Sentence combining practice g11

Sentence-Combining
Practice
Grade 11

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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
Verbal Phrases as Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Descriptive Writing I: The Vertebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Descriptive Writing II: First Car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Narrative Writing I: Blackout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Narrative Writing II: The Cradle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Expository Writing I: Keeping Warm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Expository Writing II: The Polygraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Persuasive Writing I: The Polygraph: Cons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Persuasive Writing II: The Polygraph: Pros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 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 11


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 11 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 11


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. She found the right road.
b. She couldn‘t turn. [, but]
c. It was flooded. [for]

She found the right road, but she couldn‘t turn, for it was flooded.

■ Directions

Use a comma plus a coordinating conjunction to join the sentences in each cluster.
1. a. The trash needed to be taken out.
b. The kitchen sink was ready for a good scrubbing. [, and]
2. a. Charles may go out for cross-country.
b. He may just focus on his studies this term. [, or]
3. a. I’ve decided to look into the Peace Corps.
b. A desk job doesn’t appeal to me right now. [, for]
4. a. This may be the breakthrough we’ve been looking for.
b. It may be just another false alarm. [, or]
5. a. Many of the relay stations are out of commission.
b. They’re doing their best to get the calls through. [, but]

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6. a. He’s going back to school next term.
b. He’s tired of flipping burgers for a living. [, for]
7. a. They’re not listed in the phone directory.
b. We do [not] have their address. [, nor]
8. a. A weather front moved through after midnight.
b. The next day was free of air pollution. [, and]
c. Tanya continued to have difficulty breathing. [, but]
9. a. Some of the women were put to work.
b. They had their own tools. [, for]
c. Most of them had to wait till the truck arrived. [, but]
10. a. They waited at least a half-hour.
b. The waiter never returned. [, but]
c. The maitre d’ would not look their way. [, and]

Writer’s Choice: Sentence Combining-Practice, Grade 11

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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 tenants declared a workday.
b. The tenants cleaned up the grounds. [and]
The tenants declared a workday and cleaned up the grounds.

■ 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 sentence b (and, in items 5 and 10, from sentence c as well).
1. a. Kenji watched a documentary on Ireland.
b. Kenji read the newspaper. [and]
2. a. Kenji watched a documentary on Ireland.
b. Kenji watched the evening news. [and]
3. a. Ursula knew him in the first grade at Boyson School.
b. Donna knew him in the first grade at Boyson School. [and]
4. a. Mr. Ruggiero was a demanding boss.
b. Mr. Ruggiero was a fair boss. [but]
5. a. Nick’s recipes have all been inexpensive.

b. Nick’s recipes have all been tasty. [yet]
c. Nick’s recipes have all been easy to fix. [and]

7. a. Highway 1 is narrow through that stretch.
b. Highway 1 is winding through that stretch.
8. a. Leticia was beginning to feel the cold.
b. Duane was beginning to feel the cold.
9. a. We had thoroughly enjoyed their visit.
b. We were anxious to have them leave.
10. a. They had found no work in Libertyville.
b. They had found little work in Preston.
c. They had found steady work in Cache Junction.

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Writer’s Choice: Sentence-Combining Practice, Grade 11

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6. a. We don’t know whether they’re coming at six o’clock.
b. We don’t know whether they’re coming at seven o’clock.


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. Lynne folded the letter.
b. Lynne sealed it in an envelope. [,]
c. Lynne searched the drawer for a stamp. [, and]
Lynne folded the letter, sealed it in an envelope, and searched the drawer for a stamp.

