choice does to the reader: what they feel, notice, picture or expect.

2. The building blocks: main clauses and subordinate clauses

Before you can name a sentence type, you must be able to count the clauses. Every clause has its own verb with its own subject. A phrase does not.

Group of words	Clause or phrase?	Why
the old man opened the gate	Main clause	Subject the old man + verb opened, makes sense alone
when the old man opened the gate	Subordinate clause	It has a subject and verb, but when makes it incomplete
opening the gate slowly	Phrase	No subject doing opening; it is an -ing phrase
behind the rusty gate	Phrase	No verb at all; it is a prepositional phrase
which creaked loudly	Subordinate clause (relative clause)	which is the subject, creaked is the verb, but it cannot stand alone

Subordinate clauses usually begin with one of these words. Learn them: when you see one, you know a subordinate clause has started.

Group	Words that start a subordinate clause
Time	when, while, as, after, before, until, since, once, whenever
Reason	because, since, as
Contrast / concession	although, though, even though, whereas, while
Condition	if, unless, provided that, as long as
Purpose	so that, in order that
Relative (adds information about a noun)	who, whom, whose, which, that, where

Quick test for a main clause

Cover the rest of the sentence. Read the clause alone. If it sounds like a complete sentence, it is a main clause. If it leaves you waiting (*Because the bus was late...* what happened?), it is subordinate.

3. The four sentence types (structure)

Sentence types describe how a sentence is built. There are four. Each one has a typical effect, but always link the effect to what the sentence is actually saying in the text.

Type	Formula	Example	Typical effect
Simple	One main clause	The lift stopped between floors.	Clear, direct, punchy. Creates emphasis, shock or tension, especially when short
Compound	Main clause + FANBOYS (for, and, nor, but, or, yet, so) + main clause, or two main clauses joined by a semicolon	The lift stopped between floors, and the lights went out.	Links two equal ideas. Adds a second event or a balancing idea. Keeps the action moving
Complex	Main clause + at least one subordinate clause	When the lift stopped between floors, Nadia pressed the alarm.	Adds detail and explains how ideas are linked (time, reason, condition). Shows thought and cause
Compound-complex	At least two main clauses + at least one subordinate clause	When the lift stopped between floors, Nadia pressed the alarm, but nobody answered.	Packs a lot of detail and several linked events into one sentence. Can build pace, panic or a rich picture

1. Simple sentence. One main clause: one subject-and-verb unit. Careful: a simple sentence is not always short. It can have two subjects or two verbs that share the same subject, and it can be stretched with phrases.

*The rain fell.* (simple, very short)
*Omar and his cousin ran to the car.* (simple: two subjects, one verb)
*The waves crashed against the wall and soaked the road.* (simple: one subject, two verbs sharing it)
*At the edge of the silent forest, in the grey light of dawn, stood a single deer.* (simple: long, but only one verb, *stood*)

2. Compound sentence. Two or more main clauses of equal importance, joined by a coordinating conjunction (remember FANBOYS: for, and, nor, but, or, yet, so), or by a semicolon. A connecting adverb such as *however* or *therefore* after a semicolon also gives a compound sentence.

*The phone rang, but nobody answered it.*
*We could take the coast road, or we could cut through the hills.*
*The match was over; the crowd poured out of the stadium.*
*Ali had trained for months; therefore, he expected to win.*

3. Complex sentence. One main clause plus at least one subordinate clause. The subordinate clause can come first, in the middle or at the end.

*Although she was exhausted, Salma kept running.* (subordinate clause first, then a comma)
*Salma kept running although she was exhausted.* (subordinate clause last)
*The house, which had been empty for years, smelled of dust.* (relative clause in the middle, inside a pair of commas)
*If you look closely, you can see the old harbour wall.* (condition)

4. Compound-complex sentence. At least two main clauses and at least one subordinate clause. These are the longest and most detailed sentences.

