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What is a Correct Sentence?
The building blocks of an English sentence
To determine whether an English sentence is correct or not, we need to understand how a sentence is formed. An English
sentence is built with 6 elements:
S = Subject (主語)
V = Verb (動詞)
Va = Action Verb
(Vt = transitive Verb
Vi = intransitive Verb)
Vl = Linking Verb
O = Object (賓語/受詞)
Od = Direct Object Oi = Indirect Object
C = Complement (補語)
(
[S
Cs = Subject Complement
Co = Object Complement
) = Phrase (短語 / 片語)
V ] = Clause (從句 / 子句)
FIVE SENTENCE PATTERNS
In English, there are five basic sentence patterns. No matter how complicated a sentence is, we can still reduce it to one of the
following patterns.
Pattern No. 1: Subject - Verb
(S V)
In the most basic sentence pattern, the subject is followed by its verb. No additional words are needed for the sentence to make sense
and be complete. The verb in this case is called the intransitive verb.
SUBJECT
VERB
We
listened.
Someone
is knocking.
He
might have called.
All of the witnesses
are being investigated.
Pattern No. 2: Subject - Action Verb - Object
(S V O)
In this kind of sentence, the subject is followed by an action verb and its direct object. The object usually answers the question what?
or whom? The verb in this case is called the transitive verb.
SUBJECT
ACTION VERB
OBJECT
Marta
ate
chocolates.
Her brother
played
tennis.
Employees
send
E-mail messages.
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Pattern No. 3: Subject - Action Verb - Indirect Object - Direct Object
(S V O O)
This basic sentence pattern may also employ an indirect object that usually answers the question to whom?
SUBJECT
ACTION VERB
INDIRECT OBJECT
DIRECT OBJECT
This organization
pays
workers
high salaries.
LaDonna
had given
him
the data.
Pattern No. 4: Subject - Linking Verb - Complement
(S V C)
In the third kind of sentence, the subject is followed by a Linking verb and its complement. A complement is a noun, pronoun, or
adjective that renames or describes the subject. A complement completes the meaning of the subject (subject complement).
SUBJECT
LINKING VERB
COMPLEMENT
The manager
is
Jeffrey. (Noun complements)
These packages
are
books. (Noun complements)
Your instructor
is
she. (Pronoun complements)
The callers
might have been
they. (Pronoun complements)
This monitor
looks
satisfactory. (Adjectives complements)
Tiffany
feels
bad. (Adjectives complements)
Pattern No. 5: Subject - Action Verb – Object - Complement
(S V O C)
The complement in this kind of sentences completes the meaning of the object. Therefore, it is called the object complement.
SUBJECT
ACTION VERB
OBJECT
OBJECT COMPLEMENT
They
elected
him
the president.
We
made
her
angry.
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(Noun)
(Adjective)
Phrases and Clauses
Usually writers add phrases and clauses to the basic structure of a sentence.
Recongising phrases by their forms
We can identify a phrase by looking at the first element (the first word) of the phrase. For example, a prepositional phrase starts with a
preposition; a participial phrase starts with a present participle or a past participle.
Recongising phrases by their forms
prepositional phrase
(In the morning) we drove the truck (to Los Angeles).
participial phrase
The car (standing there) costs a great deal.
(Asked by my mother), I go home early.
infinitive phrase
Our new supervisor asked each person (to bring a notebook).
gerundive phrase
(Winning the war) is the objective.
By adding phrases, we give more information to the reader but do not change the basic structure of a sentence. Phrases are additional
parts of a sentence. Therefore, the sentence is still correct in most cases if we delete all the phrases.
A sentence with phrases (no matter how many) is a simple sentence.
Recongising clauses by their forms
A clause starts with a subordination marker (subordinator) and is followed by subject – verb (S V). Subordinators are words like:
since
because
that who
whom
when
while
as
once
so that
if
as if
as though
unless
How long it is [since you were in London]?
[If you tell me all about it] , I shall be able to decide.
[When I approached the house], I saw a tall man standing at the door.
There is a limited number of subordinators. It is easy to remember most of them.
Some books categorized phrase and clauses according to their functions in a sentence.
By function
Phrase
Clause
Noun
I know (how to swim).
[That you should say so] surprises me.
There is no meaning in [what you say].
The child was afraid [that he would fall down].
Adjective
Adverb
Candidates (writing on alternate lines) will lose
He is the man [whom we all respect].
marks.
Give me some food [which I may eat].
I went (home) (after school).
[When you have finished you work] you may go home.
I have not been well [since I returned from Madras].
A sentence with a subordinate clause is a complex sentence.