■ 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,
but, or or.
1. a. Gloria worked on the fence.
b. Sean worked on the fence. [,]
c. Their cousin James worked on the fence.
[, and]

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2. a. You may choose the chocolate mousse
for dessert.
b. You may choose the fresh strawberries
for dessert. [,]
c. You may choose the pecan pie for
dessert. [, or]
3. a. They laughed at the funny lines.
b. They cried at the sad lines. [,]
c. They chuckled at the silly lines. [, and]
4. a. He had searched the locker room for his
backpack.

b. He had searched his apartment for his
backpack. [,]
c. He had searched Ray’s car for his backpack. [, and]
5. a. You may write him.
b. You may call him. [,]
c. You may not communicate with him at
all. [, or]

6. a. They offered us food.
b. They offered us shelter. [,]
c. They offered us comfort. [, and]
7. a. The policy covers yearly
checkups.
b. The policy covers office visits.
c. The policy covers hospitalization.
8. a. She fed the baby before leaving
for work.
b. She bathed the baby before
leaving for work.
c. She rocked the baby before
leaving for work.
d. She did not sing to the baby
before leaving for work.
9. a. Her wallet dropped to the
floor.
b. Her checkbook dropped to
the floor.
c. Her loose change dropped to
the floor.
10. a.

b.
c.
d.
e.

He shopped at the market.
He prepared the food.
He cooked the dinner.
He did not serve the guests.
He did not do the dishes.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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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 politician was greeted by the crowd.
b. The politician was youthful.
c. The crowd was enthusiastic.
The youthful politician was greeted by the enthusiastic crowd.

■ 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. Three dumpsters stood at the end of the alley.
b. The dumpsters were large.
2. a. He tossed the bananas onto the compost heap.
b. The bananas were blackened.
3. a. An old wall separated their properties.
b. The wall was of stone.
4. a. She found a ring under the cushions.
b. The ring was old.
c. The cushions were of the sofa.

6. a. The child watched the dancers.
b. The child was fascinated.
c. The dancers were graceful.
7. a. For emphasis the man kept poking his finger into my chest.
b. The man was persistent.
c. The finger was his index one.
8. a. Two cans of olives sat on the shelf.
b. The cans were dented.
c. The olives were black.
d. The shelf was highest.
9. a.
b.
c.
d.
10. a.

b.
c.
d.
e.
4

Some carp rested in the shade of the leaves.
The carp were variegated.
The carp were Japanese.
The leaves were waterlily.
Music welled up from the grounds.
The music was stirring.
The music was martial.
The grounds were for parades.
The grounds were distant.

Writer’s Choice: Sentence-Combining Practice, Grade 11

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5. a. Shells were scattered across the floor.
b. The shells were from peanuts.
c. The floor was tile.


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 commas or
a coordinating conjunction.
a. The box contained two puppies.
b. The puppies were small and hungry. [and or ,]
The box contained two small and hungry puppies.
The box contained two small, hungry puppies.
Most compound adjectives that appear before a noun should be hyphenated.
a. The vegetables were put into the pot.
b. The vegetables were fresh frozen. [-]
The fresh-frozen vegetables were put into the pot.

■ Directions

Combine each cluster so that the new information (which is underlined in the first few items)
is incorporated as either a coordinate or a compound adjective.
1. a. He drew a breath.
b. The breath was long and deep. [,]
2. a. The soil was poor for gardening.
b. The soil was hard packed. [-]

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3. a. The soil was poor for gardening.
b. The soil was hard packed and bricklike.
4. a. She offered a choice of ravioli.
b. The ravioli was meat filled.
c. The ravioli was cheese filled. [or]
5. a. The path led into a dense woods.

b. The path was narrow and covered with leaves. [, . . . -. . . ]
6. a. A youngster watched me work.
b. The youngster was friendly and inquisitive.
7. a. The panther gave a warning.
b. The warning was deep and full throated.
8. a. She bought insurance for her car.
b. The insurance was full coverage and no fault.
9. a. The equipment is proving practical.
b. The equipment is energy efficient.
c. The equipment is wind powered.
10. a. Two children played on the bank.
b. The children were four years old.
c. The bank had a steep slope.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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

Set-off Adjectives and Other Modifiers

6

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 rolls were heaped in a basket.

b. The rolls were hot and yeasty.
The rolls—hot and yeasty—were heaped in a basket.
Hot and yeasty, the rolls were heaped in a basket.

