THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY
DEPARTMENT OF THE THEORETICAL ASPECTS OF ENGLISH №1
Course paper on Theoretical Grammar
Theme: Complex sentence in English
Scientific advisor :
Group: 1934
Djabbarova Kizlarkhon
Abdullaxatovna
Name of the student:
Nizamatdinova Arukhan
Mrs Jamiliya
Tashkent 2021
Илмий раҳбар томонидан берилган
ТАҚРИЗ
Исми, шарифи ________________________________________________________________
________________________________________________________ фанидан ёзган курс иши
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Мазкур курс иши якунланган деб ҳисоблайман ва уни ҳимояга тавсия этаман.
Тақризчи _________________________
____________
(исми, шарифи)
(имзо)
“____”____________ 2020 йил
6
“Тасдиқлайман”
__________Кафедра мудири
“____”_________2021 йил
КУРС (иши) ЛОЙИҲАСИ
Гуруҳ ______ талаба ____________________________ Раҳбар_________________________
ТОПШИРИҚ
1. Ишлайдиган лойиҳа (мавзу) _______________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Бошланғич маълумотлар__________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Қўлланмалар __________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Чизма қисмининг тузилиши ______________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Ёзма қисмининг тузилиши ________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. Қўшимча вазифа ва кўрсатмалар ___________________________________________
7. Курс (иши) лойиҳасини бажариш режаси
1
2
3
4
Ҳимоя
Complex sentence in English
CONTENTS:
Pages
INTRODUCTION
2
MAIN PART
4
CHAPTER I. Syntax minor and word its subject matter
4
I.1. Syntax minor, sentence and its theory
4
I.2. Structural types of sentences
6
I.3. Complex sentence and its syntactical structure
I.4. Semantic types of Complex Sentences in English
I.5. Morphological features of Complex Sentence
CHAPTER II. Practical examples on the usage of “Complex
Sentence”
CHAPTER III. Morphological and syntantic analysis
CONCLUSION
REFERENCES
5
INTRODUCTION
On 19th May in 2021, The President of the Republic of Uzbekistan
Sh.M.Mirziyoyev signed a Decree No 5117 “On measures to raise activities to
promote the learning of foreign languages in the Republic of Uzbekistan to a
qualitatively new level. He put as its main objectives:
- From September 1, 2021, the President's Cup is being established to reward
schools that have achieved the best results in teaching foreign languages.
- From January 1, 2022, employees of all levels of government bodies who have
a national and corresponding international certificate in foreign languages will begin
to receive an additional supplement in the amount of 20% of the official salary.
- Since 2022, knowledge of a foreign language is a mandatory qualification
requirement for an applicant when applying for a job in government agencies and
appointing to higher positions.
- Since 2022 in districts (cities) on the basis of secondary educational
institutions, 207 schools will be formed, specialized in teaching foreign languages;
The above mentioned problems and issues on the reforms in Uzbekistan shows
the actuality of writing this course paper in the sphere of English Language
Teaching.
The subject matter
The object matter
Syntax is one of the major components of grammar. As Noah Chomsky said : “
Syntax is the study of the principles and processes by which sentences are
constructed in particular languages1.” It becomes obvious that syntax is basement
of all languages, which enables us to construct sentences correctly and understand
different types of producing sentences in different languages. Along with Harry
Mathews highlighted : “ Syntax and vocabulary are overwhelming constraints – the
1
Noah Chomsky “ Syntactic Structure”, 2002, New York
6
rules that run us. Language is using us to talk – we think that using the language, but
language is doing the thinking, we are its slavish agents.”
The aim of this course paper is consider syntax minor and its subject matter, to
identify structural types of sentences, classify complex sentence according to
syntactical structure, and to study semantic types and morphological features of
complex sentence.
To reach the aim of the course paper I put forward the following tasks:
- elaboration of theoretical material on Syntax-minor;
- classification of structural types of sentences;
- investigate Complex Sentences and its syntactical structure;
- to define semantic types of Complex Sentences;
- to describe morphological features of Complex Sentences;
- to analyze theories on practice;
- to do morphological and syntactic analysis;
The main sources of the course paper consist of theoretical and practical
books on English grammar by the authors such as: V.L.Kaushanskaya “A grammar
of the English Language” and other internet sources.
Besides that I have collected data from scientific articlesand internet sources
The practical importance of the course paper is that, the practical results and
conclusion can be used in seminars on Theoretical Grammar.
The theoretical importance of this course paper is that, the theoretical position
can be used in scientific works besides, that they may be used delivering lectures
on Theoretical Grammar of the English Language.
7
MAIN PART
Chapter I. Syntax minor and word, its subject matter
I.1. Syntax minor, sentence and its theory
The word “syntax” comes from the Ancient Greek for “coordination” or “ordering
together.” In spoken and written language, syntax refers to the set of rules that
determines the arrangement of words in a sentence.
Syntax is one of the major components of grammar. It's the concept that enables
people to know how to start a question with a question word ("What is that?"), or
that adjectives generally come before the nouns they describe ("green chair"),
subjects often come before verbs in non-question sentences ("She jogged"),
prepositional phrases start with prepositions ("to the store"), helping verbs come
before main verbs ("can go" or "will do"), and so on.
When it comes to English syntax, there are four baseline rules to keep in mind:
1. A complete sentence requires a subject and a verb and expresses a
complete thought. This is also called an independent clause. A sentence
without a subject and a verb is considered a fragment.
2. Separate ideas generally require separate sentences. A sentence
containing multiple independent clauses that are improperly joined is
considered a run-on sentence.
3. English word order follows the subject-verb-object sequence. (It’s
usually the same in French and Spanish.)
4. A dependent clause contains a subject and a verb—but it doesn’t express
a complete thought.
8
The syntactic level is divided into two: syntax – minor and syntax – major.Syntaxminor deals with the sentence and its structure. Syntax-major deals with the text
and its structure.
The term "Syntax - minor" is common one for both language and speech levels and
their unit "sentence" is also one common term for language and speech.2
The abstract notion "sentence" of language can have concrete its representation in
speech which is also called “sentence” due to the absence of the special term.
Example: “An idea of John’s writing a letter” on the abstract language level can have
its concrete representation in speech: John writes a letter. A letter is written by John.
Since one and the same idea is expressed in two different forms they are called "allo
- sentences". Some authors call them grammatical synonyms. Thus, sentence is
language and speech units on the syntax - minor level, which has a communicative
function.
The basic unit of syntax - minor i.e. sentence often consists of some word -groups
(or word - combinations):
The roundness of the earth is known all over the world. 1 .The sentence consists of
two distinct word - combinations: "the roundness of the earth" and "is known all
over the world". The same word - combinations may be used without any change in
other sentences. The teacher explained the pupils the roundness of the earth. This
means that word - combinations can be studied as a separate unit. 2. In utterances
there may be simple sentences like "It was dark", "It began to rain". Sometimes they
may be joined together, depending on the intensions of the speakers, as for example:
(a) It was dark, and it began to rain. (b) When it was dark, it began to rain. Though
the structure of constituting sentences are identical when they are joined together the
structure of joined units (a) and (b) are different. This means that such units (which
are traditionally called composite or compound/complex sentences) may be also
2
A.T.Iriskulov “Thereotical grammar” Tashkent 2006
9
studied separately. Thus syntax - minor deals with simple sentences, with a smaller
unit than the simple sentence i.e. word combinations and with the bigger unit than
the simple sentence - composite sentences. In the same way the level syntax - major
can be explained. The unit of this level is text - the highest level of language and
speech. "Syntax- major" represents both language and speech levels due to the
absence of separate term as well as "text" is used homogeniously for both language
and speech units.
Three parts of Syntax
1. Syntax of parts of speech (word combinations, syntagmatics) studies combinability of
words (syntactic valency)
2. Syntax of the sentence (inner structure, communicative types of sentences,
predication and modality, semantics and synonymic transformations)
3. Syntax of the text (rules of adapting the sentence into the context)
I.2. Structural types of sentences
A sentence is the basic unit of written communication.
A sentence must have 3 elements:
- A subject
- A main verb
- A complete thought
The sentence is the immediate integral unit of speech built up of words according to
a definite syntantic pattern and distinguished by a contextually relevant
communicative purpose.3
A sentence is a unit of speech whose grammatical structure conforms to the laws of
the language and which serves as the chief means of conveying a thought.
3
M.Y.Blokh “A Course in English Theoretical Grammar”, 1983, Moscow
10
A sentence is not only a means of communicating something about reality but also
a means showing the speaker’s attitude to it.4
There are four types of English sentence, classified by their purpose:

