Sentence types

Structure and sequence of ideas

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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.

Sentence structure Notes and examples on simple, compound and complex sentences with activities where students construct their own simple, compound and complex sentences, identify the different sentence types used in a text and consider the effect that different sentence types have on writing.

Identifying sentence types Sentences where students identify if they are simple, compound or complex.

Sentence types bingo A template where students write down examples of simple, compound and complex sentences used in the lesson in the form of a bingo game.

Writing task A writing task for students to complete focusing on their use of sentence types for effect.

Download all (ZIP)Download the resource pack containing all activities.

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.)

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