Sentence combining practice g10

Sentence-Combining
Practice
Grade 10

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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: Spring Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Descriptive Writing II: The Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Narrative Writing I: Friday, May 3, 1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Narrative Writing II: At Bat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Expository Writing I: Ultrasound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Expository Writing II: Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Persuasive Writing I: Walking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Persuasive Writing II: Further Benefits of Walking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
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 the 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 10


Sentence-Combining Practice
In the following cluster, we signaled a hyphen in the brackets. Notice what happens to 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 10 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.

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Writer’s Choice: Sentence-Combining Practice, Grade 10


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. They planted fifty trees.
b. Most of them died. [, but]
c. That winter proved the worst of the century. [for]
They planted fifty trees, but most of them died, for that winter proved the worst of the century.

■ Directions

Use a comma plus a coordinating conjunction to join the sentences in each cluster.
1. a. Ms. King needed two people to take care of her yard.
b. The brothers both needed work. [, and]
2. a. We may drive to Zion National Park during spring break.
b. We may just stay home. [, or]
3. a. She stood gasping for a full minute.
b. She had run up ten flights of stairs. [, for]
4. a. We could get together at your place again.
b. You could come to our place for a change. [, or]
5. a. The doctors didn’t expect her to walk again.
b. In two years she was jogging five miles a day. [, yet]

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6. a. His injuries were relatively minor.
b. He had been wearing a seat belt. [, for]
7. a. I can’t recall her name.
b. I do (not) know where she lives. [, nor]
8. a. For three days they had been without food.
b. They were all in good condition. [, but]
c. They’d had sufficient drinking water. [, for]
9. a. We were out of walnuts.
b. Laura had (not) bought any. [, nor]

c. The store closed at five o’clock. [, for]
10. a. We waited by the water hole for six hours.
b. The elephants never returned. [, but]
c. We were determined to take some spectacular photographs. [, yet]

Writer’s Choice: Sentence-Combining Practice, Grade 10

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

2

Compound Elements
Key Information
Sometimes we combine sentences that share information. One way to avoid repeating the shared
information is by using compound elements.
a. The cormorants perched on the sea wall.
b. The cormorants folded their wings. [and]
The cormorants perched on the sea wall and folded their wings.

■ Directions

Use the coordinating conjunctions and, or, but, and yet to combine the sentences in each cluster. Include only the new information from b and, in item 10, from c as well. (New information
is underlined in the first few items.)
1. a. She read a magazine.
b. She answered two letters. [and]
2. a. She read a magazine.

b. She read two chapters of her history book. [and]
3. a. The captain was honored at the dinner.
b. Two crew members were honored at the dinner. [and]
4. a. The new medicine proved a largely effective treatment.
b. The new medicine proved an extremely expensive treatment. [but]
5. a. His relatives were responsible people.
b. His relatives were hardworking people. [and]
c. His relatives were lighthearted and fun-loving people. [yet]

7. a. The children had cleaned their rooms by the time I got there.
b. The children were cooking dinner by the time I got there.
8. a. They didn’t know whether to complain.
b. They didn’t know whether to accept the decision.
9. a. He handed us a large cardboard box.
b. He handed us a surprisingly lightweight cardboard box.
10. a. They came in only one size.
b. They came in twelve colors.
c. They came in five different patterns.

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Writer’s Choice: Sentence-Combining Practice, Grade 10

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6. a. The road twists a bit.
b. The road turns a bit.


Sentence-Combining Practice

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

Items in a Series

3

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 often preceded by a comma.
a. Elizabeth went to her room.
b. She turned the radio on low. [,]
c. She sat down to write a letter. [, and]
Elizabeth went to her room, turned the radio on low, and sat down to write a letter.

■ 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. Barry walked to the corner.
b. Ali walked to the corner. [,]
c. Terence walked to the corner. [, and]

7. a. She discovered the problem herself.
b. She diagnosed the problem herself.
c. She corrected the problem herself.

