Conjunctions
Introduction
2. 1. Definition
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§ Conjunctions = conjoins = "connects words, phrases or clauses –at the hip- like conjoined twins" § Conjunctions are connectors or connectives |
Conjunctions are part of speech, like prepositions, are also joining words or connectives. As the term its self suggests, "con + junction" the first part "con" which is a Spanish word means "with" while the second part refers to the place where two or more elements or lines meet or conjoined. A conjunction is like a bridge. As the Golden Gate Bridge connects San Francisco with Marin County in California, a conjunction links words or groups of words together. Conjunctions always travel in pairs.
Conjunctions are words that are used to connect other words, phrases, clauses, groups of words or sentences. Conjunctions are like prepositions but they are different from them in their scope in a sentence because conjunctions do exactly the same job like marriage. Conjunctions can be found in any position in a sentence except in the very end. Before you can really understand conjunctions, students will need to work through the last unit of the file of part of speech "sentence". Conjunction takes an important role in the writing. Without conjunction, the meaning of the text will be not logic. See the examples below:
· John, Stephan, and Ann are all looking for keys. "The conjunction word and joins equal words which are all proper nouns together."
· Ann and Katia revised the recent lesson, but they could not understand it. Here in this sentence the words "and" "but" are conjunctions. And joins two nouns; but joins two complete ideas.
· You may be interviewed by a human resources officer or by a supervising manager.
· Slow but sure
· Right or wrong
2. Form and Functions of Conjunctions
Conjunctions have three basic forms. They are as follows:
1. Single Word for example: and, but, nor, for, yet, because, although ……...…
2. Compound (often ending with as or that) for example: provided that, as long as, in order that. So that ………………………………………………………..
3. Correlative (surrounding an adverb or adjective) for example: so...that, either …….or, neither ……..nor ………………………………..……………………..
It should be noted that Conjunctions have two basic functions or "jobs". They are as follows:
1. Coordinating conjunctions are used to join two parts of a sentence that are grammatically equal. The two parts may be single words or clauses. For example:
· John and Ann go the mountain.
· The weather is warm, but she didn't want to go for a picnic.
2. Subordinating conjunctions are used to join a subordinate dependent clause to a main clause. See the examples below:
· She revised her lesson although she did not get good marks.
· Even you are punctual, you could not catch the plane.
2. 2. Kinds of Conjunctions
Language scholars have divergent views on the kinds of conjunction. For instance, some of them divide conjunctions into two classes: coordinating and subordinating conjunctions. These scholars leave out correlative conjunctions because, according to them, correlative conjunctions are similar to coordinating conjunctions. However, there are traditionally three kinds of conjunctions basically. They include: correlative conjunction, subordinate conjunction, and coordinating conjunction.
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Grammar Point Coordination means combining two sentences or ideas that are of equal value. Subordination means combining two sentences or ideas in a way that makes one more important than the other. Using these strategies will help add variety to your sentences. |
2. 2. 1. Coordinating Conjunctions or Coordinators
Coordination is used to join equal rank, items, independent clauses and parts in a sentence. In short, they are used to join two equal and similar grammatical units of the same class, rank or pattern: a noun with a noun; an adjective with an adjective; and so on. So they are used to join two "coordinate elements of equal rank" in order to show the logical connection between ideas. A coordinating conjunction shows that the elements "independent clauses" it joins are similar in importance and structure. Furthermore, they link two sentences that do not depend on each other for meaning and structure. Coordinating conjunction is somewhat different from other conjunctions because in addition to connecting clauses, it can also connect words. However, the phrases produced are not prepositional phrases. A coordinate sentence also known as a compound sentence consists of two or more Independent clauses joined either. The most common coordinators are "and, but, or, nor, for, yet, so….." See the table and examples below:
· The boys and girls worked at fair. "Boys and girls are equal noun words"
· John or Stephan can go with you tonight. "John and Stephan are equal proper nouns"
· I would like to help you, but I will be busy tonight. "But in this example joins two sentences or two complete ideas.
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Independent Clause |
Coordinator |
Independent Clause |
Compound Sentence |
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I will go to the mall. |
and |
I will meet my friends. |
I will go to the mall and I will meet my friends. |
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I want to meet him. |
but |
He was not there. |
I want to meet him but he was not there. |
The words and, nor, or can connect nouns, verbs, adjectives, adverbs, or prepositional phrases as a series of elements. Use nor in negative sentences. The table below illustrates how coordinating conjunctions connect different word classes.
