Sentence combining practice g9

Sentence-Combining
Practice
Grade 9

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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Compound Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Items in a Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Modifiers Before a Noun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Coordinate and Compound Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Set-off Adjectives and Other Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Other Set-off Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Elements Set Off for Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Appositives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Possessive Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Adjective Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Verbal Phrases as Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Adverbs and Phrases Acting as Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Essential Adjective Clauses with That and Who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Essential Adjective Clauses with Whom and Whose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Nonessential Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Adverb Clauses I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Adverb Clauses II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Adverb Clauses III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Conjunctive Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
But, However, Although, and Despite. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Correlative Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Noun Clauses I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Noun Clauses II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Quotations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Verbal Phrases as Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Descriptive Writing I: The Thanksgiving Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Descriptive Writing II: A Vacant Lot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Narrative Writing I: Thanksgiving Dinner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Narrative Writing II: The Wind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Expository Writing I: Thanksgiving in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Expository Writing II: Composting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Persuasive Writing I: Staying in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Persuasive Writing II: Motorcycling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
iii


Sentence-Combining Practice
Introduction
Sentence combining (S-C) is a way to warm up before the game. In the writing game, as in most
other games, things tend to happen at once. All at the same time you’re trying to think of what
to say, how to express it, how to spell the words, how to punctuate the sentences, and where to
go next. In this game, too, it helps if you’ve practiced each skill separately.
Combining sentences slows you down and gives you time to experiment. The words are already
there, and your task is simply to combine sentences meaningfully. You don’t have to worry about
what you’ll write in the following sentence or where to go next.
Getting Started

There are two kinds of sentence-combining exercises in this book: signaled and unsignaled.
Signaled exercises give you specific suggestions on how to combine groups of sentences, called
clusters. Unsignaled (or open) sentence clusters encourage you to experiment on your own.
Signaled Exercises

Signaled exercises help you by pointing toward particular choices, though even with these you
may have more than one good option.
In these sentence-combining worksheets, signaling takes three forms: information is underlined,
put in brackets [ ], or set in CAPITAL LETTERS. To understand how these forms are used, study
the examples below.
1. Underlining Certain information may be repeated in two or more sentences in a cluster.

Underlining shows you the words that are new. The new information should be added to
the new sentence.
a. The woman turned and smiled.
b. The woman was in the booth.

These sentences could be rewritten so that the repeated information (the part of b that isn’t
underlined) is left out. The new information is added to the following sentence:
The woman in the booth turned and smiled.

Now try this cluster:
a. The woman in the booth turned and smiled.
b. The booth was near the front.
2. Brackets When you combine two or more sentences, you may occasionally have to change

slightly the form of a word; you may have to add a punctuation mark; you may have to
include a signal word—or you may have to do two of these things, or all three of them. In
signaled exercises an important clue to the change is suggested in brackets. In the following
cluster we’ve included in brackets the punctuation mark and change in form.
a. He walked to the window.
b. He brushed the hair from his eyes. [, + ing]
He walked to the window, brushing the hair from his eyes.

Notice that the word brushed has to be changed to brush before the -ing is added.
iv Writer’s Choice: Sentence-Combining Practice, Grade 9


Sentence-Combining Practice
In the following cluster we signaled a hyphen in the brackets. Notice what happens to three
miles when we add the hyphen. Note also the signal word and, telling how to incorporate c.

a. She enjoyed a morning jog.
b. The jog was three miles. [-]
c. She enjoyed a quick shower. [and]
She enjoyed a three-mile morning jog and a quick shower.

Punctuation marks occur singly or in pairs. A pair of marks, such as [—. . .—], shows you
one way to embed information in the middle of a sentence. Study the cluster below.
a. Deborah was much in demand at parties.
b. Deborah was a gifted guitarist. [—. . .—]
Deborah—a gifted guitarist—was much in demand at parties.

In the next cluster a signal word in the brackets suggests another way of combining sentences. Try it.
a. Ralph pushed the dish away.
b. Ralph hated chicken livers. [, who. . . ]
3. Capital Letters The CAPITAL LETTERS used in the third form of signaling spell out the

neutral word SOMETHING. This word is often found in the first sentence of a cluster. It
shows where the following sentence or part of that sentence should go.
a. He tried SOMETHING.
b. He would lift the manhole cover. [to]
He tried to lift the manhole cover.
a. Martha asked SOMETHING.
b. I was feeling some way. [how]
Martha asked how I was feeling.