*Because the road was blocked, the bus turned back, and we missed the concert.*
*The children, who had been waiting since dawn, cheered loudly, and the gates finally opened.*
*We wanted to swim, but the sea was rough because a storm was coming.*

4. How to identify the type in four steps

Find every verb that has its own subject (ignore -ing and *to* forms with no subject of their own).
Count the clauses: one subject-and-verb unit = one clause.
Check how they are joined: a FANBOYS word or a semicolon joins two main clauses; a word such as *when, because, although, if, who, which* starts a subordinate clause.
Decide: 1 main clause = simple · 2+ main = compound · 1 main + subordinate = complex · 2+ main + subordinate = compound-complex.

Worked examples (study the reasoning, not just the answer):

Sentence	Clauses found	Type
Smoke drifted across the valley.	Smoke drifted (main)	Simple
Holding his breath, Tarek pushed open the door.	Tarek pushed (main). Holding his breath is a phrase	Simple
The rain stopped, so we walked to the beach.	The rain stopped (main) + so + we walked (main)	Compound
The rain stopped; the streets began to dry.	Two main clauses joined by a semicolon	Compound
We walked to the beach after the rain stopped.	We walked (main) + after the rain stopped (subordinate)	Complex
The boy who found the wallet returned it.	The boy returned it (main) + who found the wallet (subordinate)	Complex
After the rain stopped, we walked to the beach, and the sun came out.	1 subordinate + 2 main	Compound-complex
Close the window before the storm starts.	(You) close the window (main, imperative) + before the storm starts (subordinate)	Complex

Traps that cost marks

A long sentence can be simple. Count verbs with subjects, not words.
Two verbs sharing one subject is still simple. *She grabbed her bag and ran.* = simple.
-ing and to-phrases are not clauses. *Shaking with fear, he...* is a phrase.
'Then' is not a FANBOYS conjunction. *I finished, then I left* is a comma splice, not a correct compound sentence. Write *I finished, and then I left.*
Imperatives have a hidden subject (you). *Run!* is a complete simple sentence.
Who / which / that in the middle of a sentence usually make it complex.

5. The four kinds of sentence (purpose)

Sentence kinds describe what a sentence is for: telling, asking, ordering or exclaiming. Every sentence has a type (structure) and a kind (purpose). *Close the door before the storm arrives!* is a complex sentence and an imperative.

Kind	What it does	Ends with	Example	Typical effect
Declarative	States a fact, idea or opinion	Full stop	The museum opens at nine.	Informs · sounds certain and clear · the backbone of most texts
Interrogative	Asks a question	Question mark	Have you ever slept under the stars?	Engages the reader directly · makes them think · creates curiosity or doubt
Imperative	Gives an order, instruction, advice or request	Full stop or exclamation mark	Pack a torch. Never swim alone.	Speaks directly to the reader. Sounds urgent, clear and commanding. Tells the reader exactly what to do
Exclamatory	Shows strong feeling	Exclamation mark	What a view that was!	Shows excitement, shock, anger or surprise. Makes the tone lively and emotional

Where you will meet them in Checkpoint texts:

Imperatives are common in instructions, leaflets, advice texts, recipes, travel guides and persuasive writing: *Visit the old town early. Don't miss the night market.* Their purpose is to instruct, advise or persuade the reader directly.
Rhetorical questions (questions that do not expect an answer) are common in persuasive articles and speeches: *Do we really want our children to grow up without parks?* They make the reader think and push them towards the writer's opinion.
Questions in fiction often show a character's confusion or fear: *Where had everyone gone?* They put the reader inside the character's mind and make them want to find the answer.
Exclamations in fiction show strong emotion at a key moment. In non-fiction they make the tone enthusiastic and friendly (often in blogs, reviews and informal articles).

Spot the imperative

An imperative usually begins with a bare verb and has no written subject: *Take, Remember, Imagine, Try, Don't, Never*. A sentence that begins *Imagine...* is an imperative used to pull the reader into a picture.

6. Minor sentences and fragments used for effect

A minor sentence (or deliberate fragment) is a group of words punctuated as a sentence but without a full main clause. In your own formal writing, an accidental fragment is a mistake. In skilled fiction, and sometimes in non-fiction, a writer uses them on purpose.