■ 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. He crawled up from the ravine.
b. He was winded.
c. He was perspiring. [and]
2. a. She stood beside the fire.
b. She was tall and straight as a spear.
3. a.
b.
c.
d.

The players made their way to the locker room.
The players were spent.
The players were bruised. [and]
The players were pleased with their performance. [but]

5. a. Two heads of lettuce lay in the sink.
b. The lettuce was crisp and fresh from the garden.
6. a. He lifted the bowl of soup closer to his face.
b. The soup was savory and steaming hot.
7. a. The garden lay beyond the fence.
b. The garden was cool and inviting.

8. a. Ms. Stimson strode to the podium.
b. She was confident.
c. She was thoroughly prepared.
9. a. The boa constrictor slithered along the branch.
b. The boa was lithe.
c. The boa was rippling.
10. a. They ate apples and cheese.
b. The apples were crisp and juicy.
c. The cheese was sharp and crumbly.

6

Writer’s Choice: Sentence-Combining Practice, Grade 11

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4. a. The ewe nuzzled the newborn lamb.
b. The ewe was exhausted.


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 (coughed, actually) adds information about another
verb (laughed). 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.
a. He laughed—coughed, actually—at my joke.
b. She was a tough (some said ruthless) critic.
c. He was still a kid: a grown-up and at times jaded kid, but nevertheless a kid.

■ 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
(except for parentheses). Information added in the middle of a sentence requires a pair of
marks.
1. a. As an opponent he was persistent.
b. As an opponent he was one might say relentless.
2. a. He tossed the football toward me.
b. He essentially fired the football toward me.
3. a. It was disquieting to watch him leave.
b. It was even unnerving to watch him leave.
4. a. She called our names in a melodic voice.
b. She called our names in an almost operatic voice.

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5. a. Anna stepped from the porch.
b. Indeed, Anna plunged from the porch.
6. a. We felt satisfied with the decision.
b. We felt less than overjoyed with the decision.
c. We felt satisfied with the decision. [but]
7. a. Our quarters were satisfactory.
b. Indeed, our quarters were in some respects almost splendid.
8. a. Mr. Tanaka would usher the dog from the room.

b. Indeed, Mr. Tanaka would propel the dog from the room.
c. Mr. Tanaka would at times nearly hurl the dog from the room. [and]
9. a. He recited his poem and then gave us a smile.
b. He at least mouthed the words to his poem.
10. a. We cleaned the kitchen speedily.
b. [This is] not to say we cleaned it thoroughly.
c. But we certainly cleaned the kitchen speedily.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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. He was a consistent winner.
b. He was not always a magnanimous winner. [, if . . . ,]
He was a consistent, if not always magnanimous, winner.

■ 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. Fishing can be a pleasurable hobby.
b. Fishing is a costly hobby. [—but . . . —]
2. a. We tried to hide our feelings.
b. We were not always able to hide our feelings. [though]
3. a. It was a time of intensely emotional output for Arnold.
b. It was a time of meager output for Arnold. [if]
4. a. They promised to ask him for help.
b. If need be, they promised to plead with him for help. [or]
5. a. This is an adequate set of alternatives.
b. This is not [an] altogether desirable set of alternatives.

7. a. The children were willing workers in the shop.
b. The children were eager workers in the shop
c. The children were occasionally helpful workers in the shop.
8. a. He owed a debt to Ms. Ramirez.
b. He failed to acknowledge a debt to Ms. Ramirez.
c. He failed to acknowledge even to himself a debt to Ms. Ramirez.
9. a. They brought over a platter of fried chicken.
b. They refused to help us eat a platter of fried chicken.
10. a. She denies that she was in Fresno at the time.
b. Witnesses affirm that she was in Fresno at the time.