Here are two more clusters to try. Recheck the examples if you’re puzzled.
a. We realized SOMETHING.
b. Joanne was going to win. [that]
a. He asked SOMETHING.
b. They had left for some reason. [why]

Unsignaled Exercises

Unsignaled (or open) exercises invite you to try all sorts of combinations until you find the
one you like best. For example, see how many different combinations you can make from this
sentence cluster.
a. Toni was ill.
b. Her parents were concerned.

Writer’s Choice: Sentence-Combining Practice, Grade 9 v


Sentence-Combining Practice
The possibilities are numerous. Here, to give you the feel of open sentence combining, are just a
few combinations:
1.
2.
3.
4.
5.
6.
7.

Toni was ill, and her parents were concerned.
Because Toni was ill, her parents were concerned.
Toni’s illness concerned her parents.
Toni’s parents were concerned about her illness.
Toni’s illness . . .
Toni’s parents . . .
Of concern to Toni’s parents was the fact that . . .

You could probably come up with more versions. When doing unsignaled exercises, try whispering different versions to yourself, or work with a friend or a group to try out various possibilities. Listen to your friends, and listen even more carefully to your own voice.
Experiment and Enjoy

The purpose of these sentence-combining sheets is to help you learn to enjoy writing—to help
you find your own things to say and your own voice in which to say them. The signals are merely a first step toward that goal. You will find that in most exercises only the first few clusters will
be signaled. Signaling will then be phased out, except for an occasional hint at a tough spot. This
will allow you to start slowly each time, and if you become puzzled later on, you can go back
and look again at how you did an exercise before.
For a review of sentence-combining hints and for further practice, turn to Unit 8 in your textbook. As you work with these sheets, experiment and enjoy. Listen to the sentences your friends
offer, and offer them your own. And listen closely to your own voice. You already know more
than you think you do.

vi Writer’s Choice: Sentence-Combining Practice, Grade 9


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

1

Compound Sentences
Key Information
A simple way to combine sentences is to use a coordinating conjunction. The coordinating conjunctions are and, but, or, nor, for, and yet.
a. He twisted the valve again.
b. It wouldn’t give at all. [, but]
c. It was rusted tight. [, for]
He twisted the valve again, but it wouldn’t give at all, for it was rusted tight.

■ Directions

Use a comma plus a coordinating conjunction to join the sentences in each cluster.
1. a. Drew rested on the sofa.
b. Angie gave him a cool cloth for his head. [, and]
2. a. You can follow the recipe to the letter.
b. You can add pecans, as I usually do. [, or]
3. a. He called a second time to apologize.
b. He was feeling miserably guilty. [, for]
4. a. We heard a racket on the porch.
b. We couldn’t see a thing when we looked out. [, but]
5. a. The weather report discouraged them.
b. Perhaps they decided they were just too tired to go. [, or]

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6. a. They won’t refund the deposit.
b. They will (not) let us out of the contract. [, nor]
7. a. They completed the ironwork on Thursday.
b. The concrete was poured on Friday. [, and]
c. The forms can’t come off for at least a week. [, but]
8. a. We read the papers every day for three or four days.
b. We could learn nothing about the incident.
9. a. She seemed to enjoy the excerpt from The Nutcracker Suite.
b. She said she really loved Beethoven’s Sixth Symphony.
c. She clearly couldn’t abide the Stravinsky piece.
10. a. The lifeguard reached the two swimmers.
b. For a moment everyone disappeared.
c. In just a few minutes all three were safe.

Writer’s Choice: Sentence-Combining Practice, Grade 9 1

Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

Compound Elements

2

Key Information
Sometimes we combine sentences that share information. One way to avoid repeating the shared
information is by using compound elements.
a. The two gorillas ate leaves.
b. The two gorillas rested in the shade. [and]
The two gorillas ate leaves and rested in the shade.

■ Directions

Use the coordinating conjunctions and, or, but, and yet to combine the sentences in each cluster. Include only the new information (which is underlined in the first few items) from b. (In
items 5 and 9 new information also appears in c; in item 10 it appears in b, c, and d.)
1. a. She dropped her favorite vase.
b. She broke it. [and]
2. a. She dropped her favorite vase.
b. She dropped a bowl of mixed nuts. [and]
3. a. His calculator had been misplaced.
b. Two notebooks had been misplaced. [and]
4. a. They were very noisy neighbors.
b. They were extremely cordial neighbors. [but]
5. a. The dog was friendly.
b. The dog was intelligent. [and]

c. The dog was absolutely untrained. [yet]

7. a. Tom had finished bathing the children when we arrived.
b. Tom was reading them a story when we arrived.
8. a. He offered us an unconvincing explanation.
b. He offered us an obviously false explanation.
9. a. We had our choice of the red.
b. We had our choice of the green.
c. We had no choice of sizes.
10. a.
b.
c.
d.

