Use the word main in a sentence

Sentence Examples

We can have blue soup to start, orange pudding to end, and… well, for main course, we have… uh, congealed green gunge.

main bus A undervolt down to— lt’s reading 25 and a half.

We got a main bus B undervolt, cryo pressure, suit compressor.

Seran Inc.’s main product, a micro… Machine related to pharmaceutics, went out of stock, as a result the companies stock itself went down. As if this decrease was his main purpose, he stopped the threats to Serano…

Niko, get up there and show ’em the main attraction.

And when you’re in the main chamber… try and use the big boy voice, OK?

Remember, there’s a time portal in the main chamber.

Napoleon attacked Russia, main allay.

main CHARACTERS THE FIRST PART

Only one road led to the Huseby summer farm, and it passed right by the main farm.

«I am coming into the main room

Produced by the Czechoslovak Television Bratislava, main Office of Film Programs, 1975.

She is in Cell 194, main building, second floor.

In the main Auditorium of Philharmonic Hall

In the main Auditorium of Philharmonic Hall 8 o’clock

My main sources are mentioned in the theatre’s playbill.

In ancient Greece, the main activity at a «gymnasium» was gymnastics, but today the word is used only as a term for «high school» so that throughout Europe, grammar is the main pursuit

«If that Psalm-singing idiot bothers me much more I’ll have his daughter in here as the main attraction!»

The main culprit is a masked man who goes walking about the circus …

In the main court, where the Cossack battery took up its position.

This rare full-frame print, to which the original division in 6 chapters has been restored, was the main source for the film print that you are about to see.

Now, here is the main road leading out of Cocoanut Manor.

Ladies and gentlemen, before proceeding with the main business of the day, which is the selling of these lots at any price, we’re gonna have a little entertainment… very little.

That’s going to be my main aim in life.

The breakdown is the main hobby of the Sunday motorist.

You left out the main one, too.

The main gee just called up.

The main gee is goin’ to the «cansky» in the morning.

The main gee just called up, and you better hustle.

Sailing, sailing over the bounding main

# And one day, at 9 o’clock in the morning, # when he awoke from his dreams, # the whole company was assembled on the main square # and they were waiting since a quarter to 8.

# Love is like a sound film # the main characters are the two of us # first a sweet caress, then the inevitable # a little song with greeting and a kiss at the end.

# Love is like a sound film # the main characters are the two of us # first a sweet caress, then the inevitable, # a little song with greeting and a kiss at the end.

# Adieu my litte Guards officer, # adieu, adieu… #… the main characters are the two of us, # first a sweet caress, then the inevitable, # a little song with greeting and a kiss at the…

The main thing is that one lives his life decently.

The main event of the evening: Ten rounds of boxing.

The three main ones are… HE, SHE… and THE OTHER GUY …as usual.

I should mention that Carla is also the host and narrator of our special documentary supplement, The Road to Dracula, which you can access through the main menu.

Lugosi wore bilious green make-up as he bestowed a languorous kiss, before baring his victim’s throat for the main course.

The maid, played by Moon Carroll, is misidentified on the film’s main titles as Joan Standing.

He was also the main screenwriting force behind Universal’s Frankenstein, as well as Dracula’s Daughter in 1936.

Despite Carl Laemmle Jr’s name on the main title of the Spanish film, the de facto producer of this versi├│n was Paul Kohner,

Villar├¡as’ name was shortened to Carlos Villar on the main titles, and his contract for the film was further Americanised to Charles Villar.

Very pretty, Mr. Chief Editor, but where’s the main thing?

MAIN IDEA, TOPIC SENTENCE AND SUPPORTING SENTENCE

1. MAIN IDEA

A main idea is a sentence that states what that essay or article will be about. The main idea sets up the rest of the article and is included in the introduction or first paragraph.

Finding the Main Idea

How Can I Locate the Main Idea?

Once you can find the topic, you are ready to find the main idea. The main idea is the point of the paragraph. It is the most important thought about the topic.

To figure out the main idea, ask yourself this question: What is being said about the person, thing, or idea (the topic)?

The author can locate the main idea in different places within a paragraph. The main idea is usually a sentence, and it is usually the first sentence. The writer then uses the rest of the paragraph to support the main idea.

Let’s use the paragraph below as an example. First find the topic, then look for the main idea.

Summer is a wonderful time to spend at West Beach. It is a beach with light- colored, soft sand. The coastline goes on for a long way and many people enjoy walking along it. Children like to play in the surf and walk along the rocks that are visible at low tide. This is a fun beach for people of all ages.