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Word Class |
Examples |
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· There are pens, paper, and pencils on the shelf. · Take the red blouse or the green blouse. · I don’t like a Porsche nor a Cadillac. |
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· Joe plays guitar and sings well. · The group can’t dance nor act. · We will swim or ride our bikes on Saturday. |
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· Paul is athletic, studious, and generous. · Today is not sunny nor warm. · Those socks are black or blue. |
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· The scouts walked quietly and carefully through the woods. · These questions are neither neatly nor correctly answered. · In ballet jump quickly or elegantly, or don’t jump at all. |
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Prepositional Phrase |
· Look under the bushes and among the flowers for the hidden Easter eggs. · You will find your socks under the bed or in the closet. · Don't hang the picture over the mantel nor above the door. |
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Important Note: Use of comma in Coordinating Conjunctions § Coordinating conjunctions always come between the words or clauses that they join. When a coordinating conjunction joins independent clauses, it is always correct to place a comma before the conjunction. Examples: · Ann wants to become a doctor in the future, so Ann is studying medicine at university. · I would like to help you, but I will be busy tonight. § However, if the independent clauses are short and well-balanced, a comma is not really essential. Examples: · She is rich so she helps poor people. · The boys and girls worked at fair. § When "and" is used with the last word of a list, a comma is optional. For example: · She likes cars, bicycles, trains and planes. or · She likes cars, bicycles, trains and planes.
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2. 2. 2. Correlative Conjunctions or Correlatives "Item Pairs"
They are called correlatives because they go in pairs. Correlative conjunctions join elements of equal name and rank (such as adjectives or nouns) and emphasize the elements being joined. The most common correlatives are as follows: "both/and, either/or, neither/nor, not only; but also, and weather /or ……………………….." S As suggested before and by their name, correlative conjunctions correlate, working in pairs to join phrases or words that carry equal importance within a sentence. Like many of the most interesting parts of speech, correlative conjunctions are fun to use. At the same time, there are some important rules to remember for using them correctly.
§ When using correlative conjunctions, ensure verbs agree so your sentences make sense as in the example: Every day, either loud sound or sun shine deprive Ann from her lessons.
§ When you use a correlative conjunction, you must be sure that pronouns agree as in the example: neither Ann nor Sarah expressed her happiness when their father came back from his long trip.
§ When using correlative conjunctions, be sure to keep parallel structure intact. Equal grammatical units need to be incorporated into the entire sentence as in the example: Not only did Ann cook potato for John, but she also fixed a steak for her dog.
§ It is worth to mention that correlatives are followed by the same class of words in a sentence. See the examples below:
· She has not only a car but also a bus. (noun + noun)
· They saw neither Ann nor John. (noun + noun)
· We neither phoned Stephan nor wrote to her. (verb+ verb)
· He is not only young but also beautiful. (adjective + adjective)
· If I don't return in an hour then call the police.
· As you more make efforts so you will succeed.
2. 2. 3. Subordinating Conjunctions or Subordinators "dependent clauses"
Subordination in English grammar is the process of linking two clauses in a sentence so that one clause is dependent on (or subordinate to) another. Clauses joined by coordination are called main clauses or independent clauses. This is in contrast to subordination, in which a subordinate clause
The majority of conjunctions in English are "subordinating conjunctions". Subordinating conjunctions are used to join clauses of unequal rank in a complex sentence. They connect two or more clauses which do not have the same syntactic status and importance. In short, a subordinating conjunction joins a subordinate (dependent) clause to a main (independent) clause: These clauses usually are "1" an independent "main" clause and "2" a dependent "supporting" subordinate clause. They introduce a dependent clause and indicate the nature of the relationship between the dependent clause and the independent clause. They are used to introduce subordinate clauses and join them to principal clauses/ main clauses. See the example in this table.
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Main or Independent Clause |
Subordinate or Dependent Clause |
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Ann goes shopping |
although |
It is very cold. |
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Subordinating Conjunction |
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A subordinate or dependent clause "depends" on a main or independent clause. It cannot exist alone. Imagine that somebody says to you: "Hi! Although it was cold today," What do you understand? Nothing! But a main or independent clause can exist alone. You will understand very well if somebody says to you: "Hi! It is cold today."
A subordinating conjunction always comes at the beginning of a subordinate clause. It "introduces" a subordinate clause. However, a subordinate clause can sometimes come after and sometimes before a main clause. Thus, two structures are possible:
§ A subordinate or dependent clause "depends" on a main or independent clause. It cannot exist alone. Imagine that somebody says to you: "Hello! Although it was nice day." What do you understand? Nothing!
