variety in sentence patterns booklet

1

Using a Variety of Sentence Patterns In Your Writing:

How to Write Like a Professional

Our Objectives:

In this unit we will do the following:

• We will learn to recognize many different types of sentences.

• We will learn to move sentence parts around to make several

versions of the same sentence.

• We will practice writing a variety of complex sentences.

• We will use these sentences in our writing in English class and

in other classes.

When we are finished with this unit, our writing will improve

dramatically! We will be GREAT writers!

2

Using a Variety of Sentence Patterns in Your Writing:

How to Write Like a Professional

Problem: Monotonous (Boring) Sentences

• The sentences all follow same pattern (subject followed by predicate.)

• The sentences sound boring when we read them out loud.

Sample monotonous paragraph:

Jason Peterson is a great basketball player. He goes to the gym near his home. He

practices every day. He does about 100 lay-ups every day. He practices his three pointers at

least twenty-five times a day. He dribbles up and down the court. He does all this for three

or four hours a day. He wants to play basketball for MSU. He even hopes to be in the NBA

someday. (This paragraph has a readability score of 3.4, which means someone who is in the

middle of 3rd grade can read it. This is not good middle school or high school level writing.)

Solution: Build Variety with Sentence Patterns: Include sentences with

appositive phrases, infinitive phrases, adverbial clauses, adjective clauses, participial phrases,

and compound predicates. (I don’t much care if you can label each clause and phrase; I

mainly want you to learn how to use them and make them a regular part of your writing.)

• Adjective clauses: subordinate clauses that modifies a noun or pronoun. Most of

the time adjective clauses begin with the relative pronouns that, which, where, who,

whom, or whose.

o Jason Peterson, who is a MacDonald Middle School 8th

grader, is a great

basketball player.

o Every day he does about 100 lay-ups, which are close-range shots on the run.

o He wants to play basketball for MSU, which is one of the top NCAA teams.

• Appositive phrases rename or identify a noun or a pronoun and are always placed

beside the word they rename. What similarities do you notice between appositive

phrases and adjective clauses?

o Jason Peterson, a MacDonald Middle School 8th

grader, is a great basketball

player.

o Every day he does about 100 lay-ups, close-range shots on the run.

o He wants to play basketball for MSU, one of the top NCAA teams.

• Introductory infinitive phrases are phrases beginning with an infinitive [to +

simple form of the verb] and include objects and/or modifiers.

o To make his three point shots 50% of the time is his dream.

o To play for the NBA is his life goal.

o To achieve these goals, he practices three or four hours a day.

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• Adverbial clauses are clauses telling where, when, why, how. They are

introduced by a word like before, after, until, although, because, while

o Although his friends told him he’d never succeed in basketball, Jason

Peterson has become one of the best players in his grade.

o When Jason goes to the gym, he practices every day.

o He does about 100 lay-ups every day because he wants to improve his shot.

o The three-point shot, though it is not easy to make, is fun to practice.

• Participial phrases: phrases using –ing, –ed, or the irregular participial form of

the verb

o Hoping to increase his speed, he dribbles up and down the court.

o Inspired by the talented Spartans, he wants to play basketball for MSU.

o Driven by the Piston’s NBA championship victory, he even hopes to be in the

NBA someday.

• Compound predicates are two or more predicates, usually actions, performed by

a single subject in a sentence

o He goes to the gym near his home and practices every day.

o Every day for about two or three hours he does about 100 lay-ups, practices

his three pointers, and dribbles up and down the court.

o He wants to play basketball for MSU and hopes to play in the NBA someday.

Tip: You can combine two or three different phrases or clauses in one sentence, but don’t overdo it. Good examples:

o Jason Peterson, a MacDonald Middle School 8th

grader, is a great basketball

player, who hopes someday to become an NBA superstar.

o Inspired by the talented Spartans, he wants to play basketball for MSU,

which is in his hometown of East Lansing.

o To achieve these goals, he practices three or four hours a day and watches

professional basketball as often as possible.

Now, let’s check the readability level of that paragraph about Jason the basketball player.

This time, the sentences are combined and more complex:

Jason Peterson, a great basketball player, goes to the gym near his home and practices

every day. To play basketball for MSU is his goal, so he works hard, dribbling up and down

the court for three or four hours a day. Hoping to be in the NBA someday, he does about 100

lay-ups every day and practices his three pointers at least twenty-five times a day. (This

paragraph has a readability score of 9.3, which means someone who is in the middle of 9th

grade can read it. This is good middle school or high school level writing.)