8

Writer’s Choice: Sentence-Combining Practice, Grade 11

Copyright © The McGraw-Hill Companies, Inc.

6. a. We spent two hours watching their slides.
b. We spent it seemed like six hours watching their slides.

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. We discussed two issues.
b. One issue was the cost.
c. One issue was the demand on our time. [and]
We discussed two issues, the cost and the demand on our time.

■ 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. Chocolate comes from the seeds of a tree.
b. The tree is the cacao. [, or :]
2. a. All three agreed on their favorite day of the week.
b. The day was Saturday. [, or —]
3. a. Most of her parents’ albums were by two groups.
b. The groups were the Rolling Stones and the Beatles. [, or — or :]
4. a. While in Utah they visited the capital.
b. The capital is Salt Lake City.
5. a. She had memorized two of Robert Frost’s poems.
b. They were “The Road Not Taken” and “Fire and Ice.”

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. John F. Kennedy was assassinated on November 22, 1963.
b. Kennedy was the thirty-fifth president of the United States. [— . . . —]
7. a. Yuki cooks gourmet meals as a hobby.
b. Yuki is a tax auditor. [( . . . )]
8. a. A bicycle is parked at the curb.
b. The bicycle was a gift from his parents.
9. a. Martha and Tom rarely talked politics.
b. Martha was a Tory.
c. Tom was a Whig.
10. a. Her husband was in the foreign service when they met.
b. Her husband is a short, affable man with a red beard.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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 dog got the attention.
b. The dog belonged to Rita. [’s]
c. The attention was of the ladies and the men. [’ + ’s]
Rita’s dog got the ladies’ and men’s attention.

■ Directions

Combine each cluster so that the underlined word or phrase in sentence b (and, for items 9
and 10, in sentence c) becomes a possessive noun form with an apostrophe in sentence a.
1. a. The antenna was broken.
b. The antenna was of the car. [’s]
2. a. The wind had dislodged the nests.
b. The nests were of birds. [’]
3. a. The essay was excellent.
b. The essay was written by Tony. [’s]
4. a. An uncle drove us to the soccer game.
b. He is the uncle of Yusuf. [’s]
5. a. The new car has air bags.
b. The new car belongs to the Rosses.

7. a. We have been studying history.
b. It is the history of our country.
8. a. The books were arranged in uniform rows.
b. The books belonged to the children.
9. a. The children are staying at the cabin.

b. The children are of the Williamses.
c. The cabin is owned by their grandparents.
10. a. A sister discovered the den.
b. She is the sister of Omar.
c. The den was made by foxes.

10

Writer’s Choice: Sentence-Combining Practice, Grade 11

Copyright © The McGraw-Hill Companies, Inc.

6. a. I asked to borrow a car.
b. It was the car of Lloyd and Renee.


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 choice offended the people.
b. The choice was of music.
c. The people were near the speakers.
The choice of music offended the people near the speakers.

■ Directions

Combine each cluster so that the new information (which is underlined in a few sentences) is
embedded after the noun.
1. a. An assortment lay on the counter.
b. The assortment was of nuts and bolts.
2. a. The fire marshal asked people to move.
b. The people were in the aisles.
c. The people were along the back of the hall.
[and]

Copyright © The McGraw-Hill Companies, Inc.

3. a. The meeting took place at the home.
b. The meeting was of the dog owners’
association.
c. The home was of my neighbor.
4. a.
b.
c.
d.

The woman granted the request.
The woman was in charge.
The request was for additional time.
The time was for mopping up.

10. a. A request had the committee
upset.

b. The request was for an
extension.
c. The extension was of the
deadline.
d. The deadline was for submitting bids.
e. The bids were on the new city
hall.
f. The committee was of city
planners.

5. a. The halo is a ring.
b. The halo is around the moon.
c. The ring is of ice crystals.
6. a. The magazine was the one Frieda had asked
about.
b. The magazine was on the stack.
c. The stack was near the computer.
7. a. The pencil is mine.
b. The pencil is in the old marmalade jar.
c. The marmalade jar is on the desk.
8. a.
b.
c.
d.

