Sentence types
Structure and sequence of ideas
Definition
A sentence is defined as “a unit of written language consisting of one or more clauses that are grammatically linked. A written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark. A sentence contains a finite verb. There are different types of sentences:
simple sentence – a single main clause that expresses a complete thought. It has a subject and a finite verb and may also have an object, for example 'Mary is beautiful.', 'The ground shook.', 'Take a seat.'
compound sentence – contains two or more clauses that are coordinated or linked in such a way as to give each clause equal status. In the following example and is the coordinating conjunction: 'We went to the movies and bought an ice cream.'
complex sentence – contains a main (or independent) clause and one or more subordinate (or dependent) clauses. The subordinate clause is joined to the main clause through subordinating conjunctions like when, while and before, as in the following examples: 'We all went outside when the sun came out.', 'Because I am reading a long book, my time is limited.'
(NSW English K-10 Glossary)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “use simple, compound and some complex sentences.”
Students’ use of sentence types demonstrates the criterion of structure and sequence of ideas as their use of a variety of sentences supports them to organise their text effectively.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how sentence types are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .06: The mechanics of writing
Focus area: Grammar
Level 3 performance features:
Uses some complex and compound sentences
Uses dependent clauses introduced by words such as although, when, if, while
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to sentence types are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT) Grammar (GrA)
CrT7 — Crafting ideas
creates informative, imaginative and persuasive texts for a range of learning area purposes, such as to recount a sequence of events; to describe a person, thing or process; to explain a process; to argue with evidence or reasons; to express emotions
CrT7 — Text forms and features
writes a range of compound and complex sentences (See Grammar)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
Informative
includes structural features appropriate to the type of text and task, such as opening statements to define the topic and at least two body paragraphs
includes ideas which are relevant to the topic and purpose of the text
Persuasive
includes arguments and ideas which are relevant to the purpose of the text
organises arguments into paragraphs to support the reader
Imaginative
includes ideas which are relevant to the purpose of the text (e.g. includes ideas to develop the simple narrative theme of good and evil)
organises events into a sequence with a predictable ending
GrA4 — Sentence level
writes simple sentences correctly
writes compound sentences to make connections between ideas using coordinating conjunctions (e.g. and, but, so)
GrA5 — Grammatical accuracy
writes generally accurate simple, compound and complex sentences with few run-on sentences and dangling clauses (e.g.Because he was afraid.)