Example	Where	Effect
Darkness. Rain. A single light in the window.	Story opening	Sets the scene quickly, like snapshots. Creates mystery
Footsteps. Closer now.	Tense moment	Creates tension and a fast, breathless pace. The reader notices each detail one at a time
Gone. Just like that.	After a sudden event	Emphasises shock and finality, makes the moment stand out
Brilliant! / Not again.	Speech or thoughts	Sounds like real speech or thinking, shows the character's reaction
Fresh bread. Every morning. Just around the corner.	Advert / leaflet	Short, memorable and persuasive. Easy to read quickly
Lessons learned? Plenty.	Blog / article	Chatty, informal tone. Builds a relationship with the reader

Deliberate or accidental?

A deliberate fragment is short, placed at a key moment, and clearly controlled. An accidental fragment is usually a subordinate clause left on its own: *Because the bus was late.* Use fragments in Paper 2 stories sparingly (one or two at the most dramatic moment). Avoid them in formal non-fiction such as reports and formal letters.

7. Sentence length and its effect

Questions often ask about length as much as type. The key idea: short sentences speed up or stop the reader; long sentences slow the reader down and fill the picture with detail.

Choice	What it does	Common effects to write about
One very short sentence	Stops the flow suddenly	Shock, emphasis, finality, a turning point. Makes one idea stand out
Several short sentences together	Creates a quick, broken rhythm	Tension, panic, urgency, a fast pace, breathlessness. Shows a character's racing thoughts
One long sentence (complex or compound-complex)	Carries the reader through many details without a full stop	Builds a detailed picture. Slows the pace. Creates a calm, dreamy or reflective mood (or, if full of actions, an overwhelming rush)
Long sentence followed by a short one	Contrast in rhythm	The short sentence hits harder after the long build-up, creating a sudden change of mood or a shock
A list inside a long sentence	Piles up items	Shows how much there is (chaos, richness, a busy scene). Can make the reader feel overwhelmed
Short sentence at the end of a paragraph	A firm closing note	Leaves the reader thinking · emphasises the main point · creates a cliffhanger

Worked example (fiction). Read this original extract:

*Yasmin hurried along the narrow street, past the shuttered cafés, past the cats curled in doorways, past the last lamp that still flickered above the bakery, until the road ended at the old gate. It was open. It had never been open before.*

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

Strong answer: The first sentence is long and complex, and the repeated *past...* phrases carry the reader quickly along the street with Yasmin, building up a sense of movement and expectation. It is followed by two short simple sentences, *It was open* and *It had never been open before*, which stop the movement suddenly. This sharp change emphasises the surprise of the open gate and makes the reader feel that something strange or dangerous is about to happen.

Worked example (non-fiction). *Each summer, thousands of visitors climb the cliff path, leaving behind bottles, wrappers and bags that the wind carries straight into the sea below. It has to stop.*

Strong answer: The long first sentence lists the litter and follows it into the sea, showing how big and widespread the problem is. The short sentence *It has to stop* is blunt and forceful; it makes the writer sound determined and leaves the reader in no doubt about the writer's opinion.

8. Sentence openings: another choice examiners ask about

Writers also vary how sentences begin. Questions can point at the opening of a sentence and ask why it was chosen.

Opening	Example	Effect
Subordinate clause first	Although the storm had passed, nobody left the shelter.	Puts the condition, time or contrast first, so the reader waits for the main point. Builds suspense or shows cause
Prepositional phrase first	Beneath the floorboards, something moved.	Places the reader in the setting first. Focuses attention on where. Delays the subject to create mystery
-ing (participle) phrase first	Gripping the rope, Hany pulled himself up.	Shows two actions at once, adds pace and movement
Adverb first	Slowly, the door opened. / Suddenly, the lights failed.	Highlights how or when something happens. The word suddenly signals a change of mood or a shock
Connective first	However, the plan failed.	Signals the relationship with the previous sentence (contrast, result, addition)

9. Sentence mistakes to avoid in your own writing

Cambridge does not usually ask you to name a mistake in a sentence. These errors are tested through your own writing: every one of them pulls down your Grammar and punctuation mark.