declarative sentence (statement)

interrogative sentence (question)

imperative sentence (command)

exclamative sentence (exclamation)
Sentence types are sometimes called clause types.
form
function
example
final
sentence
punctuation
(clause)
1
declarative
statement: It tells us
John likes Mary.
.
question: It asks us
Does Mary like
?
something
John?
command: It tells us
Stop!
to do something
Close the door.
something
2
3
4
interrogative
imperative
B.A.Ilyish “The Structure of Modern English”, Moscow, 1971
11
! or .
4
exclamative
exclamation:
It
expresses surprise
What a funny
!
story he told us!
(form = structure / function = job)
1. Declarative Sentence (statement)
Declarative sentences make a statement. They tell us something. They give us
information, and they normally end with a full-stop/period.5
The usual word order for the declarative sentence is:

subject + verb...
Declarative sentences can be positive or negative. Look at these examples:
positive
negative
I like coffee.
I do not like coffee.
We watched TV last night.
We did not watch TV last night.
Declarative sentences are the most common type of sentence.
2. Interrogative Sentence (question)
5
Seely, John. Grammar for Teachers. Oxpecker, 2006
12
Interrogative sentences ask a question. They ask us something. They want
information, and they always end with a question mark.
The usual word order for the interrogative sentence is:

(wh-word +) auxiliary + subject + verb...
Interrogative sentences can be positive or negative. Look at these examples:
positive
negative
Do you like coffee?
Don't you like coffee?
Why did you go?
Why didn't you go?
3. Imperative Sentence (command)
Imperative sentences give a command. They tell us to do something, and they end
with a full-stop/period (.) or exclamation mark/point (!).
The usual word order for the imperative sentence is:

base verb...
Note that there is usually no subject—because the subject is understood, it is YOU.
Imperative sentences can be positive or negative. Look at these examples:
positive
negative
13
Stop!
Do not stop!
Give her coffee.
Don't give her coffee.
4. Exclamative Sentence (exclamation)
Exclamative sentences express strong emotion/surprise—an exclamation—and
they always end with an exclamation mark/point (!).
The usual word order for the exclamative sentence is:

What (+ adjective) + noun + subject + verb

How (+ adjective/adverb) + subject + verb
Look at these examples:

What a liar he is!