2. a. You can wash the dishes.
b. You can clean the basement. [,]
c. You can take down the Halloween

decorations. [, or]

8. a. The day before yesterday I visited
my friend.
b. The day before yesterday I spoke to my
cousin.
c. The day before yesterday I met my sister.

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3. a. We should fix enchiladas for dinner.
b. We should fix refried beans for dinner. [,]
c. We should fix a tossed green salad for
dinner. [, and]
4. a.
b.
c.
d.

9. a.
b.
c.
d.

I found my books where I had left them.
I found my basketball where I had left it. [,]
I found my jacket where I had left it. [, and] 10. a.
My guitar was missing. [, but]
b.
c.

5. a. The car had a dent in one fender.
d.
b. The car had a crack in the windshield.
e.
c. The car had a flat tire.

The shelves tipped.
Canned goods cascaded to the floor.
Boxes of cereal cascaded to the floor.
Rolls of paper towels cascaded to the
floor.
He fed the baby.
He bathed the baby.
He rocked the baby.
He forgot to give her vitamin drops.
He forgot to give her allergy
medicine.

6. a. They shopped for the dinner.
b. They prepared the dinner.
c. They elegantly served the dinner.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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

4

Modifiers Before a Noun
Key Information
Placing an adjective, a noun, a pronoun, or a participle before a noun often condenses information
very effectively.
a. A canister had been left by the stairs.
b. The canister was large.
c. The stairs were to the subway.
A large canister had been left by the subway stairs.

■ 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 apples hung on the branches.
b. The apples were ripe.
2. a. They put the papers in the drawer.
b. The papers were valuable.
3. a. An old desk sat in one corner.
b. The desk was of oak.
4. a. She oiled the hinges on the doors.
b. The hinges were squeaking.
c. The doors were of the cupboards.

6. a. The children concocted a story.
b. The children were mischievous.
7. a. We took the bottles to a facility.
b. The bottles were empty.
c. The facility was for recycling.

8. a. Two women questioned the suspect.
b. The suspect was suspected of burglary.
9. a. A man with a beard greeted me at the door.
b. The door was in the front.
10. a. Ralph’s children sat on chairs in the room.
b. The chairs were very small.
c. The room was sunny.

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Writer’s Choice: Sentence-Combining Practice, Grade 10

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5. a. The woman had overcome obstacles.
b. The woman was dauntless.
c. The obstacles were formidable.


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. They replaced the part.
b. The part was complex and costly. [and or ,]

They replaced the complex and costly part.
They replaced the costly, complex part.
Compound adjectives that appear before a noun must be hyphenated.
a. The roast was more expensive.
b. The roast had a large bone. [- + -ed]
The large-boned roast was more expensive.

■ 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. He made a gesture.
b. The gesture was large and sweeping. [,]
2. a. She chose the model.
b. The model had a red top. [- + -ed]

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3. a. She chose the model.
b. The model had a red top and two doors. [,]
4. a. We had to decide whether to pack shirts.
b. The shirts were short sleeved.
c. The shirts were long sleeved. [or]
5. a. A staircase led to the basement.
b. The staircase was narrow and strewn with debris. [, + -]
6. a. A lady sat next to me on the plane.
b. The lady was interesting and friendly.
7. a. A turkey was what we were looking for.
b. The turkey was large and fresh.
8. a. He ordered the special.

b. The special was low in cholesterol and free of salt.
9. a. He raises Wyandottes; I don’t remember which.
b. The Wyandottes are white laced.
c. The Wyandottes are silver penciled.
10. a. The bear was fitted with a collar.
b. The collar has a radio signal.
c. The radio signal is high frequency.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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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. Her hands worked the levers.
b. Her hands were red and calloused.
Her hands—calloused and red—worked the levers.
Red and calloused, her hands worked the levers.

■ Directions

Combine each cluster, setting off the modifiers (which are underlined in the first four clusters).

