Complex sentences are sentences with more than one subject and one verb connected by linking words and conjunctions. Using complex sentences in academic writing is very important because if you write too many short and simple SVO (subject-verb-object) sentences, your writing will be simple, ‘choppy’ and uncomfortable for your reader. Therefore, it is necessary to practise writing complex sentences.
Consider the following example:
or |
These sentences are complex because (i) they contain an independent clause: | |
{the students received a high grade} | |
and (ii) a dependent clause: | |
{Although the course was difficult / Despite the difficulty of the course} |
Independent clauses are called ‘independent’ because they can ‘stand alone’ (without a dependent clause).
Dependent clauses cannot stand alone.
Some of the linking words that are often used to introduce dependent clauses for complex sentences are as follows:
To introduce a dependent clause that adds a new / another idea: to express an additional point | To introduce a dependent clause that expresses cause and effect: to show that one idea may cause another | To introduce a dependent clause that expresses contrast (differences) between two ideas | |
Introduces a dependent clause; it must be followed by a subject and a verb | -Because
e.g. |
-While e.g. While the cost of living is very high in HK, food is not too expensive. |
|
Must be followed by a noun phrase |
-In addition to
e.g. For those who wish to attend, a ticket must be purchased. |
-Due to e.g. By studying hard for weeks, he was able to pass the exam.
|
-In spite of / Despite
e.g. |
Unscrambling dependent clauses to make complex sentences (1): instructions
Read the red and black words above each box then re-order them to make dependent clauses that complete each complex sentence. (The words in red are those shown when you click ‘Show hint’.) The first one has been done for you.
During the past decade, much has been learned about school-based drug prevention programming. We now know that effective programs are comprehensive, begin intervention efforts early, project a clear no-use message, contain different strategies for different populations, and coordinate their program with a broader community-wide prevention effort (Mohai, 1991). More light has also been shed on the strengths and weaknesses of specific program components, including curricula.
Peer leaders have been used by student services professionals since the mid-1960s. Peer leaders have assisted school counselors and administrators in providing support for fellow students with special needs such as academic (tutoring), social (orienting new students), physical (aiding handicapped students), or emotional (leading support groups).