2

They were tired.
They were broke.
They were satisfied with the trip.
They were satisfied with the things they’d bought.

Writer’s Choice: Sentence-Combining Practice, Grade 9

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6. a. My dinner was delicious.
b. My dinner was much too expensive.


Sentence-Combining Practice

Name ...................................................................................... Class .................................................. Date ................................

3

Items in a Series
Key Information
Three or more items in a series require punctuation, usually a comma. The last two items are usually
connected with a coordinating conjunction, which is always preceded by a comma.
a. Chip faced the enormous audience.
b. He cleared his throat. [ ,]
c. He passed out. [, and]
Chip faced the enormous audience, cleared his throat, and passed out.

■ Directions

Combine each cluster so that the new information (which is underlined in the first few items)
forms a series. Connect the last two items in the series with the coordinating conjunction and
or or.
1. a. Walt finished the assignment.
b. Samantha finished the assignment. [,]
c. Chris finished the assignment. [, and]

7. a. They bought warm jackets.
b. They rented skis and boots.
c. They drove to the slopes.

2. a. Greta balanced her checkbook.
b. Greta paid her bills. [,]
c. Greta turned on some music. [, and]

8. a.
b.
c.
d.

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3. a. You may study your Spanish until dinner
is ready.
b. You may practice your cello until dinner is
ready. [,]
c. You may simply relax until dinner is ready.
[, or]
4. a. He placed the envelopes on the table.
b. He placed the stationery on the table. [,]
c. He placed a roll of stamps on the table.
[, and]
d. He went to find his favorite pen. [and]

Frank chose the pecan pie.
Hannah selected the cheesecake
Drew selected the cheesecake.
Lisa selected the cheesecake.

9. a. The play could be a phenomenal success.
b. The play could have a respectable run.
c. The
. play could be a flop.
10. a.
b.

c.
d.
e.
f.

He washed the dishes.
He dried the dishes.
He put away the dishes.
Cindy turned on the radio.
Cindy poured them each a cola.
Cindy popped some corn.

5. a. It was equipped with power steering.
b. It was equipped with four new radial tires.
c. It was equipped with a stereo.
6. a. She planned the program.
b. She directed the program.
c. She took part in the program.

Writer’s Choice: Sentence-Combining Practice, Grade 9

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Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

Modifiers Before a Noun

4

Key Information
Placing an adjective, a noun, a pronoun, or a participle before a noun often condenses information
very effectively.
a. The child took several breaths.
b. The child was frightened.
c. The breaths were deep.
The frightened child took several deep breaths.

■ Directions

Combine each cluster so that the new information (which is underlined in the first few items)
is used as a modifier before a noun.
1. a. The seats were already sold out.
b. The seats were cheap.
2. a. She kept the spoons in the drawer.
b. The spoons were for soup.
3. a. She kept the spoons in the drawer.
b. The drawer was at the top.
4. a. He put wipers on the car.
b. The wipers were new.
c. The car was his.
5. a. They gave me a frame for my picture.
b. The frame was oval.
c. The picture was from graduation.

7. a. A scorpion was under the bed.
b. The scorpion was deadly.
c. The bed was Fritz’s.
8. a. The audit revealed problems.

b. The audit was preliminary.
9. a. She fixed the boys some sandwiches.
b. The sandwiches were of tuna.
10. a.
b.
c.
d.

4

A man with a beard served breakfast.
The man was friendly.
His beard was red.
The red was flaming.

Writer’s Choice: Sentence-Combining Practice, Grade 9

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6. a. The boxes were recycled.
b. The boxes were cardboard.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

5

Coordinate and Compound Adjectives
Key Information

Coordinate adjectives modify the same word to an equal degree. They are separated by a comma or a
coordinating conjunction.
a. He enjoyed the bread.
b. The bread was fresh and warm. [and or,]
He enjoyed the warm and fresh bread.
He enjoyed the fresh, warm bread.
Compound adjectives that appear before a noun must be hyphenated.
a. He enjoyed the bread.
b. The bread was baked fresh. [-]
He enjoyed the fresh-baked bread.

■ Directions

Combine each cluster so that the new material (which is underlined in the first few items) is
incorporated as either a coordinate or a compound adjective.
1. a. A dancer performed.
b. The dancer was graceful and slender. [,]
2. a. She chose the finish.
b. The finish was stain resistant. [-]

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3. a. She chose the finish.
b. The finish was stain resistant and high gloss.
4. a. They were offered an agreement.
b. The agreement was for a short term.
c. The agreement was for a long term. [or]
5. a. He offered us pastries.
b. The pastries were flaky and filled with fruit. [, + -]
6. a. I took a drink of water.

b. The drink was long and cold.
7. a. I took a drink of water.
b. The water was fresh and sweet.
8. a. A cat looked out from the cage.
b. The cat was frantic and wild eyed.
9. a. He has an attitude.
b. The attitude is laid back.
10. a. She gave him a stare.
b. The stare was steady.
c. The stare was hard eyed.