A flock landed nearby.
The flock was of ducks.
The ducks were from the marina.
The marina was below the old highway.

9. a. The confusion results from a disagreement.
b. The disagreement is about the definition.
c. The definition is of the terms.
Writer’s Choice: Sentence Combining-Practice, Grade 11

11


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

12

Verbal Phrases as Adjectives
Key Information
Certain verbal phrases—participial phrases and infinitive phrases—sometimes modify nouns. In such
cases they are acting as adjectives.
a. The car belongs to the people.
b. The car is parked in our driveway.
c. The people are visiting our neighbors.
The car parked in our driveway belongs to the people visiting our neighbors.
a. The need is apparent.
b. The need is about starting afresh. [to]
The need to start afresh is apparent.

■ 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. The players were elated.

b. The players were leaving the stadium.
2. a. Some building materials were stacked in the
garage.
b. The materials were left by the construction
workers.

4. a. The woman raised the issue.
b. The woman was standing next to me.
c. The issue had been downplayed by the
council at an earlier meeting.
5. a. The four boys ate the pizza.
b. The boys helped Dan move the appliances.
[-ing]
c. The pizza was delivered that morning.
6. a. The person is Katrina.
b. The person is credited with conceiving the
plan.
7. a. Two boys were the first to start a campfire.
b. They used kindling. [-ing]
8. a. An essay won the prize.
b. The essay was written by an eleventh-grader.
c. The eleventh-grader had recently arrived in
the United States.
d. The prize was given by a local service group.

12

Writer’s Choice: Sentence-Combining Practice, Grade 11

10. a. The child held a doll.

b. The child was sitting alone in
a room.
c. The room was marked
Playroom.
d. The doll was fashioned from
scraps of cloth.
e. The doll was held together by
strips of red ribbon.

Copyright © The McGraw-Hill Companies, Inc.

3. a. An agreement was reached.
b. The agreement was to submit the issue to
binding arbitration.

9. a. Emergency supplies were distributed to groups of refugees.
b. The supplies were flown in by
helicopter.
c. The groups hid in caves.
[-ing]
d. The groups huddled together
in the open.


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 removed the splinter.
b. The removal was careful. [-ly]
Carefully she removed the splinter.
She carefully removed the splinter.
She removed the splinter carefully.

■ 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.
9. a.
b.
c.
d.

1. a. Martha took on the project.
b. Martha was willing. [-ly]

Copyright © The McGraw-Hill Companies, Inc.

2. a. They left for Sumatra.
b. This was on June 14, 1962.
3. a.
b.
c.
d.

Jim searched the carpet.
The search was on his hands and knees.
The search was for his contact lens.
The search was frantic. [-ly]

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

She closes the windows in her bedroom.
This is customary. [-ly]
This is before going to bed.
This is to muffle the traffic noises.
This is to discourage break-ins. [and]

10. a.
b.
c.
d.
e.

The meeting was boring.
This was as usual.
This was according to Fritz.
This was despite the revised
agenda.
She put the baby down.

This was just before noon.
The putting down was gentle.
The putting down was loving.
This was after feeding him.

5. a. We cleaned our room.
b. The cleaning was thorough.
c. This was to prepare for tomorrow’s inspection.
6. a. The man in the restaurant laughed.
b. His laughter was hearty.
c. His laughter was loud.
7. a.
b.
c.
d.

Jennifer shot baskets.
This was later that evening.
This was in the backyard.
This was with her brother.

8. a.
b.
c.
d.
e.

They talked.
The talk was after the show.
The talk was long into the morning hours.

The talk was intimate.
The talk was about their hopes and ambitions.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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 milk is sour.
b. You just poured the milk.
The milk [that] you just poured is sour.
You just poured the milk that is sour.