§ But a main or independent clause can exist alone. You will understand very well if somebody says to you: "Hello! Ann goes shopping."
When a dependent (subordinate) clause comes first, it is followed by a comma. When an independent clause comes first, however, no comma is used to separate the two clauses. Notice the use and the non-use of comma in the following two examples:
· "When the girl was five days old, she entered kindergarten."
· "The girl entered kindergarten when she was five days old."
It is worth to note here that subordinating conjunctions are further divided as follow:
2. 2. 3. 1. Simple Subordinating Conjunctions
The most common simple subordinating conjunctions are:" after, although, as, because, before, how, if, once, since, than, that, though, until, when, where, weather, and while, however, unless ……………………………" See the examples below:
· Though you are intelligent, you still need more effort.
· I have got good marks because of the hard exam.
· She arrived after I had left the school.
· If you try again and again, you will make great success.
· They find the exam difficult since its beginning.
Review the following chart of some common subordinating conjunctions and examples of how they are used:
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Subordinating Conj |
Function |
Example |
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although, while, though, whereas, even though |
Concession |
Ann completed her report even though has faced lot of troubles. |
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if, unless, until |
Condition |
Until we know what is causing the problem, we will not be able to fix it |
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as if, as, though |
Manner |
Everyone in the conference room stopped talking at once, as though they had been stunned into silence. |
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where, wherever |
Place |
Rita is in Brazil where she has several important client Meetings. |
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because, since, so that, |
Reason |
I couldn’t come so that, for the wedding because I had fever in order that |
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after, before, while, once, when |
Time |
After the meeting once, when had finished, we all went to Lunch |
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………………… |
………. |
……………………………………………….. |
2. 2. 3. 1. Compound Subordinating Conjunctions
The most common compound subordinating conjunctions are: "as far as, as long as, as soon as, so long as, so far as, in as much as, just as in that, so that, in order that, such that, now that, provided (that), considering (that), as if, as though, incase ………………….………………" See the examples below:
· They garlanded them as soon as he arrived to the airport.
· You can reach for the right place provided you are well.
· Take extra food in case you need it.
· You will succeed as long as you make efforts.
The table below represents the most common subordinating clauses.
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The most common subordinating clauses |
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after although as as if as long as as though because before |
even if even though if if only in order that now that once provided |
rather then since so that that though without unless until |
when /whenever where whereas wherever whether while within besides |
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Important reminder: Kinds of Conjunctions |
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Coordinating |
Subordinating |
Correlative |
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They are sued to link or join two words or phrases that re equally important ad complete in terms of grammar when compare d with each other such: as and, for, yet …………. |
They are used to join and independent and complete clause with a dependent clause that relies on the main clause for meaning and relevance such as: although, whether, until …………… |
They are pairs of conjunctions used in a sentence to join different words org groups of words in a sentence such as: eiher/or, neither/nor, but/also, hardly/when …. |
5. Subordinators and Dependent Clauses
Joining two independent clauses with a subordinator transforms one of them—the one which begins with the subordinator—into a dependent clause. Even though this clause will still contain a subject-verb unit, it cannot stand alone as a sentence. See the examples in the table below:
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Dependent clause (no longer a complete sentence) |
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· The young blond heiress was often in the internet sites. |
· Although the young blond heiress was often in the internet sites |
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· She was almost finished with his last year of school.
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· Because he was almost finished with his last year of school
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· They find the exam difficult. |
· Even They find the exam difficult |
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· You are intelligent. |
· Though you are intelligent |
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The Dependent clauses above pretending to be sentences are actually fragments, a grammar error you can read more about the “Fragments” in the next section. Consequently, the group of words beginning with a subordinating conjunction would be a sentence fragment by itself. |
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5. 1. Subordinators & Emphasis
Unlike coordinators, subordinators do not give equal emphasis to the ideas they connect; instead, the clause that begins with a subordinator—the dependent clause— receives less emphasis. Compare the following two sentences:
· Although she wanted to see the movie in the cinema, Ann did not want to pay more dollars.
· Although she did not want to pay more dollars, Ann wanted to see the movie in the cinema.
In the first sentence, the subordinator “although” de-emphasizes Ann’s desire to see the movie in the cinema; her reluctance to pay more dollars seems more important. In the second sentence, however, the subordinator “although” de-emphasizes Ann’s reluctance to pay more dollars, and her desire to see the movie in the cinema seems more important. Consequently, be careful, then, when deciding where to place the subordinator—this placement can change the meaning of your sentence. It should be noted again that when a subordinator introduces a sentence, put a comma after the first clause. But if the subordinator comes in the middle of a clause, you don’t need to set it off with a comma.