What an exciting movie it was!

How he lied!

How exciting the movie was!
The four types of sentence structures are simple, compound, complex, and
compound-complex. The quantity and arrangement of clauses determines the
makeup of each type of sentence structure. A clause is a grouping of words with
both a subject and a verb that can (but doesn’t always) form a sentence. If the clause
can form a complete thought on its own, it’s considered an independent clause. If
the clause depends on another part of the sentence to complete the thought it
expresses, it’s called a dependent clause. For example, “when he got home from
14
school” is a dependent clause. It isn’t a complete thought even though it contains a
subject and a verb.6
Simple Sentence
In a simple sentence, there’s only one independent clause. “I like coffee” and “Dave
works at the library” are both examples of simple sentences. They each contain one
subject (I and Dave) and one verb (like and works).
Compound Sentence
A compound sentence contains two independent clauses linked by a conjunction.
“The dog ran around in the backyard, and now he’s taking a nap” is a compound
sentence. Both of the clauses are complete thoughts, and could stand alone if the the
conjunction (and) was removed.
Complex Sentence
A complex sentence links one independent clause with at least one dependent clause.
A common example of this type of structure is the if/then sentence. For example,
“If I won the lottery, then I would buy a new car” is a complex sentence. If I won
the lottery is a dependent clause that can’t stand alone because it’s not a complete
thought. When you add a comma and the independent clause then I would buy a new
car, it becomes complex.
Compound-Complex Sentence
In a compound-complex sentence, there’s more than one independent clause and at
least one dependent clause. For example, “Randy is in a band, but he’s the singer
because he can’t play an instrument.” This is a compound-complex sentence. It
contains two independent clauses (Randy is in a band and he’s the singer) and one
dependent clause (because he can’t play an instrument).
Different sentence structures are determined by the number of independent and
dependent clauses. One independent clause is a simple sentence. Two independent
clauses is a compound sentence. One independent clause and at least one dependent
6
https://www.thesaurus.com/e/grammar/what-are-the-types-of-sentence-structures/
15
clause make a complex sentence. A compound-complex sentence is made up of two
or more independent clauses and at least one dependent clause.
I.3. Complex sentence and its syntanctical structure
A complex sentence consists of a principal clause and one or more subordinate
clause.7
Clauses in a complex sentence may be linked in two ways:
1. Syndetically, i.e. by means of subordinating conjunctions or connectives.
There is a difference between a conjunction and a connective. A conjunction only
serves as a formal element connecting separate ideas, whereas a connective serves
as a connecting link and has at the same time a syntactic function in the subordinate
clauses it introduces.
2. Asyndetically, i.e. without conjunction or connective.
A subordinate clause may follow, precede, or interrupt the principal clause.
A complex sentence may contain two or more homogeneous clauses coordinated
with each other.
A subordinate clause may be subordinated to the principal clause or to another
subordinate clause. Accordingly we distinguish subordinate clauses of the first,
second, third, etc. degree of subordination.
According to their grammatical function subordinate clauses are divided into
subject, predicative, attributive, object, and adverbial clauses.
Criteria
7
Description
V.L.Kaushanskaya “A grammar of the English Language”, Moscow, 2008
16
Invariant-
1) 2 or more predicative lines,
sentence
2) the main and subordinate clauses, transformational index (Т conj.),
3) the lexical markers in the main clause defining the type of the subordinate;
4) sequence of tenses
subordinate connection between elements is realized:

syndetically (coordinative conjunctions, connectives, conjunctive
adverbs);