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ADJECTIVE CLAUSES

The adjective clause is a subordinate clause that modifies (describes) a noun or pronoun.

Most of the time adjective clauses begin with the relative pronouns that, which, where, who,

whom, or whose. An adjective clause can describe the subject of the sentence or an object in

the sentence. We will study and write both kinds.

Readability: If you check the readability level of two simple sentences and compare it with

the same information in one sentence that includes an adjective clause, you will see that the

sentence with the adjective clause has a higher readability rating:

• Baby elephants follow their mothers closely. They are too big to be carried. (5.0)

• Baby elephants, which are too big to be carried, follow their mothers closely. (7.6)

I. Adjective Clauses Describing the Subject Using which or who:

1. First think of your main sentence:

Panda bears come from China.

2. Then think of some more information about your subject.

They eat bamboo. (They is the subject of this sentence.)

3. Then substitute who or which for the subject in your second sentence.

which eat bamboo

4. Then put them together. Insert commas before and after the adjective clause. Panda bears, which eat bamboo, come from China.

Put these sentences together by using an adjective clause. Remember:

Substitute the subject of the 2nd

sentence (underlined) with which or who and

add the clause after the subject of the first sentence.

1. Ostriches can run very fast. They have long legs. (which)

__________________________________________________________

__________________________________________________________

2. George Washington was a general in the Continental Army. He defeated

General Cornwallis and his troops at Yorktown. (who)

__________________________________________________________

__________________________________________________________

3. Vitamin C helps prevent colds. It is found in oranges, kiwi, and other

fruits. (which)

____________________________________________________________

____________________________________________________________

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II. Adjective Clauses Describing an Object Using which or who:

1. First think of your main sentence. It should end with a noun.


2. Then think of some more information about the object at the end of your

sentence. Write a sentence about it.

China is in Asia.

3. Then substitute who or which for the subject of your second sentence.

which is in Asia

4. Then put them together. Insert a comma before the adjective clause.

Panda bears come from China, which is in Asia.


Substitute the subject of your 2nd

sentence (underlined) with who or which and

add the clause to the end of the sentence.

1. Some turtles eat frogs. Frogs live in ponds. (which)

________________________________________________________

________________________________________________________

2. A baby kangaro lives in its mother’s pouch. A pouch is like a pocket.

(which)

________________________________________________________

________________________________________________________

3. Hillary Clinton is married to Bill Clinton. Bill Clinton used to be the

President of the United States. (who)

_________________________________________________________

_________________________________________________________

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III. Adjective Clauses Describing the Subject Using whose:

1. First think of your main sentence:


2. Then think of something that belongs to your subject and write a 2nd

sentence. Begin your 2nd

sentence with their, its, his, or her.

Their fur is black and white.

3. Then substitute whose for the word their, its, his, or her in your second

sentence. (Whose means “belonging to someone.”)

whose fur is black and white

4. Then put them together. Insert commas around the adjective clause.

Panda bears, whose fur is black and white, come from China.


Substitute the word their, its, his, or her (underlined) with whose and add the

clause after the subject of the first sentence.

1. Polar bears are made for living in the cold. Their fur is thick. (whose)

__________________________________________________________

__________________________________________________________

2. China is a very crowded country. Its population is more than 1.3 billion

people. (whose)

__________________________________________________________

__________________________________________________________

3. Hummingbirds drink nectar from flowers. Their bills are very long and

thin. (whose)

____________________________________________________________

__________________________________________________________

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IV. Adjective Clauses Describing the an Object Using whose:

1. First think of your main sentence. Your sentence should end with

another noun. We enjoyed our visit with the Smith family.

2. Then write a sentence about something that belongs to the object (the

noun at the end of the sentence.) Begin your sentence with their, its, his,

or her.

Their home is very beautiful.

3. Then substitute whose for the word their, its, his, or her in your second

sentence.

whose home is very beautiful

4. Then put them together. Insert a comma before the adjective clause.

We enjoyed our visit with the Smith family, whose home is very beautiful.


Substitute the word their, its, his, or her (underlined) with whose and add the

clause to the end of the sentence.