· After he arrived home, he moved directly to bed. Subordinator at the beginning of the sentence takes comma at the end.
· He moved directly to bed after he arrived home. Subordinator at the middle of the sentence does not take comma.
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Important Note: Students must make distinction between coordinators and subordinators. They have use coordinators when they want to equally stress both ideas “clauses you are connecting; if instead they want to de-emphasize one of the ideas “clauses”, they have to use a subordinator for an unequal stress.
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5. 2. Fragments or Incomplete Sentences
In English, a sentence must contain a subject-verb unit; a fragment is a group of words that pretends to be a sentence but doesn’t actually have a valid subject-verb unit. It should be noted here that the group of words beginning with a subordinating conjunction would be a sentence fragment by itself. Quite often, we use fragments when we speak. We count on our tone of voice and our expression or the reaction of the listener to fill in the spaces. In writing, this isn’t possible, so it’s important to write complete sentences that express complete thoughts. Discuss these examples:
· Across the city “it is a fragment because the group of words contain neither a subject or a verb”.
· Stringing his new football racquet “it is a fragment because the group of words contains no subject”.
· A big hotel with a view of the forest “it is a fragment because the group of words contains no verb”.
· John received the highest grade on the arts final. “It is a sentence because the group of words contains a subject john and its verb received that is why this sentence is marked by a full stop at the end unlike others”.
· Even she had gained the race “it is a fragment because although the group of words contains a subject pronoun she and its verb gained, the conjunction word although makes it dependent clause and does not express a complete thought”.
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Grammar concepts about fragment to know: § Fragment—a group of words, punctuated as a sentence, that does not express a complete thought § Subordinating conjunction—a joining word that creates a dependent clause § Dependent clause as sentence fragments -A dependent, or subordinate, clause cannot stand by itself as a sentence; it needs an independent clause to support it. Even they contain a subject and a verb, their meaning is incomplete. · Before we went on to the next project · Whenever this company changes its policies § Subordinating Conjunctions –they are used to modify an independent clause in some way; and join it with a dependent clause. If a group of words that would normally be a complete sentence is preceded by a subordinating conjunction, something more is needed to complete the thought. In the sentences that follow, each of those fragments has been rewritten to express a complete thought. Notice that each sentence now has both an independent and a dependent clause. The dependent clauses are in bold. · If they left a minute earlier than usual, they could not catch up their train. · When our teacher finished his lesson, he left the classroom immediately. · Whenever Ann did her best tried to introduce herself, she failed.
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5. 2. 1. Common Sources of Fragments
§ The fragment is a dependent clause, a group of words that contains a subject-verb unit but cannot stand alone because it begins with a subordinator. For example:
· Since they stopped
· Although she is my uncle
· Unless he get recovered
· Because she was failed
§ The fragment is a phrase, a group of words that does not contain a subject-verb unit. Many times, phrases are easy to identify. For example:
· A small, horrible adventure
· Found in the Park Mall
· The poorest woman Africa
§ Two types of phrases can be a bit trickier to spot, however, because they contain words that look like verbs but aren’t acting as part of a valid subject-verb unit: A. -ing clauses: Without a form of the verb “to be,” –ing words cannot be part of main the subject-verb unit. For example:
· The boy eating an apple
· The animal turning around the garden
§ B. “Who, whom etc.” clauses: Verbs that are separated from the subject by the words “who,” “whom,” “whose,” “when,” “where,” “that,” and “which” cannot be part of the main subject-verb unit. For example:
· The man who discovered and gained a praise
· The fruit that cleaned
· The street which he must to quit
5. 2. 2. Strategies for Fixing Fragments
In order to turn a fragment into a complete sentence, you have a couple of options. The first one is when writers simply need to combine a fragment with a neighboring sentence to produce a grammatically complete sentence while the second option is when they need to complete the sentence by supplying the missing subject or verb, or by attaching an independent clause. See the examples below:
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Fragment |
Complete Sentence |
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· Though they are intelligent · Students did that error too. But only when they did not revise well. · The boy eating an apple · My chatty next door neighbor. She loves to gossip. |
· Though they are intelligent, they did not answered well. First option · Students did that error too, but only when they did not revise well. · The boy was eating an apple · My chatty next door neighbor loves to gossip. |
2. 2. 4. Sentence Connectors
Sentence connectors are used to relate the meanings/ideas of the sentences they connect. The most common sentence connectors conjunctions are: "also/too, besides, hence, however, likewise, moreover, otherwise, so, still, then, though, thus, yet, only, equally, similarly, on the other hand, on the contrary. A sentence connector differs from a conjunction from the view point of its position as well. A sentence connector usually takes an initial or final slot in a sentence but a conjunction has a mid-position.