Mistake	Wrong	Why it is wrong	Correct versions
Run-on sentence	We waited for an hour nobody came.	Two main clauses with no punctuation or joining word between them	We waited for an hour. Nobody came. / We waited for an hour, but nobody came. / We waited for an hour; nobody came. / Although we waited for an hour, nobody came.
Comma splice	The match was cancelled, the pitch was flooded.	A comma alone cannot join two main clauses	The match was cancelled because the pitch was flooded. / The match was cancelled; the pitch was flooded.
Comma splice with however	I was tired, however I finished.	However is not a conjunction; it needs a semicolon or full stop before it	I was tired; however, I finished. / I was tired. However, I finished.
Fragment (accidental)	Because the bus broke down.	A subordinate clause on its own; the main clause is missing	Because the bus broke down, we were late.
Fragment (no verb)	Hoping to win the prize.	No subject and no full verb	She was hoping to win the prize.
Stringy sentence	We went to the park and we played and then we ate and then we went home.	Correct but childish: too many and/then	After playing in the park, we ate lunch, and then we went home.

Four ways to fix any run-on or comma splice: full stop, comma + FANBOYS, semicolon (if the ideas are closely related), or make one clause subordinate (*because, although, when...*).

نصيحة مهمة

لا تكتب جملتين كاملتين بينهما فاصلة فقط (comma splice). استخدم نقطة أو and/but/so أو semicolon.
الجملة التي تبدأ بـ Because أو Although لا تكتمل وحدها؛ لا بد من جملة رئيسية بعدها.
في سؤال الـ effect لا تكتب «الجملة قصيرة» فقط؛ اكتب ماذا تفعل في القارئ: توتر، صدمة، تركيز على فكرة، سرعة.

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

Here are the usual question styles (in our own words) with the method for each.

Question style	Marks (typical)	How to answer
Tick one box to show the type of this sentence (simple / compound / complex / compound-complex).	1	Use the four-step method in section 4. Count clauses. Don't guess from length.
Which sentence in paragraph 2 is a complex sentence? Copy it.	1	Look for a subordinate clause starter (because, when, although, which...). Copy the whole sentence exactly.
Give the main clause of this sentence.	1	Remove every subordinate clause and phrase. Copy the part that stands alone.
Why does the writer use a short sentence in line X?	1-2	Name it, quote it, explain the effect in this text (shock, emphasis, tension, sudden change).
Explain the effect of the long sentence in paragraph 3.	2	Say what it builds up (detail, list of actions, a picture) and what that makes the reader feel or notice.
What is the purpose of the imperatives in this text? Tick one.	1	Imperatives instruct, advise or persuade the reader directly. Choose the option that fits the text type.
How does the writer create tension in lines X-Y?	2-3	Short sentences and fragments are often part of the answer: quote them and explain the effect on pace and feeling.

The answer frame for effect questions:

Name the choice: *The writer uses a short simple sentence...*
Quote it briefly: *...'Nobody answered.'...*
Explain what it does: *...which stops the long description suddenly...*
Explain the effect on the reader in this text: *...so the reader feels the silence and fears that something has happened to the family.*

Weak answer (0 marks)	Strong answer (full marks)
It is a short sentence to make it interesting.	The short sentence 'Nobody answered.' stops the paragraph abruptly after the long description of the knocking, emphasising the empty silence and making the reader worry about what has happened inside.
The long sentence gives detail.	The long complex sentence lists every stall, smell and sound of the market, so the reader is carried through the busy scene and feels how lively and crowded it is.
The writer uses imperatives.	The imperatives 'Pack light' and 'Book early' speak directly to the reader and tell them exactly what to do, which makes the advice sound clear and practical.