1. Native Americans taught farming to the early settlers. Their first winter

was very difficult. (whose)

_______________________________________________________________

_______________________________________________________________

2. The dog attacked the skunk. Its tail has a strong-smelling spray. (whose)

_______________________________________________________________

_______________________________________________________________

3. I took a photo of a rhino. Its height was 6 ½ feet. (whose)

______________________________________________________________

_______________________________________________________________

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V. Now combine the following sentences the best way you know how:

1. Penguins live in the Antarctic Circle. They sometimes migrate to warmer

areas. (which)

________________________________________________________

________________________________________________________

2. Seals can swim very well. Their bodies are streamlined like submarines.

(whose)

________________________________________________________

________________________________________________________

3. The camel is an interesting animal. Its hump stores fat, not water.

(whose)

________________________________________________________

________________________________________________________

4. Some bears live in caves. They are a good source of shelter. (which)

________________________________________________________

________________________________________________________

5. Seagulls live near the ocean. They dive for fish under the sea. (which)

________________________________________________________

________________________________________________________

6. Koala bears eat eucalyptus leaves. These leaves are the main food of the

panda bear, too. (which)

________________________________________________________

________________________________________________________

7. We learned about Francis Scott Key. He wrote “The Star Spangled

Banner.” (who)

________________________________________________________

________________________________________________________

8. We went to the Wharton Center to see a famous magician. His best trick

was a disappearing act. (whose)

________________________________________________________

________________________________________________________

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APPOSITIVE PHRASES

The appositive phrase renames a noun or pronoun and is always placed beside the word it

renames. Appositive phrases can come in the middle (identifying the subject) or the end of

the sentence (identifying an object in the sentence.)

Middle: My Uncle Charlie, a retired professional baseball player, is coaching my

little league team. (Commas go before and after the appositive phrase.)

End: My family went to the shelter and bought a new puppy, a golden retriever.

(A comma goes between the appositive phrase and the noun it refers to.)


the same information in one sentence that includes an appositive phrase, you will see that the

sentence with the appositive phrase has a higher readability rating:

• My Uncle Charlie is coaching my little league team. He is a retired professional

baseball player. (7.4)

• My Uncle Charlie, a retired professional baseball player, is coaching my little

league team. (10.9)

Combine the following sets of sentences into one sentence with an appositive phrase. The

appositive phrases are circled. Follow these steps for # 1-7:

1) Draw a line between the subject and the predicate in the first sentence.

2) Cross out the subject and verb in the second sentence.

3) Put the appositive phrase (circled) right after the subject in the first sentence.

4) Put one comma after the subject and another comma after the appositive phrase.

Example: Sarah’s father works at a hospital. He is a doctor.

Sarah’s father, a doctor, works at a hospital._____________________________

1. Harry Potter and the Sorcerer’s Stone is the first book in the Harry Potter series. It is

an exciting tale of magic and adventure.

________________________________________________________________________

2. Jack Jordan won every event. He is the captain of the swim team.

________________________________________________________________________

3. The cool car raced down the road. It was a shiny red Corvette.

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4. Eric Jones plays the guitar in a rock band. He is a popular guitarist.

________________________________________________________________________

5. Neil Armstrong was the first man to walk on the moon. He

was an American astronaut.

________________________________________________________________________

6. Ramadan lasts for about thirty days. Ramadan is the Islamic month of fasting.

________________________________________________________________________

7. Barack Obama used to be a congressman from Illinois.

He is our first African American president.

________________________________________________________________________

In these next sentences, put the appositive phrase at the end of the sentence. That’s

because it does not refer to the subject.

Example: People love to visit the Smiths’ vacation home. It is a cottage by a lake.

People love to visit the Smiths’ vacation home, a cottage by a lake.______________

1. Alex opened his Christmas present. It was a Nintendo 64.

________________________________________________________________________

2. Joe finished his science project. It was a report on lightning.

________________________________________________________________________

3. John looked for his pet. It was a small brown beagle.

________________________________________________________________________

4. We live in Michigan. Michigan is called “The Great Lake State.”

________________________________________________________________________

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Now write 6 sentences of your own, each with an appositive phrase.