See the examples below:
· Take the winter clothes, otherwise you will get wet.
· The offer was very interesting, still she refused.
· The exercise is very easy though I do not get good marks.
· You fulfill your duties then you claim your rights.
· She will either watch TV or listen to the radio. (Here we have only a conjunction.)
· He can't swim. He can't dance either. (Here we have a sentence connector.)
It is worth to note here that Words/phrases used to introduce an idea that is related to what has been said in the preceding sentence or sentences are called sentence connectors. They always refer back to an idea expressed already. Thus they establish a logical connection between one idea and the next so as to avoid incoherence/isolation. A sentence connector not linked with the preceding sentence becomes meaningless; for example, we can't say:
· 1. On the other hand, he rejected my offer. Instead we say:
· 1. He didn't understand me enough. On the other hand, he rejected my offer.
· 2. On the contrary, she accepts my invitation to my party.
· 2. She did not know me very well. On the contrary, she accepts my invitation.
The function of a conjunction is to join words, phrases and clauses but the function of a sentence connector is to establish a link between one idea and the next. It does not join clauses to make a sentence. On the contrary, it usually introduces a new sentence, so such sentences are marked off by a full stop/dash/comma:
· She will purchase a bicycle or a car. (or as a conjunction)
· She is fed up of my behaviors. Or, at least she looks fed up. (Or as a sentence connector)
4. Conjunctive (Linking) Adverbs
These conjunctive adverbs, like coordinate and correlative conjunctions, are used to connect basic sentence patterns, two independent clauses and make compound sentences. However, unlike the coordinate conjunctions, they are grammatically a part of the sentences they introduce and could be moved to an internal position in the sentence. These adverbs are called "linking adverbs." Linking adverbs explain the relationship between ideas expressed in the two independent clauses. They may suggest that the idea expressed in the second clause results from the idea expressed in the first clause. Example: "God loves and values everyone; therefore, we must not insult, injure, or dishonor any human being." Our obligation to honor others results from God's love for people. Some commonly used linking adverbs are as follows: accordingly, as a result, therefore, thus ………………………………………………………………...
On the other hand, linking adverbs may contrast the ideas in the two clauses. Example: "Abraham had some human weaknesses; however, he also had a strong faith in God." Here, Abraham's strong faith is contrasted with his human weakness. Some commonly used linking adverbs are as follows: conversely, however, nevertheless, nonetheless …………………………………………………………….
Or, linking adverbs may show that the idea expressed in the second clause is a continuation of the idea expressed in the first clause. Example: "Abraham trusted God; furthermore, he obeyed God's commands. Here, the thoughts in the second clause are a continuation of thoughts in the first. Some commonly used linking adverbs are as follows: also, further, furthermore, in addition ………………………
1.
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Conjunctions or Connectives It is imperative students learn appropriate use of conjunctions and connectives since both have similar grammar functions. |
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Conjunctions |
Connectors |
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§ A conjunction normally connects two sentences. § Conjunctions are sued to indicate different purposes such as addition, consequence, contrast, reason ….. § Conjunctions cannot start a clause or paragraph. |
§ While connectives are sued as connecting words within a sentence. § Connectives can be one word or a phrase. § Connectives can be used also as starters of a clause or paragraph. § The different types of connectives are not interchangeable. § Connectives are usually used only once in a sentence. |
6. Semantic Meaning of Conjunctions
Conjunctions have a remarkable capacity for expressing a variety of meanings. So it is necessary to know which conjunction to use and in which sense in a particular construction. The table below presents the most used conjunctions in terms of meanings, uses with example situations.