The
models
asyndetically;
main 1) Subject clauses perform the function of subject to the predicate of the
principal clause. Attention should be paid to the peculiar structure of the
principal clause, which in this case has no subject, the subordinate clause
serving as such.
If a subject clause follows the principal clause the so-called introductory /'/ is
used in the principal clause.
2) Predicative clauses perform the function of a predicative, peculiarity of
complex sentences with a predicative clause is th< the principal clause we
find only part of the predicate, i. e. a link \ which together with the predicative
clause forms a compound nom predicate.
3) Object clauses perform the function of an object to the predicate-verb of
the principal clause.
An object clause may also refer to a non-finite form of the verb, to an
adjective, or to a word belonging to the part of speech expressing state.
4) Attributive clauses serve as an attribute to a noun (pronoun) in the
principal clause. This noun or pronoun is called the antecedent of the clause.
According to their meaning and the way they are connected with the principal
clause attributive clauses are divided into relative and appositive ones.
17
Attributive relative clauses qualify the antecedent, whereas attributive
appositive clauses disclose its meaning. Attributive relative clauses are
joined to the principal clause syn-detically — by means of connectives, and
asyndetically; attributive appositive clauses only syndetically — by means of
conjunctions.
Attributive appositive clauses disclose the meaning of the antecedent,
which is expressed by an abstract noun. An attributive appositive clause is
not separated from the principal clause by a comma.
Appositive
clauses
are
chiefly
introduced
by
the
conjunction that, occasionally by the conjunction whether or by the
adverbs how and why. They are not joined to the principal clause
asyndetically.
Adverbial clauses performs the function of an adverbial modifier. It can
modify a verb, an adjective or an adverb in the principal clause.
expressed
semantico
corresponding the model of the complex sentence; the type of connection
– doesn’t influence either on the expressed relations or presented model.
syntactic
relations
types
complex
of Of close structure
Of open structure
sentences
Types
of hypotaxis (subordination)
construction
Types of clause 1) syndentically (by means of conjunctions that, if, whether)
connection
2) by
means
of the
connectives who,
which,
Transformation pronouns), where, when, how, why (conjunctive adverbs).
potential
18
what (conjunctive
3) asyndentically (in this case the subordinate clauses are not separated from
the principal by a comma; typical to the predicative clauses coordinated with
each other.
1) the positional exchange between the main and the subordinate
clause(functional variants)
The adverbial clauses of concession, result, manner and comparison don’t
have the functional variants.
2. The lexical markers in the main clause requiring the usuage of the
separate mood in the subordinate.
Syntactic compression
A) THE SEQUENCE OF VERBS IN COMPLEX SENTENCE
The sequence of tenses is a certain dependence of the tense of the verb in a
subordinate clause on that of the verb in the principal clause: if the verb in the
principal clause is in one the past tenses, a past tense (or future in the past) must be
used in the subordinate clause.8
I thought you had better sense. (Dreiser)
I always thought it would come to this.
It is implied in the rule of the sequence of tenses that if a present or future tense is
used in the principal clause, any tense required by the sense can be used in the
subordinate clause:
I’ve seen which way the wind is blowing.
8
V.L. Kaushanskaya “A grammar of the English language”, Moscow, 2008
19
If the past action expressed in the subordinate clause is simultaneous with that
expressed in the principal clause, the Past Indefinite or the Past Continuous is used
in the subordinate clause:
I thought you had more courage than this .
If the action expressed in the subordinate clause lasted a certain time before the
action expressed in the principal clause, the Past Perfect Continuous or the Past
Perfect is used in the subordinate clause.
He realized that the old life he had lived in that city since boyhood was ended.
If the action expressed in the subordinate clause is posterior to that principal clause
the Future in the Past is used.
He know they would read the book the following year.
If there are several subordinate clauses in a sentence, the rule of the sequence of
tenses is observed in all of them.
At the weeks went by … he began to believe that she had been able to think of her
girlish fancy that Arthur was in love with her and would marry her as a folly of
which she was timely cured.
It should be noted that the rule of the sequence of tenses is observed after verbals if
they depend on a finite verb in the past tense:
Cowperwood stood by his desk … wondering where she should get one hundred
thousand dollars.
The main sphere where the sequence of the tenses is applied is object clauses:
Harris said he knew what kind of place I meant. (Jerome)
The sequence of tenses is not observed if the object clause expresses a general truth:
20
The pupils knew that water consists of oxygen and hydrogen.
The sequence of tenses is often not observed if something is represented as habitual,
customary, or characteristic.
He asked the guard what time the train usually starts.
The sequence of tenses does not concern attributive relative clauses and adverbial
clauses of cause, result, comparison, and concession.
He didn’t go to the cinema last night because he will have an exam tomorrow.
The sequence of tenses is generally observed in subject clauses and predicative
causes:
What he would do was of no importance.
It is also observed in appositive attributive clauses:
She had a sickening sense that life would go on in this way.
I.4. Semantic types of Complex Sentence in English
While a compound sentence is made by combining independent clauses, a complex
sentence is made by combining an independent clause with one or more subordinate
clauses (also called dependent clauses).
A subordinate clause, like an independent clause, has a subject and a verb, but unlike
an independent clause, it cannot stand alone as a sentence. Subordinate clauses
begin with certain words or short phrases called subordinating words (also known
as dependent words, or subordinating/subordinate conjunctions).
The semantic relationship between two clauses is determined by the conjunction
used. The following are types of relationships that can be formed and the
conjunctions that connect them:
21
Time
after, as soon as, as long as, before, once, still, until, when,
whenever, and while, now, that, till
Place
where, wherever, and whereas
Cause (reason)
as, because, in order that, since, for fear, for the reason that
and so that
Purpose
to, in order to, that, lest and so as to
Condition
even if, if, in case, provided that, suppose, on condition that
and unless
Concession
although, however, whoever, whatever, whichever, as
though, in spite of the fact and even though
Result
so, so … that, and such … that, as a result
Manner
as if, as though
Comparison
As … as, that, as, not so … as, just as, though, whereas, in
contrast to, and while
A clause may precede the clause to which it is subordinated or follow it. In the first
case it is separated from the principal clause by a comma, in the second, as a rule,