1. _______________________________________________________________

_________________________________________________________

2. _______________________________________________________________

_________________________________________________________

3. _______________________________________________________________

_________________________________________________________

4. _______________________________________________________________

_________________________________________________________

5. _______________________________________________________________

________________________________________________________

6. _______________________________________________________________

_________________________________________________________

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In order

INFINITIVE PHRASES

The infinitive phrase begins with an infinitive [to + simple form of the verb] and includes

objects and/or modifiers. It is not difficult to write infinitive phrases in the middle or end of a

sentence. Writing one at the beginning is trickier, but occasionally gives a sentence a different

style. We will practice writing infinitive phrases at the beginning.

In examples 1-4, the infinitive phrase is the subject of the sentence; therefore, there is no

comma. 1. To finish her homework before10:00 is Michelle’s main goal.

2. To finish her homework and to get to bed by 10:00 is Michelle’s main goal.

3. To become an astronaut would be amazing.

4. To become an astronaut and to walk on the moon would be my dream come

true.

In examples 5-10, the infinitive phrase is not the subject of the sentence. In these

examples, the infinitive phrase tells why. Add a comma after the infinitive phrase.

5. To learn Spanish, Jane went to Mexico.

6. To become a doctor, Scott went to medical school.

7. To paint my house, I will have to buy lots of paint.

8. To get through Dr. Peterson's boring history lectures, Ryan drinks a tall cup of

strong coffee.

9. To avoid burning another bag of popcorn, Brendan watched the microwave

carefully.

10. To make his point, Mr. Anderson pounded his fist on the table and shouted.

Combine the following sentences into one sentence using an infinitive phrase at the

beginning of the sentence. The infinitive phrase is circled. You will have to take out

some words. In #1-3 the infinitive phrase becomes the subject of the sentence.

1. I hope to become a police officer. It is my dream.

__________________________________________________________________

2. We plan to go to Hawaii. It would be an unforgettable experience!.

__________________________________________________________________

__________________________________________________________________

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3. I want to learn tae kwon do. It would be hard but fun.

__________________________________________________________________

__________________________________________________________________

In #4-7 put the infinitive phrase at the beginning of the sentence, and add a comma.

These infinitive phrases tell why.

4. She studies every night. She wants to get good grades.

__________________________________________________________________

__________________________________________________________________

5. He lifts weights three times a week. He wants to develop strong muscles.

__________________________________________________________________

__________________________________________________________________

6. I exercise every day. I do this to stay fit and healthy.

__________________________________________________________________

__________________________________________________________________

7. Joshua studies for five hours a night in order to get into a good university.

__________________________________________________________________

__________________________________________________________________

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Now write 5 sentences of your own, each with an infinitive phrase at the beginning of

the sentence. Try to write some as the subject of the sentence (no comma) and some

that tell why the subject is doing something (with a comma).

1. _____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

3. _____________________________________________________________________

_____________________________________________________________________

4. _____________________________________________________________________

_____________________________________________________________________

5. _____________________________________________________________________

_____________________________________________________________________

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ADVERBIAL CLAUSES

The adverbial clause contains a subject and a verb and begins with one of the following

conjunctions:

after provided (that)

although since

as so that

as if than

as long as that

as soon as though

as though till ( or 'til)

because unless

before until

even if when

even though whenever

if where

in order that wherever

now that while

The adverbial clause usually comes at the beginning or the end of the sentence. Sometimes it

is used in the middle.

Beginning: Since it is raining, I think we should take our umbrellas. (Comma after the

clause)

End: I think we should take our umbrellas since it is raining. (No comma)

Middle: I think, since it is raining, we should take our umbrellas. (Comma before and

after the clause)

(We don’t often use an adverbial clause in the middle, but sometimes it works

in that position.)


the same information in one sentence that includes an adverbial clause, you will see that the

sentence with the adverbial clause has a higher readability rating:

• We will go to the movie. Then we will eat at a restaurant. (1.4)

• After we go to the movie, we will eat at a restaurant. (4.8)

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Combine the following sets of sentences into one sentence. Do it in 3 ways, by putting the

adverbial clause in the beginning, the middle (if possible), and the end of the sentence.