Modifiers set off at the beginning or the end of a sentence need only one punctuation mark;
those set off in the middle of a sentence need a pair of punctuation marks.
1. a. Marco flopped down on the sofa.
b. Marco was weary from the three-day cross-country trip.
2. a. Carrie spoke first.
b. Carrie was self-conscious and awkward.
3. a. The musicians gathered backstage.
b. The musicians were quite exhausted.
c. The musicians were gratified by the crowd’s response. [but]
4. a. The baby chicks stayed close to the hen.
b. The chicks were fluffy and round as cotton balls.
c. The hen was tall and brave as a boxer.

6. a. Jim embraced his father.
b. Jim was nearly a head taller than the older man.
7. a. He got the leading role.
b. The leading role was one he had always wanted.
8. a. Alicia was the third to finish the grueling race.
b. She was ruddy faced.
c. She was still strong after twenty-six miles.
9. a. The two children asked their father to fix lunch.
b. The children were dusty from head to toe.
c. The children were hot from their climb.
10. a. The oak shaded much of the square.
b. The oak was at least two hundred years old.
c. The oak was as sturdy as the fortress it guarded.

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Writer’s Choice: Sentence-Combining Practice, Grade 10

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5. a. The muffin was made with oatmeal, bran, and raisins.
b. The muffin was fresh from the oven.


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 (hobbled, rather) adds information about another
verb (ran). In the next 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.
Prince ran—hobbled, rather—to my side.
Tom gave a positive (at times almost gushy) evaluation.
She was my friend: a crusty friend, but a friend all the same.

■ Directions

Combine each cluster, placing the new information (which is underlined in the first few clusters) 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. Kate was watchful.
b. Kate was even vigilant. [,]
2. a. He spent her money on baseball cards.
b. Some said he squandered her money on baseball cards.

3. a. It was a somber ceremony.
b. It was in my estimation a lugubrious ceremony.
4. a. His voice was shrill.
b. His voice was actually razor sharp.

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5. a. Ms. Singh asked us to quiet down.
b. Indeed, Ms. Singh commanded us to quiet down.
6. a. We were not angry.
b. We were keenly disappointed and frustrated.
c. We were certainly not angry. [but]
7. a. Tim directed our cleaning of the garage.
b. Indeed, Tim orchestrated our cleaning of the garage.
8. a. Mr. Simpson said we needed a little talk.
b. He said we did not need a deep philosophical talk.
c. He said we needed merely a little talk.
9. a. Mike was watching the clock.
b. He was, in fact, scrutinizing the clock.
10. a. Doris gave me a wry smile and hurried from the room.
b. Doris gave me an almost comical smile.
c. Doris essentially bolted from the room.

Writer’s Choice: Sentence-Combining Practice, Grade 10

7


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

8

Elements Set Off for Contrast
Key Information
When two sentences in a cluster begin and end in a similar way 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. It was a crucial adjustment.
b. It was not entirely [an] easy adjustment. [, if . . . ,]
It was a crucial, if not entirely easy, adjustment.

■ Directions

Combine each cluster by setting off the contrasting information (which is underlined in the
first few clusters). Use a pair of punctuation marks (commas, dashes, or parentheses), and add
or, but, even, if, even if, or though to signal the contrast.
1. a. He was an easygoing worker.
b. He was not always a dependable worker. [—but . . . —]
2. a. We tried to eat dinner as a family.
b. We could not always eat dinner as a family. [though]
3. a. She requested our full attention.
b. If need be, she demanded our full attention. [or]
4. a. She was swift with her household chores.
b. She was not always thorough with her household chores. [if]

6. a. We found just the lamp we’d been looking for.
b. We could not afford just the lamp we’d been looking for.
7. a. He spent two hours recounting his football exploits.

b. It seemed he spent even longer recounting his football exploits.
8. a. We watched the movie a second time.
b. We certainly didn’t enjoy the movie a second time.
9. a. They were fully aware of her antics.
b. They were not the least offended by her antics.
10. a. They insisted that he had been there at the time.
b. They were not sure that he had been there at the time.