■ 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. He spent all the money.
b. His uncle had left him the money. [that or no introductory word]
2. a. The woman was questioned by the audience.

b. The woman had given the lecture. [who]
3. a. The vehicles were impounded.
b. The vehicles were parked overnight. [that]
4. a. Harry never got the message.
b. Ramona had given the message to Sam. [that or no introductory word]
5. a. Joe’s neighbor asked to borrow the wheelbarrow.
b. The wheelbarrow was stored in the garage.

7. a. I had put a jar of mayonnaise in the cooler.
b. Our friends took the cooler with them to Mexico.
8. a. This is the box.
b. He kept her letters in the box.
9. a. Terry is the person.
b. The person was asked to organize the swim team.
10. a. I need a cookbook.
b. The cookbook contains a recipe for meat loaf.

14

Writer’s Choice: Sentence-Combining Practice, Grade 11

Copyright © The McGraw-Hill Companies, Inc.

6. a. Joe’s neighbor asked to borrow the wheelbarrow.
b. Joe lent me the wheelbarrow last week.


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 senator hasn’t responded.
b. I wrote to the senator. [whom or no introductory word]
The senator to whom I wrote hasn’t responded.
The senator [whom] I wrote to hasn’t responded.
The relative pronoun whose is used as a possessive pronoun in an adjective clause.
a. The woman felt proud.
b. Her design had been chosen. [whose]
The woman whose design had been chosen felt proud.

■ Directions

Use whom (or no introductory word) or whose to make sentence b an adjective clause
embedded in sentence a.
1. a. He’s a person.
b. Everyone likes the person immediately. [whom or no introductory word]
2. a. We can’t locate the woman.
b. Her car was damaged. [whose]
3. a. The children are headed home.
b. You just called their mother. [whose]

Copyright © The McGraw-Hill Companies, Inc.

4. a. The man is the new vice-president of sales.
b. You just asked him to get you a cup of coffee. [whom]
5. a. The boy is on the phone.

b. His mother manages the computer store.
6. a. Your assignment is to describe someone.
b. You trusted this person totally when you were a child.
7. a. Ali is a person.
b. You hear nothing but nice things about him.
8. a. They are the people.
b. I lived in their home while I was in France.
9. a. The man had been a chef.
b. We bought his kitchen equipment.
10. a. Barbara McClintock is the one.
b. Many consider her to be the greatest living geneticist.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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

A child

Verb

needs reassurance.

Subject

Phrase

Verb

A child enrolled in school for the first time and facing brand-new challenges needs reassurance.

■ 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. The instructions [is/are] not clear.
b. The instructions are for assembling the dresser.
2. a. The woman [was/were] waiting to be paid.
b. The woman had delivered the floral arrangements. [who]
3. a. A man [has/have] set up his display across the street.
b. The man is selling pumpkins and ears of flint corn.
4. a. Each of the applicants [has/have] something to learn from this.
b. They were disappointed by the decision.

6. a. The request [has/have] not been received in Trenton.
b. The request is for nine laser printers.
7. a. The program [begins/begin] with a piano solo.
b. The program features all the new music students. [-ing]

8. a. One of the students [feels/feel] ill.
b. The students are responsible for cleaning up after the dance.
9. a. A listing [includes/include] the names of Maria and David.
b. The listing is of those who were accepted into the honor society.
10. a. A display [was/were] insured for a million dollars.
b. The display featured the instruments of three rock groups.

16

Writer’s Choice: Sentence-Combining Practice, Grade 11

Copyright © The McGraw-Hill Companies, Inc.

5. a. The collection [was/were] quite valuable.
b. The collection was of paintings from famous galleries.


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, dashes or parenthesis.
a. Columbus was a relative latecomer to this continent.
b. He is credited with discovering the Americas. [, who . . . ,]
Columbus, who is credited with discovering the Americas, was a relative latecomer to this continent.