no comma is used. A subordinate clause may also interrupt the principal clause, in
which case a comma is used at the beginning and at the end of it.
If we have two or more homogeneous subordinate clauses they are separated from
each other by a comma.
A clause of time shows the time of the action expressed in the principal clause. 9
9
https://studopedia.su/10_46044_The-main-types-of-adverbial-clauses.html
22
In some cases a clause of time introduced by the conjunction as has the meaning of
the gradual development of a process.
A clause of place shows the place of the action expressed in the principal clause.
A clause of cause (reason) shows the cause of the action expressed in the principal
clause.
A clause of purpose state the purpose of the action expressed in the principal clause.
A clause of condition state the condition which is necessary for the realization of
the action expressed in the principal clause.
A clause of concession denotes the presence of some obstacle which nevertheless
does
not
hinder
the
action
expressed
in
the
principal
clause.
The
conjunction as introduces clauses of concession in which the predicative stands
first.
A clause of result denote the result of the action expressed in the principal clause.
Very often clauses of this type have an additional meaning of degree. Adverbial
clauses of pure result are introduced by the conjunction so that; they are usually
separated from the principal clause by a comma.
Clauses of result with an additional meaning of degree are introduced by the
conjunction that; in these cases we find the adverb so or the demonstrative
pronoun such in the principal clause. Such clauses are not separated from the
principal clause by a comma.
A clause of manner characterize in a general way the action expressed in the
principal clause. In clauses of manner the idea of comparison is often implied.
A clause of comparison denote an action with which the action of the principal
clause is compared.
23
I.5. Morphological features of Complex sentences
B) THE CONJUNCTION
The conjunction is a part of speech which denotes connections between objects and
phenomena. It connects parts of sentences, clauses, and sentences.10
According to their morphological structure conjunctions are divided into following
groups:
1. Simple conjunctions (and, or, but, till, after, that, so, where, when, etc)
Some of the simple conjunctions are homonymous with prepositions, adverbs, and
pronouns.
2. Derivative conjunctions (until, unless, etc.)
3. Compound
conjunctions
(however,
whereas,
wherever,
etc.)
These
conjunctions are few.
4. Composite conjunctions (as well as, as long as, in case, for fear (that), on the
ground that, for the reason that, etc)
Some conjunctions are used in pairs (correlatively): both … and, either … or, not
only … but (also), neither … nor, whether … or.
As to their function conjunctions fall under two classes:
1. Coordinating conjunctions;
2. Subordinating conjunctions;
Coordinating conjunctions join coordinate clauses in a compound sentence, or
homogeneous parts in a simple sentence, or homogeneous subordinate clauses in a
complex sentence, or independent sentences.
10
V.L.Kaushanskaya “A grammar of the English Language”, Moscow, 2008
24
Subordinating conjunctions generally join a subordinate or dependent clause to a
principal clause, or adverbial modifiers to the predicate in a simple sentence, or
sometimes they join homogeneous parts.
Subordinating conjunctions may introduce subject clauses, object clauses,
predicative clauses, adverbial clauses, and attributive clauses.
Many of the subordinating conjunctions introduce different kinds of clauses. For
instance that may introduce subject clauses, predicative clauses, object clauses,
adverbial clauses of purpose and of result.
The conjunction if introduces object clauses and adverbial clauses of condition.
The conjunction as introduces adverbial clauses of time, of cause, and of
comparison.
The conjunction while may express both coordination and subordination. It may be
a coordinating adversative conjunction or a subordinating conjunction of time.
Subordinating conjunctions may also be used in simple sentences. They join
adverbial modifiers to the predicate of the sentence. Conjunctions of comparison,
such as as if, though used in simple sentences.
Subordinating conjunctions of time are rarely used in simple sentences. In that case
they are mostly used with particles.
Only rarely does a subordinating conjunction join homogeneous members.
25
CHAPTER II. PRACTICAL EXAMPLES ON THE USE OF “COMPLEX
SENTENCE”
II.1. a) The man called the boy suddenly.
Subject + Verb + Object + Adjunct (adverb)
b) The man suddenly called the boy.
Subject + Adjunct (adverb)+ Verb + Object
c) Suddenly the man called the boy.
Adjunct (adverb)+ Subject + Verb + Object
We know that English word order follows the subject-verb-object sequence. By
rearranging just one word in the sentence, a varied syntax is formed. Each is
grammatically correct and acceptable English language form. As you can see mostly
the adjunct (suddenly) is mobile, it could come at the beginning, at the end or in the
middle of sentences.
26
II.2. Structural types of sentences (examples)
1. Jane Austen was born on December 16, 1775.
Subject + Verb … .
Type of sentence: declarative (it gives us information and ends with (.) a fullstop), positive (+)
2. Did Taylor remember to let the dog out?
(Wh-word) + auxiliary + subject + verb
Type of sentence: Interrogative ( it asks something and always ends with a
question mark, positive (+)
3. Please sit down.
Base verb …
Type of sentence: Imperative ( it makes a request and ends with a full-stop (.) ),
positive (+)
3. What an exciting movie it was!
What (+adjective) + noun + subject + verb
Type of sentence: Exclamative (it express strong emotion / surprise – an
exclamation – and always ends with an exclamation mark (!) )
5. The bagels smell and taste fresh.
Subject + Compound Verb …
Structural type of sentence : Simple Sentence ( it contains a subject (“bagels”)
and a compound verb (“smell” and “taste”).
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1. Tom and Mary walked to the store.
Compound Subject + Verb …
Structural type of sentence : Simple Sentence ( it consists compound subject
Tom and Mary, and the predicate is “walked to the store,” with “walked” as the
verb.)
2. The car drove fast and erratically.
Subject + Verb + Compound Adverb
Structural type of sentence : Simple Sentence ( it has a single subject (“car”), a
single verb (“drove”), and a compound adverb (“fast” and “erratically”) in its
predicate.)
4. “Be yourself; everyone else is already taken.” —Oscar Wilde
A compound sentence: 2 independent sentences combined with a semicolon.
5.“Nature does not hurry, yet everything is accomplished.” —Lao Tzu
1 Independent clause + 1 independent clause
A compound sentence: 2 independent sentences joined together with coordinating
conjunction yet.
The yet conjunction is similar to but. It means something like but at the same
time; but nevertheless; but in spite of this. As with but, there is a contrast between
the clauses.
6.“You will face many defeats in life, but never let yourself be defeated.” —Maya
Angelou
1 Independent clause + 1 independent clause
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A compound sentence: 2 independent sentences joined together with coordinating
conjunction but. We use the but conjunction to introduce a clause that contrasts