1. My friend Sara stayed up until way past midnight. She had a big test to study for.

(because)

beginning:____________________________________________________________

______________________________________________________________

middle:______________________________________________________________

______________________________________________________________

end:_________________________________________________________________

______________________________________________________________

2. I don’t get enough sleep. I get a headache. (when)

beginning:____________________________________________________________

______________________________________________________________

end:_________________________________________________________________

______________________________________________________________

3. Seventh graders go to their 4th

hour class. Eighth graders go to lunch. (while)

beginning:____________________________________________________________

______________________________________________________________

end:_________________________________________________________________

______________________________________________________________

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4. The murderer entered the bank. The policeman pulled out his gun. (as)

beginning:____________________________________________________________

______________________________________________________________

end:_________________________________________________________________

______________________________________________________________

Now, write sentences of your own using adverbial clauses in all 3 positions, some in the beginning,

some in the middle, and some in the end.

1. beginning:

_____________________________________________________________________

_____________________________________________________________________

2. beginning:

_____________________________________________________________________

_____________________________________________________________________

3. beginning:

_____________________________________________________________________

_____________________________________________________________________

4. middle:

_____________________________________________________________________

_____________________________________________________________________

5. end:

_____________________________________________________________________

_____________________________________________________________________

6. end:

_____________________________________________________________________

_____________________________________________________________________

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PARTICIPIAL PHRASES

A participial phrase includes a present participle (a verb form ending in -ing) or a past

participle (a verb form ending in -ed or irregularly as in written, sung, brought, etc.), plus any

complements and modifiers. The participial phrase always acts as an adjective. The

participial phrase should be attached to the word or phrase it describes. It can be written in

the beginning, middle, or end of the sentence. Notice where the commas belong in each

position:

Beginning: Looking through the window, Samantha saw the crime.

Middle: My great-grandmother, surprised by her birthday party, started to laugh.

End: We went ice fishing on Lake Lansing, frozen after a long cold spell.

Examples using –ING:

1. Hoping to be hired by the company, Jack worked on his resume.

2. Driving to the side of the road, we avoided the truck.

3. Tara saw the deer, running across the field.

4. Jane tripped over his brother’s backpack, lying in the middle of the room.

5. The police discovered the robbers, hiding in the alley.

Examples using -ED:

1. Impressed by the poems, Jane bought another collection by the same poet.

2. Surrounded by the police, the bank robber surrendered.

3. The new student, delighted to see his friend in the cafeteria, went and sat with him.

4. We saw our neighbor, exhausted from mowing his lawn, lying in his hammock.

5. The deer stood in the road, frightened by our car’s headlights.

6. My favorite short story is “The Gift of the Magi,” published about 100 years ago.

Examples using irregular past participles:

1. “The Gift of the Magi,” written by O. Henry, is a very popular Christmas story.

2. “The Star Spangled Banner,” sung before every sporting event, is our national

anthem.

3. Hidden by the bushes, the ball could not be found.

Where to place the participial phrase:

In order to prevent confusion, a participial phrase must be placed as close as possible to the

noun or pronoun it modifies.

• Carrying a heavy pile of books, his foot caught on a step. (Incorrect)

• While he was carrying a heavy pile of books, he caught his foot on a step. (OK)

• Carrying a heavy pile of books, he caught his foot on a step. (OK)

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• While taking a shower, my sister called me from California. (Incorrect)

• While I was taking a shower, my sister called from California. (OK)

• While taking a shower, I received a call from my sister. (OK)

• Flying gently from flower to flower, the football player watched the bee. (Incorrect)

• The football player watched the bee, flying gently from flower to flower. (OK)

• The robber ran from the policeman, still holding the money in his hands. (Incorrect)

• The robber, still holding the money in his hands, ran from the policeman. (OK)


the same information in one sentence that includes a participial phrase, you will see that the

sentence with the participial phrase has a much higher readability rating:

• My favorite short story is “The Gift of the Magi.” It was published about 100

years ago. (5.7)

• My favorite short story is “The Gift of the Magi,” published about 100 years ago.

(9.1)

Combine the following sentences into one sentence using a participial phrase. (I have

circled the participial phrase.) Practice placing some phrases in the beginning (B), some

in the middle (M), and some at the end (E) of the sentence. You will have to take out some

words.