8

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

5. a. It was thoughtless behavior.
b. It was downright boorish behavior. [even]


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. I enjoy two programs on PBS.
b. One is Nova.
c. One is Nature. [and]

I enjoy two programs on PBS: Nature and Nova.

■ Directions

Combine each cluster so that the appositive (taken from the underlined words in the first clusters) renames the noun at the end of the first sentence, as shown above. Use a comma, a colon,
a dash, or parentheses to set off each appositive.
1. a. I think I’ve found her weakness.
b. Her weakness is kohlrabi. [, or :]
2. a. She had worked with Mother Teresa.
b. Mother Teresa is a person of compassion and energy. [, or —]
3. a. In Oregon he lived in Monmouth.
b. Monmouth is a small town thirteen miles southwest of Salem. [,]
4. a. Lincoln spoke at Gettysburg, Pennsylvania.
b. Gettysburg was the site of one of the bloodiest Civil War battles. [,]

Copyright © The McGraw-Hill Companies, Inc.

5. a. I was reading the autobiography of Frederick Douglass.
b. Douglass was my father’s hero.
■ 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
punctuation marks.
6. a. Dostoevski explored the depth of the human soul.
b. Dostoevski was a gifted novelist. [. . . ,]
7. a. Thalia handed the trophy to this year’s champion.
b. Thalia was last year’s chess champion. [(. . .)]
8. a. A case holding over a hundred trophies graces the den.
b. The trophies are the fruit of years in professional bowling.

9. a. Laurel and Hardy are entertaining yet another generation.
b. Laurel was the feckless, bumbling man.
c. Hardy was the heavy, pompous partner.
10. a. The senator’s husband says he has no interest in politics.
b. Her husband is a lean, cordial chicken rancher.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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 goal was to collect coats.
b. The goal was of the group. [‘s]
c. The coats were for adults and children. [‘ + ‘s]
The group’s goal was to collect adults’ and children’s coats.

■ Directions

Combine each cluster so that the underlined word or phrase in sentence b (and, for item 10, in
sentence c) becomes a possessive noun form with an apostrophe.

1. a. The books are in the entryway.
b. They belong to Hannah. [’s]
2. a. The water dish was empty.
b. The water dish was for the dog. [’s]
3. a. The water dish was empty.
b. The water dish was for the dogs. [’]
4. a. That is not his idea of fun.
b. He is Willis. [’s]
5. a. The roof was damaged in the storm.
b. The roof belongs to the Reeses.

7. a. Skunks raided the nest.
b. The nest was of the geese.
8. a. The den was inaccessible.
b. The den was of the wolf.
9. a. The den was inaccessible.
b. The den was of the wolves.
10. a. An aunt took the girls shopping for a present.
b. She is the aunt of Brendan.
c. The present is for Tony and Maria.

10

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

6. a. The new baby is coming home tomorrow.
b. It is the baby of José and Rosa.

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. A bouquet stood on the night stand.
b. The bouquet was of fresh-cut roses.
c. The nightstand was by the bed.
A bouquet of fresh-cut roses stood on the nightstand by the bed.

■ Directions

Combine each cluster so that the new information (which is underlined in a few sentences) is
embedded after the noun.
1. a. A choice is available.
b. The choice is of entrees.
2. a. A man and two babies were boarded first.
b. The man was in an electric wheelchair.
c. The babies were in infant seats.
3. a. The noise was from a celebration.
b. The noise was from above.
c. The celebration was of the candidate’s
victory.

Copyright © The McGraw-Hill Companies, Inc.

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

8. a. A box had been left on the shelf.
b. The box was of cereal.
c. The shelf was in the pantry.
9. a.
b.
c.
d.