Writer’s Choice: Sentence-Combining Practice, Grade 9

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Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

6

Set-off Adjectives and Other Modifiers
Key Information
When adjectives and other modifiers provide nonessential information, they are set off from the rest of
the sentence by punctuation marks.
a. The music set the mood.
b. The music was loud and fast paced.
The music—fast paced and loud—set the mood.
Loud and fast-paced, the music set the mood.

■ Directions

Combine each cluster, setting off the modifiers. Modifiers set off at the beginning or end of a
sentence need only one punctuation mark; those set off in the middle of a sentence need a pair
of marks.
1. a. David watched the crop duster.
b. David was quite intrigued.
2. a. Homer considers himself the life of the party.
b. Homer is empty-headed and glib.
3. a. The puppy shivered on the back steps.
b. The puppy was wet and hungry.
c. The puppy was finally safe. [but]
4. a. The cubs teased the aged lioness.
b. The cubs were fierce and scrappy.
c. The aged lioness was eternally tolerant and unflappable.

6. a. She held out three strawberries.
b. The strawberries were red and sweet.
7. a. The women decided to leave.
b. The women were uncomfortable with the noise from the stereo.
8. a. A bouquet graced the end table.
b. The bouquet was sweet smelling.
c. The bouquet was fresh from the garden.
9. a. Fran encouraged the younger children.
b. Fran was frightened and tired.
c. Fran was still able to hold on.
10. a. Kim again read Jim the question.
b. Kim was appropriately calm.
c. Jim was appropriately frantic.

6

Writer’s Choice: Sentence-Combining Practice, Grade 9

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5. a. Cory dried off with a thick towel.
b. Cory was fresh from his swim across the lake.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

7

Other Set-off Elements
Key Information
Words other than nouns and pronouns can act like appositives, adding information about another
word. In the first sentence, a verb plus a modifier (inhaled, really) adds information about another
verb (gobbled). In the second sentence, an adjective plus its modifiers adds information about another
adjective. In the last sentence, a noun is repeated, not renamed, and information is added.
Raul gobbled—inhaled, really—a quick lunch.
Mickie looked lovely—indeed, truly radiant.
The clerk was a nerd: a nice nerd, but a nerd nonetheless.

■ Directions

Combine each cluster, placing the new information directly after the word it renames.
Additional information set off at the end of a sentence requires only a single punctuation
mark. Information added in the midst of a sentence requires a pair of marks.

1. a. Gil was cautious.
b. Gil was almost timid. [,]
2. a. She enjoys sports.
b. She practically lives for sports. [— . . . —]
3. a. The experience was positive.
b. It was in some ways extremely valuable. [—and]
4. a. He expressed a deep interest in my coin collection.
b. His interest was at times almost covetous.

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5. a. Brenda invited us to participate.
b. Indeed, Brenda coerced us to participate.
6. a. We felt let down.
b. We did not feel betrayed.
c. We certainly felt let down. [but]
7. a. The jade stone had a waxy feel.
b. The jade stone had an almost greasy feel.
8. a. Mr. Phelps was never harsh.
b. He was firm.
c. He wasn’t harsh.
9. a. Hoskins was intrigued by the cash offer.
b. Hoskins was nearly mesmerized by the cash offer.
10. a. He gave me a puzzled look and ran from the room.
b. His look was almost imbecilic.
c. In fact, he virtually bounded from the room.

Writer’s Choice: Sentence-Combining Practice, Grade 9

7

Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

8

Elements Set Off for Contrast
Key Information
When two sentences in a cluster begin and end similarly but contain contrasting information in the
middle, they can be joined by compounding. A pair of punctuation marks must be used to show
where the compounding begins and ends. Such sentences create special emphasis by making a contrast.
a. He had his amiable bulldog along.
b. He had his stupid bulldog along. [, if . . . ,]
He had his amiable, if stupid, bulldog along.