In this paragraph:

• the topic is West Beach
• the main idea (what the writer is saying about the topic) is that summer is a wonderful time at West Beach

Here is another example:

The movie Apollo 13 was a blockbuster for the summer of 1995. It is an exciting story about space exploration. In the movie, the astronauts get in trouble while they are trying to return to Earth. People in the audience are on the edge of their seats waiting to see what happens. What makes it even more exciting is that it is a true story. 

In this paragraph:

• the topic is the movie Apollo 13
• the main idea is in the first sentence: Apollo 13 was a blockbuster for the summer of 1995

While the main idea is usually in the first sentence, the next most common placement is in the last sentence of a paragraph. The author gives supporting information first and then makes the point in the last sentence.

Here’s a paragraph we can use as an example. Try to locate the topic and the main idea.

Most teenagers and young adults do not know what they want to do for the rest of their lives. It is a big decision. There are a number of things you can do to narrow the choices. For example you can take an interest test, do some research on your own about a career, try volunteer work in the field in which you are interested, or “job-shadow”, in which you spend a day with a person who is working in a field that interests you. These are just a few helpful ideas as you begin to choose a career.

In this paragraph:

• the topic is jobs or career choices
• the main idea is a few ideas to help the reader choose a career

Finally, an author might put the main idea in the middle of a paragraph. The author will spend a few sentences introducing the topic, present the main idea, then spend the rest of the paragraph supporting it. This can make the main idea more difficult to find.

See if you can find the topic and main idea in the paragraph below.

The United States seems to be in love with the idea of going out to eat. Because of this, a real variety of restaurants has come about specializing in all kinds of foods. McDonald’s is the king of a subgroup of restaurants called fast-food restaurants. Chances are, no matter where you live, there is a McDonald’s restaurant near you. There are even McDonald’s in the Soviet Union. Now McDonald’s is trying something new. It is called McDonald’s Express and there is a test site in Peabody, Massachusetts. It is part of a Mobil gas station. This allows you to fill up with gas and fill up on food at the same time. What will they think of next?

In this paragraph:

• the topic is McDonald’s 
• the main idea is in the middle of the paragraph, in the third sentence: McDonald’s is the king of fast food

1. TOPIC SENTENCE

What is the topic sentence?
The topic sentence is the first sentence in a paragraph.

What does it do?
It introduces the main idea of the paragraph.

How do I write one?
Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about.

Example:

There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada’s cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.

The Topic Sentence  (The Oxford English Grammar, and The Elements of Style)

• The Oxford English Grammar defines a topic sentence as “[C]ommonly, though not invariably, the first sentence of a paragraph. It . . . conveys a generalization followed by an example” (the supporting details). I should add here that a topic sentence is probably followed by “an example” which, itself, is explained in further detail. (italics added)
• So, the topic sentence is general; the rest is detail.
• Example: (topic sentence is italicized; remainder of paragraph is detail supporting the topic sentence)
• At times, those who govern also regard particular circumstances as too uncomfortable, too painful, for most people to cope with rationally. [the generalization] They may believe, for instance, that their country must prepare for long-term challenges of great importance, such as a war, an epidemic, or a belt-tightening in the face of future shortages. [detail / examples] Yet they may fear that citizens will be able to respond only to short-range dangers. Deception at such times may seem to the government leaders as the only means of attaining the necessary results. [further detail] (from Lying: Moral Choice in Public and Private Life, by Sissela Bok, p. 168.)
• Further explanation from The Elements of Style:
• Ordinarily, . . .a subject requires division into topics, each of which would be dealt with within a paragraph, The object of treating each topic in a paragraph is, of course, to aid the reader. The beginning of each paragraph is a signal to [the reader] that a new step in the development of the subject has been reached. (italics added) .
• This is most true when there are several paragraphs regarding a theme. In those cases, the topic sentence is essential to “signal to the reader” that what follows is a different aspect of the theme .
• The Oxford English Grammar defines a topic sentence as “[C]ommonly, though not invariably, the first sentence of a paragraph. It . . . conveys a generalization followed by an example” (the supporting details). I should add here that a topic sentence is probably followed by “an example” which, itself, is explained in further detail. (italics added)
• So, the topic sentence is general; the rest is detail.
• Example: (topic sentence is italicized; remainder of paragraph is detail supporting the topic sentence)
• At times, those who govern also regard particular circumstances as too uncomfortable, too painful, for most people to cope with rationally.
• [the generalization] They may believe, for instance, that their country must prepare for long-term challenges of great importance, such as a war, an epidemic, or a belt-tightening in the face of future shortages. [detail / examples] Yet they may fear that citizens will be able to respond only to short-range dangers. Deception at such times may seem to the government leaders as the only means of attaining the necessary results. [further detail] (from Lying: Moral Choice in Public and Private Life, by Sissela Bok, p. 168.)
• Further explanation from The Elements of Style:
• Ordinarily, . . .a subject requires division into topics, each of which would be dealt with within a paragraph, The object of treating each topic in a paragraph is, of course, to aid the reader. The beginning of each paragraph is a signal to [the reader] that a new step in the development of the subject has been reached. (italics added) .
• This is most true when there are several paragraphs regarding a theme. In those cases, the topic sentence is essential to “signal to the reader” that what follows is a different aspect of the theme

Analysing a Topic Sentence

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

Consider the last paragraph about topic sentences, beginning with the topic sentence itself:

Topic sentences often act like tiny thesis statements.