1. I was coming to class this morning. I saw an accident. (B)

__________________________________________________________________________________________

__________________________________________________________________________________________

2. Romeo and Juliet is a very popular play. It was written by William Shakespeare. (M)

__________________________________________________________________________________________

__________________________________________________________________________________________

3. Mrs. Thompson was worried about her son. She called the police. (B)

__________________________________________________________________________________________

__________________________________________________________________________________________

4. The little boy was feeling lost and afraid. He called for his mother. (B)

__________________________________________________________________________________________

__________________________________________________________________________________________

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5. Amy was laughing hysterically at the movie. She spilled Coke all over her jeans. (B)

__________________________________________________________________________________________

__________________________________________________________________________________________

6. “The Tell-Tale Heart” was written by Edgar Allen Poe. It is my favorite story. (M)

___________________________________________________________________________

___________________________________________________________________________

7. I found my young son. He was sleeping in the laundry basket. (E)

___________________________________________________________________________

___________________________________________________________________________

9. Charlie was paying no attention to the road. He drove away from the accident. (B)

___________________________________________________________________________

___________________________________________________________________________

Now write 6 sentences of your own, each with a participial phrase. Focus on writing them

at the beginning and the middle. (Writing them at the end comes pretty naturally to you

already.)

1. (B)__________________________________________________________________

_______________________________________________________________

2. (B)__________________________________________________________________

_______________________________________________________________

3. (B)__________________________________________________________________

_______________________________________________________________

4. (M)_________________________________________________________________

_______________________________________________________________

5. (M)_________________________________________________________________

______________________________________________________________

6. (M)_________________________________________________________________

_______________________________________________________________

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Compound Sentences and Compound Predicates

2 simple sentences:

He goes to the gym near his home. He practices every day.

This is a very ordinary pair of sentences. This type of writing is not incorrect.

Sometimes you want to use these simple sentences in your writing. But if most of your

sentences are like this, your writing style is weak.

1 compound sentence:

He goes to the gym near his home, and he practices every day.

Including compound sentences is your writing is one way to add variety to your

sentence patterns. In a compound sentence, you have a subject and predicate joined

to another subject and predicate by and, or, but, or another conjunction such as

however.

1 simple sentence with a double predicate:

He goes to the gym near his home and practices every day.

Writing with compound predicates is another excellent way to add variety to your

sentence patterns. Here, you begin with one subject and add two predicates. Don’t

separate the 2 predicates with a comma.

What if you have more than two predicates?

�� 3 simple sentences:

Every day he does about a hundred lay-ups. Then he practices his three pointers.

Then he dribbles up and down the court.

This style is very common among undeveloped writers. It very quickly starts to sound

repetitive and boring. Avoid writing in this way.

�� 1 triple compound sentence:

Every day he does about a hundred lay-ups, and he practices his three pointers, and he

dribbles up and down the court.

This sentence is very much like the previous one: repetitive and dull. Avoid writing

in this way.

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☺☺☺☺ 1 simple sentence with a triple predicate:

Every day he does about a hundred lay-ups, practices his three pointers, and dribbles

up and down the court.

This is a very good sentence. It is another example of a compound predicate. In this

example there are three predicates. Separate three or more predicates with commas.

Include sentences like this in your writing from time to time.


the same information in one compound sentence you will see that the compound sentence has

a higher readability rating:

• Every day he does about a hundred lay-ups. He also practices his three pointers.

He dribbles up and down the court too. (3.8)

• Every day he does about a hundred lay-ups, practices his three pointers, and

dribbles up and down the court. (8.5)

I. Practice writing compound predicates. Combine these simple sentences. Write only

one subject and create compound predicates.

1. A fox lives in this log. It comes out at night.

_______________________________________________________________

_______________________________________________________________

2. The track star stretches every morning. He lifts weights every afternoon. He

runs every evening.

_______________________________________________________________

_______________________________________________________________

3. Our family walked in the woods. We also swam in the lake. Then we ate

around the campfire.

__________________________________________________________________

____________________________________________________________

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II. Now write 6 sentences of your own, each with a compound predicate.

1. _______________________________________________________________

_________________________________________________________

2. _______________________________________________________________

_________________________________________________________

3. _______________________________________________________________

_________________________________________________________

4. _______________________________________________________________

_________________________________________________________

5. _______________________________________________________________

_________________________________________________________

6. _______________________________________________________________

_________________________________________________________

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Work with a partner to write three of the most complex and interesting sentences you can.

You should use at least two types of phrases or clauses (maybe more) in each sentence. We

will type the best ones up on the board and see what the readability levels are. Then we will

put together a PowerPoint of the best sentences, with illustrations, for everyone to watch

together later.

1. _____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. _____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. _____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

variety in sentence patterns booklet

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