Theoretically, we can add as many phrases and clauses to a sentence as we like, but a good writer will limit them to a reasonable
number.
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Summary
S+V
S+V (with a phrase)
S+V [with a clause]
Birds fly.
Birds fly (in the sky).
Birds fly [because they have wings].
S+V+ O
S+V+ O (with a phrase)
S+V+ O [with a clause]
I write a letter.
I write a letter (to her).
I write a letter [if I have time].
S+V+ O+ O
S+V+ O+ O (with a phrase)
S+V+ O+ O [with a clause]
She gave me a present. / She gave a present to me.
She gave me a present (for my birthday).
She gave me a present [because it was my birthday.].
S+V+ C
She is my friend.
We became angry.
She is my friend (in London).
We became angry (in no time).
She is my friend [who lives in London].
We became angry [because they did not listen to us].
S+V+ C (with a phrase)
S+V+ C [with a clause]
S+V+ O+ C
S+V+ O+ C (with a phrase)
S+V+ O+ C [with a clause]
They called him a fool.
I found her unpleasant.
They called him a fool (for some reasons).
I found her unpleasant (in the morning).
They called him a fool [because he is stupid.].
I found her unpleasant [when I met her].
Conclusion
English sentences are formed by six elements. Therefore, we should be able to use the
following six symbols to analyse any sentences in English.
S
V
O
C
(
)
[
]
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What can be the subject, the verb, the object, and the complement?
Subject
Action Verb
1. Noun
School is over.
Bread is made from flour.
simple present
“do''
2. Pronoun
He enjoys playing tennis.
She likes to watch TV on Sundays.
present perfect
“have done''
Object
present perfect progressive
“have been doing''
1.
Noun
He wrote a letter.
I have an headache.
2.
Pronoun
He helped me in the work.
Playing tennis made him popular.
past progressive
“was doing''
3.
the + pronoun
The rich should help the poor.
past perfect
“had done''
4.
Infinitive
I want to go to the concert.
He likes to listen to music.
past perfect progressive
“had been doing''
5.
3. The + pronoun
The rich envy the happiness of the poor.
The beautiful lives forever.
4. Infinitive
To keep early hours makes us healthy.
To see is to believe.
5. Gerund
Jogging is good for our health.
Writing well requires much practice.
6. Noun phrase
(How to solve the problem) troubles me
much.
7. Noun Clause
[That the earth is round] is known to
everyone.
[Why he resigned] is a mystery to me.
present progressive
“is doing''
simple past
“did''
1.
Noun
They elected him Chairman.
2.
Adjective
What makes you so sad.
Gerund
I don’t mind getting wet.
I enjoy watching a football game.
3.
Infinitive
The soldiers do not allow anyone to
enter.
6.
Noun phrase
I don’t know (how to swim).
I decided (what to buy).
4.
Adjective phrase
They believed it (of no value).
7.
Noun Clause
I wonder [when he will come].
Tell me [why you came late].
I thought [that the bus had left].
5.
Present participle
I watched the train (leaving the station).
6.
Past participle
He found his money stolen.
7.
Noun clause
Education has made him [what he is
today].
simple future
“will do''
future progressive
“will be doing''
Object Complement
future perfect
“will have done''
future perfect progressive
“will have been doing''
Direct Object + Indirect Object
8.
Direct object + indirect object 一
They told the news to me.
He showed me how to do it.
Linking Verb
Subject Complement
is, am, are
was, were
will be
will have been
become sounds feels looks
seems
smells
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1.
Noun
His name is Sam.
2.
Pronoun
The victim was she.
3.
Adjective
Fast food is popular with young people.
4.
Infinitive
The house is to let.
5.
Gerund
His great pleasure in life is traveling
6.
Present participle
The boy came crying.
7.
Past participle
Her parents were (satisfied with her
school report).
8.
Adjective phrase
Water is (of great importance to us).
9.
Noun phrase
The question is (whether to go or stay).
10.
Noun clause
My opinion is [that you must go right
away].
Four types of sentences
1. Simple sentence
A simple sentence has a subject and a verb. Sometimes phrases are added to the sentence, but this does not change its basic
structure.
S
V
She writes (with her left hand).
Occasionally, we come across a sentence with one subject but two verbs, it is still regarded as a simple sentence.
S
V
V
He writes a few lines and draws some pictures.
2. Compound sentence
A compound sentence is a combination of two simple sentences. A conjunction (such as and, or, but, nor, so, yet) is needed to
join the two sentences. Pay attention to the comma used before the conjunction.
S
V
S
V
She helps him, and he helps her.
3. Complex sentence
A complex sentence consists of two parts: the main clause (主句) and the subordinate clause (從句). The subordinate clause is
preceded by a subordinator (#).