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Conjunction |
Semantic Meanings |
Examples |
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And |
plus/addition |
Five and ten is fifteen. |
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also/in addition to |
He is young and beautiful. |
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sequence |
She took out his gun and fired. |
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result/consequence |
Give me blood and I give you love. |
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purpose |
She arrived here and saw her father. |
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continuing process |
She can dance for days. |
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gradual increase/decrease |
He is getting worse and worse. |
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contrast |
There are pupils and pupils. |
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contrast/concession |
He is poor but honest. |
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But |
yet/however/in spite of |
He worked hard but he failed |
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disagreement/surprise |
You like her very much but me no. |
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alternative |
He will buy a car or a bus. |
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Or |
negative condition (if not) |
Start early or you miss the train. |
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negative condition |
She has no car or bus. |
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No/not/never |
Positive choice |
He will eat either ice or bread. |
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Either or |
Negative choice |
He likes neither fish nor milk. |
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……………. |
……………………….. |
……………………………………… |
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Run-Together Sentences Contrary to popular belief, run-together sentences are not simply sentences that are too long. Instead, run-together sentences are the result of combining two or more complete sentences together without an acceptable joiner. It should be note that a complete sentence, also known as an independent clause, contains a subject-verb unit and can stand alone. Furthermore, acceptable joiners for connecting independent clauses include: § Coordinators (for, and, nor, but, or, yet, so) As with coordinators, when you use a subordinator to fix a run-together sentence, you need to make sure that you choose one that indicates the correct logical relationship between the two ideas you are connecting. § Subordinators (words such as although, since, when, even though, if) § Use Semi-colons to join two independent clauses One way to fix a run-together sentence is to insert a comma and a coordinator to join the two independent clauses. For example:
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5. Comparison between Prepositions and Conjunctions
§ Prepositions and conjunctions are both invariable in form.
§ Conjunctions, like prepositions, are also joining words or connectives because their function in a sentence is to connect the modifier with the thing it modifies. Conjunctions are like prepositions but they are different from them in their scope in a sentence. Prepositions join two words while conjunctions join two words, phrases, clauses and sentences.
Summary
§ Conjunctions are the scotch tape of the grammatical world. They join together words and phrases. There are three kinds of conjunctions: coordinating conjunctions, conjunctions subordinating, and correlative conjunctions.
§ Coordination and subordination join two sentences with related ideas.
§ Coordination joins sentences with related and equal ideas, whereas subordination joins sentences with related but unequal ideas.
§ Sentences can be coordinated using either a coordinating conjunction and a comma or a conjunctive adverb and a semicolon.
§ Subordinate sentences are characterized by the use of a subordinate conjunction.
§ In a subordinate sentence, a comma is used to separate the main clause from the dependent clause if the dependent clause is placed at the beginning of the sentence.
Exercise 1
Direction: Read and Underline the conjunctions, circle the nouns/pronouns that complete them in the following sentences. Check your answers in the answer key.
1. Although she missed the bus, she and Lily still arrived on time.
2. Andy bought it because he liked it yet he never wore it.
3. Betty or Fran will bring the books which you wanted.
4. The waiter who served our lunch was really nice but slow.
5. I saw the nests that the robins built both on the porch and in the tree.
6. Until we see it, we won’t believe it.
7. If you are ready, we can leave so we will be on time.
8. When they had finished, they gave it to the teacher.
9. Roller blades and skateboards are very popular.
10. CDs are great because they have good quality sound.
Exercise 2
Direction: Complete the following sentences with and, but or or.
1. I asked for some bread ………1…… butter.
2. Mr. ……2……… Mrs. Stephan have three children.
3. Marry is a good singer ……3……… a poor dancer.
4. We wish you a Merry Christmas ……4……… a Happy New Year.
5. Is their new baby a boy ……5……… a girl?
6. The book has 2000 words ……6………. 300 drawings.
7. Susan is taller than Ann ……7…… shorter than Marry.
8. Are you going by car ……8……… by bus?
Exercise 3
Direction: Copy these sentences and underline the subordinate conjunctions you can find.
1. Since the maple trees were damaged in the storm, they will be cut down.
2. I wonder why they are leaving so early.
3. Mark knows more than I do about that case.
4. It isn’t certain whether they will come or not.
5. The engineer from Mainframe explained how they would build the bridge.
6. Before they read the instructions, they couldn’t fix it themselves.
7. After the lecture, the students asked if they could stay.
8. Although he is stronger, he couldn’t turn it.
9. Because you were late, you missed it.
10. Thieves broke in while we were away.
11. The roads were slippery because the snow was followed by rain.
12. Although it was quite sunny, the wind was cool.
13. I don’t know how I will get there.
14. If you are short, you can’t reach that cupboard.
15. The story explained why people believed in the ghost.
16. He always talks as if he were an expert.
17. Unless the Leafs win this game, they are out of the playoffs.
18. Les is five inches taller than I am.
19. After he won the gold medal, he turned pro.
20. You just answered my questions before I asked them.