■ Directions

Combine each cluster by setting off the contrasting information. Use a pair of marks [commas,
dashes, or parentheses], and add or, but, even, if, even if, or though to signal the contrast.
1. a. Connie was a loving parent.
b. Connie was [an] overly cautious parent. [—but . . . —]
2. a. We had heard that Anderson was free.
b. We could not believe at first that Anderson was free. [though]
3. a. Drew was a helpful addition to the staff.
b. Drew was not [an] essential addition to the staff. [if]
4. a. She coddled them to get them to perform.
b. If necessary, she threatened them to make them perform. [or]
5. a. Marcy was pleased with the results.
b. Marcy was ecstatic with the results. [even]

7. a. The first ordeal was the airport.
b. In many ways the worst ordeal was the airport.
8. a. In a few minutes help arrived.
b. In what seemed like hours help arrived.
9. a. They were aware of her peculiarities.
b. They were actually charmed by her peculiarities.
10. a. We had been warned about his style.
b. We were eager to observe his style.

8

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

6. a. Carl had heard the real story.
b. Carl could not believe the real story. [though]


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

9

Appositives
Key Information
An appositive is a noun or pronoun that is placed next to another noun or pronoun to rename it or to
give additional information about it.
a. He’s entertaining his brothers.

b. One is Heavy-Handed Harry.
c. One is Light-Fingered Larry. [and]
He’s entertaining his brothers: Heavy-Handed Harry and Light-Fingered Larry.

■ Directions

Combine each cluster so that the appositive renames the noun at the end of the first sentence, as
shown above. Use a comma, a colon, a dash, or a pair of parentheses to set off each appositive.
1. a. We forgot one item.
b. We forgot toothpaste. [, or :]
2. a. The doctor thought it was a lipoma.
b. A lipoma is a fatty tumor. [,]
3. a. They always go there in the fall.
b. The fall is Hilda’s favorite season. [, or (. . .)]
4. a. Joining our class are two new students.
b. They are Wing Yee and Natalie Ramirez.
5. a. Some of the paintings are by his mother.
b. His mother was a gifted artist.

Copyright © The McGraw-Hill Companies, Inc.

■ Directions

Combine each cluster by placing the appositive either before or within the main clause. Set off
initial appositives with a comma. Set off appositives within the main clause with a pair of
marks.
6. a. Sol was there at 7:00 A.M. sharp.
b. Sol is my idea of a hero. [, . . . ,]
7. a. Tom arrived with three pizzas.
b. Tom is a man of his word. [(. . .)]

8. a. The fruit was from their own trees and vines.
b. The fruit was apples, pears, and grapes.
9. a. Lauren makes all her own clothes.
b. Lauren is a fashion designer.
10. a. His year in Davis was exceptionally productive.
b. Davis is a university town west of Sacramento.
c. Sacramento is the state capital.

Writer’s Choice: Sentence-Combining Practice, Grade 9

9


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

10

Possessive Apostrophes
Key Information
Apostrophes are used in place of the letters that are omitted in contractions (has not becomes hasn’t,
for example). They are also used to show the possessive form of a noun (the talents of Ralph
becomes Ralph’s talents). The clusters below use the apostrophe only to form possessives.
a. The plan was to get the gifts mailed.
b. The plan was of Maud. [‘s]
c. The gifts were for her aunts and the children. [‘ + ‘s]
Maud’s plan was to get her aunts’ and the children’s gifts mailed.

■ Directions

Combine each cluster so that the underlined word or phrase in sentence b (or, for item 10, in
sentence c as well) becomes a possessive noun form with an apostrophe in sentence a.
1. a. The backpack is on the table.
b. The backpack belongs to Hank. [’s]
2. a. The food dish was empty.
b. The food dish was for the chicken. [’s]
3. a. The food dish was empty.
b. The food dish was for the chickens. [’]
4. a. Her shoes are still not ready.
b. The shoes belong to Phyllis. [’s]
5. a. The car was repossessed.
b. The car belonged to the neighbors.

7. a. The clean-air policies are not being implemented fully.
b. The policies are of the country.
8. a. The jewelry looked expensive.
b. The jewelry belonged to the woman.
9. a. The jewelry looked expensive.
b. The jewelry belonged to the women.
10. a. The prize was for his last book.
b. The prize was for Cassy and Clarice.
c. The book was by Dr. Seuss.

10

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

6. a. The speech was interrupted by applause.

b. Laura gave the speech.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

Adjective Phrases

11

Key Information
Most adjective phrases (prepositional phrases that modify a noun or a pronoun) come after the word
they modify.
a. The man was selling handkerchiefs.
b. The man was on the corner.
c. The handkerchiefs were from China.
The man on the corner was selling handkerchiefs from China.

■ Directions

Combine each cluster so that the new information (which is underlined in a few sentences) is
embedded after the noun.
1. a. Her symphony was composed in 1956.
b. The symphony was in three movements.
2. a. The road was flooded.
b. The road went to the village.
3. a. The man said the path is pretty steep.
b. The man had a bandaged wrist. [with]
c. The path led down the hill.