S
V [#
S
V ]
I know [that you went (to see her)].
Sometimes the subordinator can be omitted. In the following sentence, the word whom is omitted.
S
V
[S
V]
I know the man [you talked about].
4. Compound-complex sentence
A compound-complex sentence has got the features of a compound sentence and a complex sentence.
S
V
S V
The package arrived (in the morning),
S
V
I do not know this person ,
S
but
but
V
[#
S
V]
the courier left [before I could check the contents].
[ #S V ]
I have met his sister [who is a clerk (in my office) ].
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How to analyse a sentence
Now we can use the knowledge we have learned to analyse an English sentence. There are four steps:
Step 1
Locate the subject of the sentence and identify it with S
Step 2
Locate all verbs and identify them as action verbs (AV), linking verbs (LV), or auxiliary verbs (AUX).
Step 3
Place parentheses ( ) around each phrase.
Step 4
Place brackets [ ] around each subordinate clause.
Analysis of simple sentences
1. Carlos and Maria are foreign student at the university.
2. After their classes, they usually eat lunch in the university cafeteria and then study at the library for three hours.
Analysis of compound sentences
1. Stonehenge is a massive stone monument, now in ruins, in southern England, and its most striking feature is a circle of rectangular
stone columns.
2. Scholars have speculated for years about Stonehenge, and scholars have attributed its construction to different groups of people.
Analysis of complex sentences
1. Although man’s interest in space flight began many centuries ago, men were not immediately successful in their attempts.
2. When people of the ancient world challenged their understanding of the world and attempted flight, their failures were recorded by
Persian, Greek, Hindu, and Chinese legends.
Analysis of compound-complex sentences
Although not everyone accepts the theory, immigrants from central and east Asia were probably the first inhabitants of North America,
and their crossing from Siberia to Alaska brought the first humans to the continent. Because edible vegetation could not exist on the
Arctic bridge between Siberia and Alaska, many scholars believe that these pioneers were probably meat and fish eaters; in addition,
they probably used animal fur for warmth in the harsh inter climate of the area.
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Conclusion
The rules for the structure of an English sentence are simple.
1. The sentence should fit into one of the five sentence patterns.
2. We can use as many as phrases and clauses as we like and put them inside one another, but like what we do in Mathematics,
once we open a parentheses or a bracket, we must close it.
By applying the above rules, there will be no major mistakes in your writing. Of course, there are still rules for each part of the
sentence such as
1. the rules in using a Noun, (singular / Plural) (masculine / feminine / neutral ) (countable / uncountable)
2. the rules in using a Verb, (tenses) (active / passive) (mood) (subject verb agreement)
3. the rules in using an Adjective, (an adjective modifies a noun) (comparison)
4. the rules in using an Adverb, (an adverb modifies a verb, an adjective or an adverb)
and we need to learn them one by one. If you understand all these rules, you will be able to tell whether a sentence is grammatically
correct or not.
Exercise: analyse the following paragraphs and determine which student has a better understanding of English grammar.
Student A
My name is Chris Wong. I am Form 7 student. Nowaday, I writing a letter to you, I want to change the Hong Kong travelling. Tourism
in Hong Kong has suffered badly since the latter half of 1987. I think the Economics was bad in the world. Many place ecomlonics not
very well in 1987. So the tourism did not come to Hong Kong.
Student B
It is truly that Hong Kong economy was declined by the event of ‘Asia Financial Crisis’. In view of such problem, it is hardly for
students to find jobs at that time. If the suggestion is adopted, it may lead to unemployment problem in Hong Kong more seriously.
Student C
In addition, parents always use the mobile phones to supervise their offspring. I had this experience before. I do hate it since it had
brought me a lot of troubles. I don’t like it since I think using this method to have supervision is showing that you don’t believe in your
children. If you trust your child, it is not necessary for using this way.
Student D
Apart from the above mentioned, a comfortable environment should be provided for both students and teachers. A teacher-student
room can be located in convenient area. For instance, it can be near the teachers’ resting room or near the snack shop. Students and
teachers can eat and drink together in the room. They can talk about whatever they like. Activities enhancing student-teacher
relationship can be held occasionally in the room. This can improve the relationship between students and teachers.
Student E
With the development of technology and fierce competition among the telecommunication firms, mobile phones have become more
convenient to bring along with as they have reduced significantly, both in size and weight, Manufactures have paid more attention to
their designs, and therefore, they look more ‘streamlined’ and ‘handsome’. Also, with the enhancement of information technology,
mobile phones todays are ‘muti-functional’. The prices of mobile-phone services have dropped sharply with the establishment of more
service supplies in the territory.
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