كيف تحصل على الدرجة كاملة في سؤال نوع الجملة وتأثيرها

عُدّ الأفعال التي لها فاعل، ولا تحكم على الجملة من طولها.
اكتب اسم النوع + اقتبس الجملة + قل ماذا تفعل + أثرها على القارئ في هذا النص تحديدًا.
لو السؤال بدرجتين، اكتب نقطتين واضحتين (مثلًا: تبطئ القراءة + تعطي تفاصيل للمكان).

11. Using sentence types in your own writing

In Section B of both papers, the Grammar and punctuation category (7 marks) looks for a range of sentence types used deliberately and accurately. The examiner should see that you choose your sentences. Use this checklist when you plan and when you check your work:

Start at least two sentences with a subordinate clause (*As the sun rose, ... / Although many people believe..., ...*).
Use at least one compound-complex sentence for a detailed description or argument.
Place one short simple sentence at the most important moment (the turning point of a story, or your strongest point in an argument).
In a story, use one deliberate fragment at the climax if it fits (*Silence.*).
In persuasive writing, use one or two rhetorical questions and an imperative in the conclusion (*Join us. Make the change today.*).
Vary sentence openings: adverb, prepositional phrase, -ing phrase, connective, subordinate clause.
Check every sentence for run-ons, comma splices and accidental fragments before you finish.

Word / phrase	Meaning / use
simple sentence	one main clause
compound sentence	two or more main clauses joined by FANBOYS or a semicolon
complex sentence	one main clause + at least one subordinate clause
compound-complex	two or more main clauses + at least one subordinate clause
main (independent) clause	a clause that can stand alone as a sentence
subordinate (dependent) clause	a clause that cannot stand alone, starts with when, because, although, which...
declarative	a statement
interrogative	a question
imperative	a command, instruction or piece of advice
exclamatory	a sentence showing strong feeling
rhetorical question	a question asked for effect, not for an answer
minor sentence / fragment	an incomplete sentence used deliberately for effect
pace	how fast or slow the reader moves through the text
emphasis	making something stand out as important

12. Practice A: identify the sentence type

Decide whether each sentence is simple, compound, complex or compound-complex. Then check the answer and the reason.

The lights in the old cinema flickered and went out.
Show answer
Simple. One subject (*the lights*) with two verbs (*flickered, went out*) that share it. Only one clause.
Karim reached the platform at last, but the train had already left.
Show answer
Compound. Two main clauses joined by *but*.
When the storm finally passed, the fishermen dragged their boats back to the shore.
Show answer
Complex. Subordinate clause *When the storm finally passed* + main clause.
Although the path was steep, we kept climbing, and by noon we could see the whole valley.
Show answer
Compound-complex. One subordinate clause (*Although the path was steep*) + two main clauses joined by *and*.
Running down the corridor with his bag open, Adam dropped every one of his pens.
Show answer
Simple. *Running down the corridor with his bag open* is a phrase (no subject of its own). Only one clause: *Adam dropped every one of his pens*.
The museum, which opened in 1902, is closing for repairs.
Show answer
Complex. Main clause *The museum is closing for repairs* + relative clause *which opened in 1902*.
The sea was calm; the sky was perfectly clear.
Show answer
Compound. Two main clauses joined by a semicolon.
The bell rang, the doors opened and hundreds of students poured into the yard.
Show answer
Compound. Three main clauses joined by a comma and *and*.
Did you hear the noise that came from the cellar?
Show answer
Complex (and interrogative). Main clause *Did you hear the noise* + relative clause *that came from the cellar*.
Under the bridge, beside a heap of rusty bicycles, lay a small wooden box.
Show answer
Simple. Long, but only one verb (*lay*) with one subject (*a small wooden box*). The rest are prepositional phrases.
Mona smiled because she knew the answer.
Show answer
Complex. Main clause + subordinate clause of reason (*because...*).
Our team trained hard all season; nevertheless, we lost the final.
Show answer
Compound. Two main clauses joined by a semicolon; *nevertheless* is a connecting adverb inside the second clause.