with the preceding clause
8. There was a big bang and the lights went out.
1 Independent clause + 1 independent clause
A compound sentence: we use and to join two clauses when the second clause
happens after the first clause.
9. Will Mary go, or will John go?
1 Independent clause + 1 independent clause
A compound sentence: we use the or conjunction to join two alternative clauses.
10.Mary never wrote the letter, nor did she call him.
1 Independent clause + 1 independent clause
A compound sentence: we use the nor conjunction to join two alternative clauses
when the first clause uses a negative such as neither or never. In this case both
clauses are untrue or do not happen.
10. He felt cold, for it was snowing.
1 Independent clause + 1 independent clause
A compound sentence: we use the for conjunction (meaning something
like because) to join two clauses when the second clause is the reason for the first
clause.
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11. He was feeling sick, so he went to the doctor.
1 Independent clause + 1 independent clause
A compound sentence: the so conjunction means something like therefore; and for
this reason. We use so to join two clauses when the first clause is the reason for the
second clause
12. “It doesn’t matter how slowly you go as long as you don’t stop.” —Confucius
1 Independent clause + 1 subordinate clause
Complex sentence : 1 independent clause joined with dependent clause with
subordinate conjunction as long as.
Punctuation : no comma ( because independent clause comes first before
dependent clause)
13. “It is an ironic habit of human beings to run faster when they have lost their
way.” —Rollo May
1 Independent clause + 1 subordinate clause
Complex sentence : 1 independent clause joined with dependent clause with
subordinate conjunction when.
Punctuation : no comma ( because independent clause comes first before
dependent clause)
14. “Because things are the way they are, things will not stay the way they
are.” —Bertolt Brecht
1 Subordinate clause + 1 independent clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction because.
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Punctuation: ( , ) a comma needed ( as dependent clause comes first before the
independent one)
15. Although he was wealthy, he was still unhappy.
1 Subordinate clause + 1 independent clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction although.
Punctuation: ( , ) a comma needed ( as dependent clause comes first before the
independent one)
16. She returned the computer after she noticed it was damaged.
1 Independent clause + 1 subordinate clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction after.
Punctuation : no comma ( because independent clause comes first before
dependent clause)
17. Whenever prices goes up, customers buy less products.
1 Subordinate clause + 1 independent clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction whenever.
Punctuation: ( , ) a comma needed ( as dependent clause comes first before the
independent one)
18. As she was bright and ambitious, she became a manager in no time.
1 Subordinate clause + 1 independent clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction as.
Punctuation: ( , ) a comma needed ( as dependent clause comes first before the
independent one)
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19. Wherever you go, you can always find beauty.
1 Subordinate clause + 1 independent clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction wherever.
Punctuation : ( , ) a comma needed ( as dependent clause comes first before the
independent one)
20. The actor was happy he got a part in a movie even though the part was small.
1 Independent clause + 1 subordinate clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction even though.
Punctuation: no comma (because independent clause comes first before
dependent clause)
21. I have to save this coupon in case I come back to the store tomorrow.
1 Independent clause + 1 subordinate clause
Complex sentence: 1 independent clause joined with dependent clause with
subordinate conjunction in case.
Punctuation: no comma (because independent clause comes first before
dependent clause)
22. Kate doesn’t like cartoons because they are loud, so she doesn’t watch them.
1 Independent clause + 1 subordinate clause + 1 Independent clause
This sentence has two independent clauses and one dependent clause. The
dependent clause “because they are loud” cannot stand on its own as a complete
sentence; it is dependent. The independent clauses “Kate doesn’t like cartoons”
and “she doesn’t watch them” can be complete sentences on their own.
23. Even though she was tired, Abby knew she had to finish the race and she ran to
meet her team.
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1 subordinate clause + 1 Independent clause + 1 Independent clause
Compound-complex sentence: 2 independent sentence joined together with
coordinating conjunction “and”, and 1 subordinate clause with subordinate
conjunction “even though”
Independent sentence: Abby knew she had to finish the race
Independent sentence: she ran to meet her team.
Dependent clause: Even though she was tired
24.Usually I take a walk every day while the sun sets, but it was raining today.
1 Independent clause + 1 subordinate clause + 1 Independent clause
Compound-complex sentence: 1 independent sentence joined together with
subordinating conjunction “while”, and 1 independent sentence with coordinating
conjunction “but”
Independent sentence: Usually I take a walk every day
Independent sentence: but it was raining today.
Dependent sentence: while the sun sets
25. She likes to sleep in but she can get up early if she has work.
1 Independent clause + 1 Independent clause + 1 subordinate clause
Independent sentence: She likes to sleep in
Independent sentence: but she can get up early
Dependent sentence: if she has work.
25.Although I like to go camping, I haven’t had time to go lately, and I haven’t
found anyone to go with.
1 subordinate clause + 1 Independent clause + 1 Independent clause
Independent sentence: I haven’t had time to go lately
Independent sentence: and I haven’t found anyone to go with.
Dependent sentence: Although I like to go camping
II.3. Complex sentence and its syntactical structure (examples)
1. To become an opera singer takes years of training
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Subject clause + principal clause
The principal (main) clause: takes years of training
The subordinate clause: To become an opera singer
Type of clause connection: Asyndetically (no conjunction or connective)
The model of Complex Sentence: Subject clause (the subordinate clause serves as
subject as the principal clause has no subject)
2. Eliot felt as if he had no care in the world.
Principal clause + link verb + predicative clause
The principal (main) clause: Eliot felt
The subordinate clause: as if he had no care in the world.
As if – conjunction connecting the main and the predicative clause
Type of clause connection: Syndetically ( conjunction as if )
The model of Complex Sentence: Predicative clause (it performs the function of
a predicative.)
3. I left her to do whatever she thought fit.
Principal clause + object clause
The principal (main) clause: I left her to do
The subordinate clause: whatever she thought fit
Whatever – conjunctive adverb