Copyright © The McGraw-Hill Companies, Inc.

4. a.
b.
c.
d.
e.

A package was left with the neighbor.
The package was of dates.
The dates were from the Imperial Valley.
The Imperial Valley is in California.
The neighbor lives up the street.

5. a. The party was quiet.
b. The party was in the early evening.
6. a. Everyone enjoyed the visitors.
b. Everyone was at the party.
c. The visitors were from New Jersey.
7. a. The scar is a memento.
b. The scar is on his forearm.
c. The memento is of Operation Desert Storm.
8. a. The difficulty was a problem.
b. The difficulty came after the fire.
c. The problem was with the plumbing.
9. a. The letter is yours.
b. The letter is in the tin box.
c. The tin box is on the refrigerator.
10. a.
b.

c.
d.

The young man gave the girl a book.
The young man was from Boise.
The girl was in the bright-red Bermuda shorts.
The book was of his original poetry.

Writer’s Choice: Sentence-Combining Practice, Grade 9

11


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

Verbal Phrases as Adjectives

12

Key Information
Certain verbal phrases—participial phrases and infinitive phrases—sometimes modify nouns or pronouns. In such cases they are acting as adjectives.
a. The man owns the swimsuit.
b. The man is wrapped in the beach towel.
c. The swimsuit tosses in the surf. [-ing]
The man wrapped in the beach towel owns the swimsuit tossing in the surf.
a. The woman has the knowledge.
b. The knowledge is about doing the job well. [to]
The woman has the knowledge to do the job well.

■ Directions

Combine each cluster so that the new information (which is underlined in a few cases) is
embedded as a verbal phrase after the noun.
1. a. They adopted the kitten.
b. The kitten was found in the alley.
2. a. Students were given a prize.
b. The students were solving the problem.
3. a. The man is here.
b. The man will look at the furnace. [to]

5. a. The woman spoke eloquently.
b. The woman sat next to me.
6. a. He needs a person.
b. The person will check his spelling. [to]
7. a. Anyone should raise his or her hand.
b. This person needs assistance. [-ing]
8. a. A ring was found in the drainpipe.
b. The ring was lost by a previous tenant.
9. a. The man just called to say he’ll be late.
b. The man will check the electrical hookup.
10. a.
b.
c.
d.

12

The committee will hire a person.
The committee is charged with securing the contract.

The person will review the materials.
The materials were compiled by Catherine and Martha.

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

4. a. The boy released the seagull.
b. The boy walked along the tide pools. [-ing]
c. The seagull was caught in the fishing line.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

Adverbs and Phrases Acting as Adverbs

13

Key Information
Adverbs, adverb phrases, and infinitive phrases acting as adverbs can all modify verbs. By moving them
around, you can change the emphasis and rhythm of your sentence.
a. She took on the responsibility.
b. She was willing to do so. [-ly]
Willingly she took on the responsibility.
She willingly took on the responsibility.
She took on the responsibility willingly.

■ Directions

Combine each cluster so that the new information (which is underlined in several cases) is
embedded as an adverb modifier. Try putting the modifier in different places.
1. a. We left.
b. Our leaving was quick. [-ly]
2. a. He questioned her about her father.
b. The questioning was thoughtless. [-ly]
3. a. He searched for the clamp.
b. The search was diligent. [-ly]
c. The search was everywhere.

Copyright © The McGraw-Hill Companies, Inc.

4. a.
b.
c.
d.

Hank pays his bills.
This is normal. [-ly]
This is by the sixth of the month.
This is at the latest.

5. a. We slept.
b. The sleep was sound.
c. This was to rest up for tomorrow.
6. a. They discussed what to do with the money.
b. The discussion was sober.
7. a. He knew she wasn’t kidding.
b. He knew it then.
8. a. She discovered the earring she had lost.

b. She discovered it there.
c. She discovered it under her husband’s slippers.
9. a. The Qung women gathered nuts.
b. This was to feed the community.
c. The gathering took place shortly after dawn.
10. a.
b.
c.
d.

They learned of the changes.
This was early in the evening.
This was just before leaving for the party.
Their learning was belated. [-ly]

Writer’s Choice: Sentence-Combining Practice, Grade 9

13


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

14

Essential Adjective Clauses with That and Who
Key Information
When two sentences share a word or a phrase, one sentence can sometimes be made into an adjective clause to modify that word or phrase in the other sentence.
a. The hand rules the world.
b. The hand rocks the cradle.