This is my claim, or the point I will prove in the following paragraph. All the sentences that follow this topic sentence must relate to it in some way.

Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph.

These two sentences show how the reader can compare thesis statements and topic sentences: they both make a claim and they both provide a focus for the writing which follows.

Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way.

Using the transitional word “further” to relate this sentence to those preceding it, I expand on my topic sentence by suggesting ways a topic sentence is related to the sentences that follow it.

Topic sentences make a point and give reasons or examples to support it.

Finally, I wrap up the paragraph by stating exactly how topic sentences act rather like tiny thesis statements.

Examples and Observations:

• “Grandma’s room I regarded as a dark den of primitive rites and practices. On Friday evenings whoever was home gathered at her door while she lit her Sabbath candles. . . .”
• “In seventeenth-century Europe, the transformation of man into soldier took on a new form, more concerted and disciplined, and far less pleasant, than wine. New recruits and even seasoned veterans were endlessly drilled, hour after hour, until each man began to feel himself part of a single, giant fighting machine. . . .”
• “I passed all the other courses that I took at my university, but I could never pass botany. . . .”
• “What is there about this wonderful woman? From next door she comes striding, down the lawn, beneath the clothesline, laden with cookies she has just baked, or with baby togs she no longer needs, and one’s heart goes out. Pops out. The clothesline, the rusted swing set, the limbs of the dying elm, the lilacs past bloom are lit up like rods of neon by her casual washday energy and cheer, a cheer one has done nothing to infuse.”
• “Television. Why do I watch it? The parade of politicians every evening: I have only to see the heavy, blank faces so familiar since childhood to feel gloom and nausea. . . .”
• unchanged and handy. . . .”
• “Teachers and textbook writers should exercise caution in making statements about the frequency with which contemporary professional writers use simple or even explicit topic sentences in expositoryparagraphs. It is abundantly clear that students should not be told that professional writers usually begin their paragraphs with topic sentences.”
• Characteristics of an Effective Topic Sentence
  “A good topic sentence is concise and emphatic. It is no longer than the idea requires, and it stresses the important word or phrase. Here, for instance, is the topic sentence which opens a paragraph about the collapse of the stock market in 1929:

The Bull Market was dead.
(Frederick Lewis Allen)

Notice several things. (1) Allen’s sentence is brief. Not all topics can be explained in six words, but whether they take six or sixty, they should be phrased in no more words than are absolutely necessary. (2) The sentence is clear and strong: you understand exactly what Allen means. (3) It places the key word–‘dead’–at the end, where it gets heavy stress and leads naturally into what will follow. . . . (4) The sentence stands first in the paragraph. This is where topic sentences generally belong: at or near the beginning.

Positioning a Topic Sentence
“If you want readers to see your point immediately, open with the topic sentence. This strategy can be particularly useful in letters of application or in argumentative writing. . . .

“When specific details lead up to a generalization, putting the topic sentence at the end of the paragraph makes sense. . . .

“Occasionally a paragraph’s main idea is so obvious that it does not need to be stated explicitly in a topic sentence.”

• Guidelines for Composing Topic Sentences
  “The topic sentence is the most important sentence in your paragraph. Carefully worded and restricted, it helps you generate and control your information. An effective topic sentence also helps readers grasp your main idea quickly. As you draft your paragraphs, pay close attention to the following three guidelines:
  1. Make sure you provide a topic sentence. . . .
  2. Put your topic sentence first. . . .
  3. Be sure your topic sentence is focused. If restricted, a topic sentence discusses only one central idea. A broad or unrestricted topic sentence leads to a shaky, incomplete paragraph for two reasons:

• The paragraph will not contain enough information to support the topic sentence.
• A broad topic sentence will not summarize or forecast specific information in the paragraph.”

1. SUPPORTING SENTENCE

What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph.

What do they do?
They give details to develop and support the main idea of the paragraph.

How do I write them?
You should give supporting facts, details, and examples.

Example:

There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada’s cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.

IMPLICIT AND EKSPLICIT

Explicit mean something clearly expressed or observable. Implicit mean implied or expressed indirectly. Something explicit is something that you have seen with your own eyes, and something implicit is something that you can figure out from what you have seen.