The party attracted several carloads.
The party was after the game.
The carloads were of young people.
The young people were from the rival
school.

10. a. Two women had stopped to help the
elderly couple.
The neighbor was dumbfounded by the
b. The women were in a pickup.
charge.
c. The pickup had a chrome roll bar. [with]
The neighbor lives in the apartment upstairs.

d. The elderly couple were in a red
The charge was of over sixty dollars.
sports car.
The charge was for calls.
e. The sports car had a flat tire. [with]
The calls were to numbers.
The numbers had many different area codes.
[with]

5. a. The argument seemed trivial.
b. The argument was on that occasion.
6. a. He placed a bowl on the table.
b. The bowl was of great beauty.
c. The table was in the center of the room.
7. a. A medley pleased everyone.
b. The medley was of folk songs.
c. Everyone was in the theater.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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. In such
cases the verbal phrases are acting as adjectives.
a. The man owns the parakeet.
b. The man visited Grace today. [-ing]
c. The parakeet is known for its singing.
The man visiting Grace today owns the parakeet known for its singing.
a. Aldo has the strength.
b. The strength is for moving the piano. [to]
Aldo has the strength to move the piano.

■ 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. Some trash had to be cleared out first.
b. The trash was left by the previous renters.
2. a. The students were excused from afternoon classes.
b. The students were taking exams.
3. a. Two additional workers arrived that afternoon.
b. The additional workers specialize in claims adjustments. [-ing]

5. a. An effort succeeded.
b. The effort was to save several head of cattle.
c. The cattle were stranded by the rising water.
6. a. Many people saw the race.
b. The people watched from the stands. [-ing]
c. The race was run through Central Park.
7. a. The one is Margaret.
b. The one is usually credited with such triumphs.

8. a. The old man acknowledged me with a quick nod.
b. The old man whittled a tiny wooden whistle. [-ing]
9. a. A woman bought a painting.
b. The woman represented an anonymous buyer.
c. The painting was valued at six million dollars.
10. a.
b.
c.
d.

12

They collected food and medical supplies.
These were needed by the people.
The people had been left homeless by the war.
The war is raging in the mountains.

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

4. a. The girl asked a question.
b. The girl accompanied Michelle. [-ing]
c. The question was considered inappropriate by the president.


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 the
phrases around, you can change the emphasis and rhythm of your sentence. You can also take the
predicate adjective and make it modify a verb.
a. She worked at the loom.
b. The work was skillful. [-ly]
Skillfully she worked at the loom.
She skillfully worked at the loom.
She worked skillfully at the loom.
She worked at the loom skillfully.

■ 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. Earl left the room.
b. The leaving was reluctant. [-ly]

Copyright © The McGraw-Hill Companies, Inc.

2. a. The doctors discovered the problem.
b. The discovery was almost immediate. [-ly]
3. a.
b.
c.
d.

He scrubbed every inch of the floor.
The scrubbing was vigorous. [-ly]
The scrubbing was on hands and knees.
The scrubbing was even under the
appliances. [,]

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

She writes to all of her nieces and nephews.
This is customary. [-ly]
This is once each month.
This is after paying her bills.
This is with the family news.

5. a. She ran.
b. The running was swift.
c. The running was after the dog.
6. a.
b.
c.
d.

7. a. He walked.
b. The walk was around the mall.
c. The walk was with his friends.
8. a. They worked.

b. Their work was diligent.
c. Their work was into the night.
9. a.
b.
c.
d.
10. a.
b.
c.
d.
e.

The meeting was productive.
The productivity was unusual.
This was by Charlene’s account.
This was despite some initial
disagreements.
They laid the sparrow to rest.
This was in the late evening.
The laying to rest was sad.
The laying to rest was respectful.
This was under a carefully chosen tree.

Tony barbecued chicken wings.
This was for the whole family.
This was in the backyard.
This was after their day at the beach.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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 three dogs are returning.
b. I told you about the three dogs.
The three dogs [that] I told you about are returning.
I told you about the three dogs that are returning.