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Type of clause connection: Syndetically ( conjunctive adverb whatever )
The model of Complex Sentence: Object clause ( it performs the function of an
object to the predicate-verb of the principal clause)
4. A man whose voice seemed familiar to me gave commands.
Principal ( attributive clause ) clause
The principal (main) clause:
The subordinate clause:
Whose – connective: relative pronoun
Type of clause connection: Syndetically ( connective: relative pronoun whose)
The model of Complex Sentence: Attributive clause (it serves as an attribute to a
noun in the principal clause)
II.4. Semantic types of Complex sentences (examples)
1. You cannot leave the school until the bell rings.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: You cannot leave the school
The subordinate clause: until the bell rings.
Until – subordinate conjunction of time, that is why it shows the time of the action
expressed in the principal clause.
Punctuation : no comma (as dependent sentence comes after the independent
sentence)
2. Wherever there is a music, people will often dance.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: people will often dance
The subordinate clause: Wherever there is a music
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Wherever – subordinate conjunction of place, which shows the place of the action
expressed in the principal clause.
Punctuation : ( , ) comma needed ( as dependent sentence comes first before the
independent sentence)
3. Since he has long hair, he wears a ponytail.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: he wears a ponytail
The subordinate clause: Since he has long hair
Since – subordinate conjunction of cause (reason), it shows the cause of the action
expressed in the principal clause.
Punctuation : ( , ) comma needed ( as dependent sentence comes first before the
independent sentence)
4. He ate vegetables in order to stay healthy.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: He ate vegetables
The subordinate clause: in order to stay healthy
In order – subordinate conjunction of purpose, it states the purpose of the action
expressed in the principal clause.
Punctuation : no comma (as dependent sentence comes after the independent
sentence)
5. If you save some money, you can buy a new game.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: you can buy a new game
The subordinate clause: If you save some money
If – subordinate conjunction of condition, which state the condition which is
necessary for the realization of the action expressed in the principal clause.
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Punctuation : ( , ) comma needed ( as dependent sentence comes first before the
independent sentence)
6. Even though you are 13, you can’t go to that movie.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: you can’t go to that movie
The subordinate clause: Even though you are 13
Even though – subordinate conjunction of concession, it denotes the presence of
some obstacle which nevertheless does not hinder the action expressed in the
principal clause.
Punctuation : ( , ) comma needed ( as dependent sentence comes first before the
independent sentence)
7. The stars are so far away that they can’t be seen without telescope.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: The stars are so far away
The subordinate clause: that they can’t be seen without telescope.
So … that – subordinate conjunction of result, which denotes the result of the
action expressed in the principal clause.
Punctuation : no comma (as dependent sentence comes after the independent
sentence)
8. She looked as though she was in pain.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: She looked
The subordinate clause: as though she was in pain.
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As though – subordinate conjunction of manner, which characterizes in a general
way the action expressed in the principal clause. In clause of manner the idea of
comparison is implied.
Punctuation : no comma (as dependent sentence comes after the independent
sentence)
9. We were going up the road as fast as we could.
Complex Sentence: 1 independent sentence + 1 dependent clause
The principal (main) clause: We were going up the road
The subordinate clause: as fast as we could.
As … as – subordinate conjunction of comparison, it denotes an action with which
the action of the principal clause is compared.
Punctuation : no comma (as dependent sentence comes after the independent
sentence)
II.5.
5. To become an opera singer takes years of training
Subject clause + principal clause
The principal (main) clause: takes years of training
The subordinate clause: To become an opera singer
The model of Complex Sentence: Subject clause (the subordinate clause serves as
subject as the principal clause has no subject)
6. Eliot felt as if he had no care in the world.
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Principal clause + link verb + predicative clause
The principal (main) clause: Eliot felt
The subordinate clause: as if he had no care in the world.
As if – conjunction connecting the main and the predicative clause
The model of Complex Sentence: Predicative clause (it performs the function of
a predicative.)
7. I left her to do whatever she thought fit.
Principal clause + object clause
The principal (main) clause: I left her to do
The subordinate clause: whatever she thought fit
Whatever – conjunctive adverb
The model of Complex Sentence: Object clause ( it performs the function of an
object to the predicate-verb of the principal clause)
8. A man whose voice seemed familiar to me gave commands.
Principal ( attributive clause ) clause
The principal (main) clause:
The subordinate clause:
Whose – connective: relative pronoun
The model of Complex Sentence: Attributive clause (it serves as an attribute to a
noun in the principal clause)
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CHAPTER III. Morphological and syntactic analysis
1. Although my friends begged me, I chose not to go to the reunion.
My friends and I are subjects.
Begged and chose are verbs.
The subject “My friends” is compound subject, it consists of possessive
pronoun “My” and common noun “friends”.
Friends – common noun, plural, countable, nominative case. The category of
number are plural.
Morphemes: 2
Friend - free morpheme
(-s) bound inflectional m. (ending, to make plural form)
I – personal pronoun, singular, nominative case.
Begged – is a notional finite verb, regular verb, past simple ( from beg ), active
voice, indicative mood.
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Morphemes: 2
Beg - free morpheme
(g)ed – bound inflectional m. (suffix, to make past participle, simple past)
Chose - is a notional finite verb, irregular verb in the past indefinite, active
voice, indicative mood.
Morphemes : 2
Chose: free morpheme
( ) – zero morpheme
Not to go to the reunion – object.
To go- is a notional not-finite verb, in the infinitive form.
Reunion – object, common noun, plural, uncountable, nominative case. The
category of number are plural.
Morphemes: 2
Union – free morpheme
Re – bound derivational (prefix, change meaning)
Me – object, object pronoun, singular, 1st person.
II. Parts of speech in the sentence:
Although – conjunction, my friends – subject, begged – verb, me - object, I –
subject, chose – verb, not to – particle, go – verb, to – particle, the – article,
reunion - object.
III. Syntactical analysis of a sentence