13. Practice B: identify the kind of sentence

Imagine waking up to the sound of waves every morning.
Show answer
Imperative. It begins with the bare verb *Imagine* and tells the reader to do something (picture the scene).
How could anyone ignore a problem this serious?
Show answer
Interrogative (a rhetorical question). It is asked to make the reader agree, not to get an answer.
What a disaster that trip turned out to be!
Show answer
Exclamatory. It expresses strong feeling and ends with an exclamation mark.
The festival takes place every March.
Show answer
Declarative. It states a fact.
Never leave a campfire burning.
Show answer
Imperative. A piece of advice or warning that begins with *Never*.

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

Text: *The wind howled through the broken window, rattling the shutters, tossing papers across the floor and snuffing out the last candle on the table. Then silence.* Why does the writer end with 'Then silence.'? (2 marks)
Show answer
It is a minor sentence (a fragment) placed straight after a long, noisy sentence full of actions. The sudden contrast stops the movement completely, so the silence feels shocking and eerie, and the reader expects something frightening to happen next.
Text: *Every year, millions of plastic bottles are thrown away after a single use, and many of them end up in rivers and seas, where they break into tiny pieces that fish swallow. This has to stop.* Explain the effect of the final sentence. (2 marks)
Show answer
*This has to stop* is a short simple sentence after a long compound-complex sentence that explains the problem in detail. Its bluntness makes the writer sound determined and urgent, and it emphasises the writer's opinion so that the reader feels action is needed.
Text: *As the boat drifted past the market, where traders shouted over piles of oranges and spices, Laila breathed in the warm, sweet air and felt, for the first time in months, completely at home.* Identify the sentence type and explain its effect. (2 marks)
Show answer
Complex sentence (main clause *Laila breathed in... and felt... at home* + subordinate clauses *As the boat drifted...* and *where traders shouted...*). The long, flowing sentence mirrors the slow drifting of the boat and builds up sounds, colours and smells, so the reader shares Laila's calm, happy feeling of belonging.
Text (from a leaflet): *Pack plenty of water. Wear a hat. Never walk alone after dark.* What is the purpose of these sentences? Tick one: (a) to describe the desert · (b) to give the reader direct advice · (c) to tell a story · (d) to ask the reader's opinion.
Show answer
(b) They are imperatives, which instruct and advise the reader directly.
Text (from an article): *Who wants to breathe dirty air on the way to school?* Why has the writer used a question here? (1 mark)
Show answer
It is a rhetorical question that makes the reader think about the problem personally; the obvious answer (*nobody*) pushes the reader to agree with the writer.
Text: *Footsteps. Closer now. Slow, heavy, certain.* How does the writer create tension? (2 marks)
Show answer
The writer uses three short fragments instead of full sentences. They create a broken, breathless rhythm, as if the character is listening to each step, and they slow the reader down to notice every detail, which makes the approaching footsteps feel threatening.
Text: *Beneath the floorboards, something moved.* Why does the writer begin with 'Beneath the floorboards'? (1 mark)
Show answer
The prepositional phrase puts the hidden place first and delays the subject *something*, which creates mystery and makes the reader focus on what could be hiding under the floor.

15. Practice D: fix the sentence mistakes

The concert was cancelled, the singer was ill.
Show answer
Comma splice. Correct: *The concert was cancelled because the singer was ill.* / *The concert was cancelled; the singer was ill.*
My brother loves football he plays every day after school.
Show answer
Run-on. Correct: *My brother loves football, so he plays every day after school.* / *My brother loves football. He plays every day after school.*
Because the bus broke down on the bridge.
Show answer
Fragment (subordinate clause alone). Correct: *Because the bus broke down on the bridge, we arrived late.*
Hoping to win the competition.
Show answer
Fragment (no subject or full verb). Correct: *Salma practised every evening, hoping to win the competition.*
It was late, however we carried on working.
Show answer
Comma splice with *however*. Correct: *It was late; however, we carried on working.*

Remember

Type = structure (simple, compound, complex, compound-complex). Kind = purpose (declarative, interrogative, imperative, exclamatory). Effect = what it does to the reader in this text. Learn all three and you can answer every 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