■ Directions

Use the relative pronouns that and 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 money has been earmarked for college.
b. She received the money. [that]
2. a. A passerby stopped to help.
b. The passerby had heard the child crying. [who]
3. a. The letter never arrived.
b. They claim to have sent the letter last March. [that]
4. a. The building was razed earlier this year.
b. They said they had lived in the building. [that]
5. a. We looked for the waiter.

b. The waiter had taken our order.

7. a. Here is the album.
b. All her baby pictures are in the album.
8. a. Some of you can have the lab equipment.
b. The graduates are leaving the lab equipment behind.
9. a. He lent me the book.
b. He claimed the book contained the rules for playing whist.
10. a. The envelope was thrown out.
b. The formula had been written on the envelope.

14

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

6. a. We found the bakery.
b. Norma had recommended the bakery so highly.


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. The aunt arrived today.

b. Molly was named after the aunt. [whom or no introductory word]
The aunt after whom Molly was named arrived today.
The aunt [whom] Molly was named after arrived today.
The relative pronoun whose is used as a possessive pronoun in an adjective clause.
a. We helped the man find his wife.
b. The man’s glasses were lost. [whose]
We helped the man whose glasses were lost find his wife.

■ Directions

Use whom (or no introductory word) or whose to make sentence b an adjective clause
embedded in sentence a. Some clusters are signaled.
1. a. She’s the one.
b. Everyone counts on her. [whom or no introductory word]
2. a. He is the state senator.
b. His campaign spending is under scrutiny. [whose]
3. a. A man just phoned.
b. His name sounded like Tim or Jim. [whose]

Copyright © The McGraw-Hill Companies, Inc.

4. a. The woman will be running his department starting tomorrow.
b. Wade just called her a great manager. [whom]
5. a. The student is in Mr. Wong’s homeroom.
b. Her father is waiting.
6. a. Share this with a person.
b. You particularly like the person.
7. a. She was a teacher.
b. Students did their best work for this teacher.
8. a. He is the man.

b. His daughter was just chosen valedictorian.
9. a. The cousin is visiting us.
b. Sara lived with the cousin for two years.
10. a. Stephen Jay Gould is a writer.
b. I enjoy his books enormously.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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

Verb

The child needs a drink.
Subject

Clause

Verb

The child who came in with that couple examining the afghans needs a drink.

■ 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. Some clusters are signaled.
1. a. The bowl [is/are] borrowed.
b. The bowl is filled with Granny Smith apples.
2. a. The woman [has/have] another appointment in ten minutes.
b. The woman is presently meeting with Jim and Tiffany. [who]
3. a. The rice and beans [was/were] delicious.
b. I had the rice and beans for lunch. [that]
4. a. One person [is/are] absentminded.
b. This is one person in every ten.

6. a. The notice [has/have] not been posted yet.
b. The notice announces job openings for August. [-ing]
7. a. The program [opens/open] with a comedy team.
b. The program features talent from the senior class. [-ing]
8. a. Each of the three [was/were] interviewed separately.
b. The three were applying for the job.
9. a. A roster [includes/include] the names of her grandparents.
b. The roster is of those who contributed one hundred dollars to the fund.
10. a. A team [was/were] brought in.
b. The team was composed of specialists in plant diseases.

16

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

5. a. The selection [was/were] limited.
b. The selection was offered to the retail buyers.


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. Ethel Merman acted in more than a dozen movies.
b. Her voice could shatter glass. [, whose . . . ,]
Ethel Merman, whose voice could shatter glass, acted in more than a dozen movies.