■ 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. Oregon and Washington are separated by the Columbia River.
b. The Columbia empties into the Pacific near Astoria, Oregon. [, which]
2. a. Mr. Toscanelli had also studied mathematics.
b. He was a musician by profession. [, who . . . ,]
3. a. Jack’s sourdough bread takes three days to prepare.
b. Jack is famous for his sourdough bread. [—for which . . . —]
4. a. Rosa Parks was working as a seamstress in 1955.
b. Her simple act helped end segregation. [(whose . . . )]

Copyright © The McGraw-Hill Companies, Inc.

5. a. Bernard has a reputation as a world-class skier.
b. Bernard was named head of the ski team. [who]
c. The local experts have long admired him. [and + whom]
6. a. On Monday she wants the final draft.
b. The final draft must be letter-perfect.
7. a. The final draft is due Monday.
b. She says the final draft must be letter-perfect.
8. a. Ms. Pearson was in no mood to celebrate.
b. The judge had ruled against Ms. Pearson.
9. a. He is an expert on bird behavior.
b. I know absolutely nothing about bird behavior.
10. a. She often thought of Francis.
b. She had dated him in high school.
c. She had learned to drive in his old car.

Writer’s Choice: Sentence Combining-Practice, Grade 11

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’d planned to sit. [Where . . . ,]
b. Two women were now playing cards.
Where he’d planned to sit, two women were now playing cards.

■ 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 sentence 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 awoke. [When . . . ,]
b. The sky was almost light.
2. a. They had picked out all the burs. [After . . . ,]
b. They bathed both dogs in a large tub.
3. a. She finished her homework. [As soon as . . . ,]
b. The power failed.

4. a. He travels on the Mediterranean coast. [Wherever]
b. He feels at home.

6. a. The maples and aspens left off. [Where]
b. The pines took over.
7. a. Louise was on the phone.
b. Kevin brought in her gift.
8. a. He opened the door to leave.
b. The phone rang.
9. a. He began to lose his balance.
b. He began to topple from the log into the river.
c. She grabbed the back of his jacket.
10. a. Manuel had washed the final load. [After]
b. He had put it into the dryer. [but + before]
c. He found two more pairs of dirty socks.

18

Writer’s Choice: Sentence-Combining Practice, Grade 11

Copyright © The McGraw-Hill Companies, Inc.

5. a. He was eleven years old. [Until]
b. He had never seen a zebra.


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. The cousins welcomed them. [Though]
b. They felt a bit self-conscious.
Though the cousins welcomed them, they felt a bit self-conscious.
They felt a bit self-conscious, though the cousins welcomed them.
They felt, though the cousins welcomed them, a bit self-conscious.

■ Directions

Combine each cluster by making sentence a subordinate to sentence b. (For items 7–10, sentences a and b should be subordinated to sentence 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. Her thigh cramped after the twelfth mile. [Although . . . ,]
b. She completed the marathon.
2. a. He lacked experience. [, even though . . . ,]
b. Jason proved to be their most productive worker.
3. a. He had very little time to spare.
b. Ray drove his sister to school.

Copyright © The McGraw-Hill Companies, Inc.

4. a. They succeeded in controlling the infestation this year.
b. There’s still next year to worry about.
5. a. Its summers are hot and dry.
b. Santa Fe attracts tourists.
6. a. The city set aside another five hundred acres for landfill.

b. The solid-waste problem was far from solved.
7. a. They started an hour earlier than scheduled.
b. They quit two hours later than usual. [and]
c. They didn’t finish roofing the garage on Saturday.
8. a. He was asthmatic and frail as a child.
b. He suffered from malnutrition in his early teens.
c. He lived to be ninety-five.
9. a. She had meager savings.
b. She had lucrative offers from several large corporations.
c. She chose to work for a small nonprofit organization.
10. a. They can’t get funding. [, even if . . . ,]
b. They find it difficult to get city approval. [and]
c. The neighbors want to renovate the abandoned store.

Writer’s Choice: Sentence Combining-Practice, Grade 11

19