The hand that rocks the cradle rules the world.
The hand that rules the world rocks the cradle.

■ Directions

Use the relative pronoun that or who to combine each cluster. Although a few clusters are signaled to suggest that sentence b be made into the adjective clause, you should experiment freely.
1. a. The noise is just Carmen coming home from work.
b. You hear the noise. [that]
2. a. The woman was very pleasant.
b. The woman waited on us. [who]
3. a. The one is truly beautiful.
b. Maria chose the one. [that]
4. a. The dinner is still being prepared.
b. We promised to serve the dinner at eight sharp. [that]
5. a. The CD player is going on sale tomorrow.
b. Ginger bought the CD player just yesterday.

7. a. They sold the van.
b. Ken has been sleeping in the van.
8. a. The person is dead wrong.
b. The person told you that.
9. a. The oak veneer will add nearly one thousand dollars to the bid.
b. He wants to put the oak veneer on the sideboard.
10. a. This is the cluster.
b. For some reason they saved this cluster till last.

14

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

6. a. We couldn’t see the moose.
b. Denise was trying to point out the moose to us.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

15

Essential Adjective Clauses with Whom and Whose
Key Information
Whom and whose can also introduce an essential adjective clause.
a. They’re entertaining the people.
b. She works with the people. [whom or no introductory word]
They’re entertaining the people with whom she works.
They’re entertaining the people [whom] she works with.
The relative pronoun whose is used as a possessive pronoun in an adjective clause.
a. Dan sued the woman.
b. The woman’s dog destroyed his flower beds. [whose]
Dan sued the woman whose dog destroyed his flower beds.

■ Directions

Use whom (or no introductory word) or whose to make sentence b an adjective clause embedded in sentence a.
1. a. He is someone.
b. The children believe in him. [whom or no introductory word]
2. a. He likes women.
b. Their IQ’s are higher than his. [whose]

3. a. The family is moving to South Dakota.
b. I just hired their son to do my yardwork. [whose]

Copyright © The McGraw-Hill Companies, Inc.

4. a. This is the woman.
b. Everyone asks her for advice. [whom or no introductory word]
5. a. The girl was thrilled.
b. Her poem won first prize. [whose]
6. a. Gil is not one.
b. We told [some people]. [whom, that, or no introductory word]
7. a. The man went to Borneo.
b. She loved him when she was a girl.
8. a. The man went to Borneo.
b. She loved his brother when she was a girl.
9. a. Salvador Dalí was a painter.
b. I could never understand this painter.
10. a. Salvador Dalí was a painter.
b. I could never understand this painter’s work.

Writer’s Choice: Sentence-Combining Practice, Grade 9

15


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

16

Subject-Verb Agreement
Key Information
Choosing the correct verb form is easy when the verb comes right after the subject. When phrases or
clauses come between the subject and the verb, however, the correct verb form can be harder to
determine (though in either case the correct form is identical).
Subject

The dog
Subject

Verb

looks hungry.
Clause

Verb

The dog playing with the kids looks hungry.

■ Directions

The clusters below contain a main clause (sentence a) with a choice of verb forms. First determine which form of the verb agrees with the subject. Then combine the cluster so that the
information in sentence b comes between the subject and the verb.
1. a. Someone [is/are] scheduled to be here.
b. Someone is to explain this to all the members.
2. a. The boys [has/have] a job to do.
b. The boys are presently playing basketball. [who]
3. a. Michelle and her brother [was/were] there early.
b. Her brother was recently released from the hospital. [who]
4. a. One person [has/have] the gene.

b. This one person is in a hundred.
5. a. The choice [was/were] clear.
b. The choice was of options.

7. a. The movie [starts/start] with two men playing chess.
b. The movie caused such disagreement among the critics. [-ing]
8. a. One of the children [feels/feel] sick.
b. The children are performing next.
9. a. The five [goes/go] on to the nationals.
b. The five score highest at the state level. [who]
10. a. Each of the girls [is/are] on the honor roll.
b. They are featured in the two articles.

16

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

6. a. The list [is/are] expected soon.
b. The list is of the finalists.


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

17

Nonessential Adjective Clauses
Key Information

A nonessential adjective clause simply offers additional information. It is not essential to the meaning
of the sentence, and it is set off from the rest of the sentence with commas or dashes.
a. Magic Johnson has received an outpouring of love.
b. His illness shocked the nation. [, whose . . . ,]
Magic Johnson, whose illness shocked the nation, has received an outpouring of love.