■ 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. Some clauses are signaled.
1. a. Sally Ride is my role model.
b. She was a pioneer in the space program. [, who . . . ,]
2. a. The Amazon carries more water than any other river.
b. The Amazon flows over thirty-seven hundred miles. [, which . . . ,]

3. a. His mother holds two jobs.
b. He is deeply devoted to her. [, whom . . . ,]
4. a. Frank was accepted by three universities.
b. Frank once feared he wouldn’t graduate from high school. [—who . . . —]
5. a. Will Rogers was a close friend of Wiley Post.
b. Post invited Rogers to fly with him to Alaska. [, who]

Copyright © The McGraw-Hill Companies, Inc.

6. a. The earliest experiments in genetics were done by Gregor Mendel.
b. Mendel was teaching at the time in a secondary school.
7. a. In April of that year they celebrated the birth of a daughter.
b. They named her Althea.
8. a. On Friday they had their annual meeting.
b. The meeting was held at Mr. McGregor’s ranch.
9. a. We honored Lao-tsu.
b. His philosophy of Taoism had inspired us all.
10. a. Johann Sebastian Bach had many children.
b. Bach has been esteemed for his music for nearly three hundred years.
c. Four of his children were themselves important musicians.

Writer’s Choice: Sentence-Combining Practice, Grade 10

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. She hung up her raincoat. [When . . . ,]
b. The rack creaked.
When she hung up her raincoat, the rack creaked.

■ Directions

Combine each cluster so that sentence a is subordinated to sentence b. (For items 9 and 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. Julie pulled into the driveway. [As . . . ,]
b. Two well-dressed young men were ringing her doorbell.
2. a. Chandra began to talk of other things. [As soon as . . . ,]
b. Her father looked in and asked if the girls wanted popcorn.
3. a. He goes. [Wherever]
b. People like him.
4. a. She was nine. [Until]
b. She had never seen a television.

6. a. Vladimir fixed dinner.
b. Olga finished vacuuming.
7. a. He was starting the car.
b. He thought of the grocery list on the kitchen counter.
8. a. He could relax for the evening.

b. He had to finish his biology homework.
9. a. David was mowing the front lawn. [While]
b. Lisa was raking leaves in the back. [and]
c. Dahlia fixed sandwiches for everyone.
10. a. She had finished washing up. [After]
b. She had put the tools away. [but + before]
c. She remembered that the upstairs bathroom sink needed repairing.

18

Writer’s Choice: Sentence-Combining Practice, Grade 10

Copyright © The McGraw-Hill Companies, Inc.

5. a. The sandy beach ended. [Where]
b. A thicket of maples and blueberry bushes took over.


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. She slept lightly. [though]
b. Ann didn’t hear the doorbell.
Though she slept lightly, Ann didn’t hear the doorbell.

Ann didn’t hear the doorbell, though she slept lightly.
Ann, though she slept lightly, didn’t hear the doorbell.

■ 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. He was ninety-three years old. [Although . . . ,]
b. He tended a half-acre garden by himself.
2. a. She’d had little professional experience. [, even though . . . ,]
b. Margaret Mead produced a classic with her first book.
3. a. Interest rates were lowered a third time.
b. The economy remained relatively sluggish.

Copyright © The McGraw-Hill Companies, Inc.

4. a. Funding has increased considerably.
b. Concern about illiteracy is still high.
5. a. He completes the document by three o’clock. [Even if]
b. We fax it immediately. [and]
c. They won’t receive it in the Atlanta office until tomorrow.
6. a. We reach an 80 percent recycling rate.
b. We’re still wasting valuable resources in landfills.
7. a. They had agreed to negotiate the cost.
b. Each side sat down with a fixed and inflexible agenda.
8. a. Violence followed him throughout his life.
b. Mohandas Gandhi himself lived a life of nonviolence.
9. a. He chose the ingredients with special care.

b. He followed her recipe carefully.
c. Karl simply couldn’t make potato salad like his mother’s.
10. a. It’s terribly impractical.
b. It’s wildly extravagant.
c. Avi wants a motorbike.

Writer’s Choice: Sentence-Combining Practice, Grade 10

19