Structural type: Complex Sentence

Semantic type of a sentence : Declarative
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
Syntagmatic relation :
My friends begged – predication
I chose not to go – predication
Begged me – objective subordination
Go to the reunion – objective subordination
A) My friends – compound subject : possesive pronoun – My and noun – friends
I – simple subject
Begged – a simple predicate
Chose – a simple predicate
2. Because he did not know the route well, he drove slowly.
He – subject, personal pronoun, singular, 3rd person, nominative case. The category
of number is singular
He - subject, personal pronoun, singular, 3rd person, nominative case. The
category of number is singular
Did not know –compound verb: did – a functional auxiliary verb, irregular verb (
from do) , know – notional verb, irregular verb , in the infinitive form, indicative
mood.
Morphemes: 2
Know – free morpheme
( ) – zero morpheme
Drove – predicate, a notional irregular verb from (drive), past simple, indicative
mood.
Morphemes : 2
Drove – free morpheme
( ) – zero morpheme
II. Parts of speech in the sentence:
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Because – conjunction, he – subject, did not know – verb, the – article, route –
object, well – adverb, he – subject, drove – verb, slowly - adverb.
III. Syntactical analysis
A) Structural type of a sentence: Complex Sentence
B) Semantic types of a sentence: Declarative
C) Syntagmatic relations:
He did not know – predication
He drove – predication
Did not know the route – object subordination
Did not know well – adverbial subordination
Drove slowly – adverbial subordination
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CONCLUSION
During the process of writing this course work, I encountered such a
question as “Why we need complex sentences?’’ Later I discovered to myself that
despite the fact that in spoken English we addicted to use simple sentences,
complex sentences play a major role along with other types of sentences to show
relationship between clauses and understand certain kinds of ideas. In Modern life
we could come across to complex sentences mostly in written English such as
books and literature. Moreover, I found out many notions and conceptions about
complex sentences , namely, it become clear that complex sentences is studied in
syntax minor as it deals with sentence and its structure. Apart from this, it is
apparent except these types of sentences : declarative, imperative, interrogative and
exclamative , there are also structural types: simple (consisting of 1 independent
clause ) , compound ( consisting of 2 independent clause linked together by
coordinating conjunctions) , complex ( involving 1 independent and 1 dependent
clause joined with subordinating conjunctions) , compound-complex (involving 2
principal clauses and 1 subordinate clause linked with coordinating and
subordinate conjunctions ). Along with it, I studied the types of clause connection :
syndetic ( by means of subordinate conjunctions or connectives) and asyndetic
(without conjunctions or connectives). Moreover, I learned that clauses mostly fall
under 5 models: subject, predicative, object, attributive and adverbial. In addition ,
the sequence of the tenses in complex sentences mainly depend on the principal
clause. Also it is apparent that semantic relationship in complex sentences is
determined by the conjunction used. Futhermore in order to confirm my theories in
practice, I gave some examples with their analysis. After I did a morphological and
syntactical analysis based on all lectures that we learned during a 3-year-course on
Theoretical grammar.
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REFERENCES
1. Chomsky Noah “ Syntactic Structure”, - New York, 2002
2. Iriskulov A.T. “Thereotical grammar”, - Tashkent, 2006
3. Blokh M.Y. “A Course in English Theoretical Grammar”, - Moscow, 1983
4. Seely John “Grammar for Teachers”, - Oxpecker, 2006
5. Ilyish B.A. “The Structure of Modern English”, - Moscow, 1971
6. Berry Roger “Doing English Grammar”, - Hong Kong ,2021
7. Vikulova E.A. “Theoretical grammar of Modern English”, - Ekaterinburg,
2014
8. Kirvalidze Nino “Theoretical course of English Grammar”, - Tbilisi, 2013
9. Muller S. “Grammatical theory”, - Berlin, 2016
10. Demidov D.V. “Theoretical English Grammar”,- Luhansk, 2014
Internet sources:
1. https://www.thesaurus.com/e/grammar/what-are-the-types-of-sentencestructures/
2. https://studopedia.su/10_46044_The-main-types-of-adverbial-clauses.html
3. https://sovereignaustralian.com/what-is-syntax-grammer/
4. https://alsoanswer.com/how-to-describe-syntax-in-writing/
5. https://studfile.net/preview/5113257/
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