■ Directions

Use the relative pronoun who, whom, whose, or which to form each nonessential adjective
clause. If it interrupts the main clause, set off the adjective clause with a pair of commas or
dashes. Otherwise use a single comma or dash.
1. a. Lucy is a fine violinist.
b. She conducts the orchestra. [, who. . . ,]
2. a. The Nile River is now stabilized by the Aswan Dam.
b. The Nile overflowed its banks each fall. [, which. . . ,]
3. a. He was devoted to his youngest brother.
b. He had taught him to read at age three. [, whom]
4. a. Helen Keller graduated from Radcliffe College with honors.
b. Her deafness and blindness dated from age two. [—whose . . . —]
5. a. One of his favorite writers is Will Cuppy.
b. He wrote The Decline and Fall of Practically Everybody. [, who]

Copyright © The McGraw-Hill Companies, Inc.

6. a. She lives in Dresden.
b. Dresden is remembered in the book Slaughterhouse-Five.
7. a. We met Kip Thorne.
b. He is a world-famous astronomer.
8. a. She married Joaquín Ruíz.
b. I had always admired him.

9. a. The tree made me dream of peach ice cream.
b. The tree was loaded with peaches.
10. a. He asked his former math teacher.
b. He regarded her word as law.

Writer’s Choice: Sentence-Combining Practice, Grade 9

17


Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

18

Adverb Clauses I
Key Information
Independent clauses are made subordinate by the addition of subordinating conjunctions. All adverb
clauses begin with a subordinating conjunction and modify a verb, an adjective, or an adverb. An
adverb clause often tells when and where.
a. He practiced more. [After . . . ,]
b. His playing improved.
After he practiced more, his playing improved.

■ Directions

Combine each cluster so that sentence a is subordinated to sentence b. (For item 10 sentences a
and b should be subordinated to c.) Place the subordinate clause first, followed by a comma.
Use the following subordinating conjunctions (that tell when and where): after, before, while,
when, until, where, as, as soon as, and wherever.

1. a. He was six. [When . . . ,]
b. He composed a sonata.
2. a. They fixed dinner. [After . . . ,]
b. Their husbands cleaned up the kitchen.
3. a. Meg started to describe the movie. [As soon as . . . ,]
b. Her father left the room.
4. a. She sings. [Wherever]
b. The crowds rave about her.

6. a. The avalanche had swept downward. [Where]
b. The mountain was treeless.
7. a. Steve packed the car.
b. The children watered the house plants.
8. a. He was entering the shower.
b. The phone rang.
9. a. He would reach for another shrimp.
b. His mother would clear her throat.
10. a. We were awake. [After]
b. We had gotten up. [but + before]
c. The snowplow went by.

18

Writer’s Choice: Sentence-Combining Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

5. a. He entered second grade. [Until]
b. He had never read a book.

Sentence-Combining Practice
Name ...................................................................................... Class .................................................. Date ................................

19

Adverb Clauses II
Key Information
All adverb clauses are subordinate and begin with a subordinating conjunction. Adverb clauses often
tell to what extent and how.
a. He tried several times. [Though]
b. Garth couldn’t lift the rock.
Though he tried several times, Garth couldn’t lift the rock.
Garth couldn’t lift the rock, though he tried several times.
Garth, though he tried several times, couldn’t lift the rock.

■ Directions

Combine each cluster by making sentence a subordinate to sentence b. (For items 5, 9, and 10,
sentences a and b should be subordinated to c.) Vary the placement of the adverb clauses. Use
the following subordinating conjunctions (that tell to what extent and how): though, although,
even if, even though, and whereas.
1. a. She was only fifteen. [Although . . . ,]
b. She showed great sophistication in her writing.
2. a. He felt ill. [. . . even though]
b. Ludwig continued to practice.
3. a. His aunt told him not to worry. [. . . , though]
b. He insisted on cleaning up the mess.

Copyright © The McGraw-Hill Companies, Inc.

4. a. He once could do three one-handed push-ups.
b. He now couldn’t even manage one three-handed push-up.
5. a. They can come up with the money. [Even if]
b. They get it to Max immediately. [and]
c. It may be too late to guarantee delivery by Monday.
6. a. Australia is a continent.
b. It has fewer inhabitants than California.
7. a. Your qualifications are excellent.
b. We simply aren’t hiring right now.
8. a. You memorize the entire book.
b. You still won’t get an A on one of Ms. Gilbert’s tests.
9. a. We found where the weasel had been getting in.
b. We patched the hole with a strong wire mesh.
c. Two baby chicks were missing the next day.
10. a. We have plenty of water.
b. We have excellent soil.
c. The growing season is too short for many crops.

Writer’s Choice: Sentence-Combining Practice, Grade 9

19