If you see a dog in the park, you explicitly know that the dog is in the park today. If you see the same dog in the park often with the same person, you may figure out that the person is the dog’s owner. You don’t know directly that the person is the dog’s owner, but you indirectly that the person is often taking care of the dog, and so, you implicitly know that the person is the dog’s owner.

Explicit knowledge is knowledge that has been articulated, codified, and stored in certain media. It can be readily transmitted to others. The information contained in encyclopedias and textbooks are good examples of explicit knowledge.

Forms

The most common forms of explicit knowledge are manuals, documents, procedures, and how-to videos. Knowledge also can be audio-visual. Works of art and product design can be seen as other forms of explicit knowledge where human skills, motives and knowledge are externalized.

RESEARCH

Kurniawati, Cicik and Marta Yuliani.Detik – Detik Ujian Nasional                                                                 SMA/MA.Intan Pariwara

Suparmin and Indra Sudirman.Chaarcter Building Bahasa Inggris SMK X1.Surakarta:Mediatama.

(Philip C. Kolin, Successful Writing at Work, 9th ed. Wadsworth, 2010)

Andrea Lunsford, The St. Martin’s Handbook. Bedford/St. Martin’s, 2008

Thomas S. Kane, The New Oxford Guide to Writing. Oxford Univ. Press, 1988

William Golding, A Moving Target. Farrar, Straus and Giroux, 1982

Gretel Ehrlich, The Solace of Open Spaces. Viking Penguin, 1985

Truman Capote, In Cold Blood. Random House, 1966

Finding the Main Idea

http://www.writingcentre.uottawa.ca/hypergrammar/partopic.html

http://grammar.about.com/od/tz/g/topicsenterm.htm

Hortatory Exposition

http://englishjuniorhighschool.blogspot.com/2013/03/example-of-recount-text-travelling.html

http://englishjuniorhighschool.blogspot.com/2013/05/example-of-procedure-text-how-to-make.html

http://sman5yk.sch.id/index.php/2013-03-21-17-03-23/inggris/232-english-lesson-material-for-grade-xi-semester-1

Консультации по учебе, на самой крупной бирже
студенческих работ !

Ответы на Тесты по Английскому языку для всех курсов ПОЛИТЕХ (СПБСТУ) ИММИТ ИЭИТС ИСИ ИКНТ ИФНИТ ИПМЭИТ …..

Наилучшим решением для поиска задачи является ввод 2-3 первых слов условия задачи !!!

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The main task of «reading for detail» is to read the whole text line-by-line to understand the main idea, author»s opinion and
other important details.
Выберите один ответ:
Верно
Неверно

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Name the part of an essay described below
The main idea of a paragraph usually the most general sentence of this paragraph
Выберите один ответ:
а. topic sentence ¥
b. thesis statement
c. indent
d. introduction

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1. The use of nuclear energy has benefited the international community toa degree unparalleled
(parallel) in history, but not without undesirable consequences.
2. The main dome had а» conical (cone) shape with eight windows.
3. At Interface we really intend to bring this _ prototypical (prototype) sustainable, zero-footprint industrial
company fully into existence by 2020.
4. Tunnel boring (bore) machines and associated back-up systems are used to highly automate the
entire tunnelling process
5. Turning the tool manually (manual), the kicker extracts a section of soil, which is then placed on the
waste extract.
6. The main idea of NAT method is to use the geological stress of the surrounding rock mass to
stabilize (stable) the tunnel.
7. The 126m long 20m clear span underpass (pass) below the high speed rail lines at Cliffsend in Kent,
UK.
8. There are many occurrences (occur) of tunnels being replaced by open cuts, for example, the
Auburn Tunnel.

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The main idea of paragraph С is
Выберите один ответ:
a. only our behavior can express our personality
р. our biological and social traits make us behave in specific ways
c. people act differently in similar situations

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Name the part of an essay described below
The main idea of a paragraph usually the most general sentence of this paragraph
Выберите один ответ:
a. indent
Б. topic sentence W
с. introduction
d. thesis statement

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Use words and phrases given below to complete the text.
The topic sentence is usually the first sentence in a paragraph. It gives the main idea and
the topic . The first sentence in a paragraph can Бе indented . The
supporting sentences come after the topic sentence, and they explain the topic sentence. The
concluding sentence comes at the end of a paragraph.
concluding sentence
supporting sentences
indented
topic
main idea
topic sentence
paragraph

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Мате the part of an essay described below
The main idea of a paragraph usually the most general sentence of this paragraph
Выберите один ответ:
a. introduction
b. topic sentence W
c. indent
d. thesis statement

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When scanning, you first need to get the main idea of the material before looking for certain details that back it up.
Выберите один ответ:
Верно
Неверно

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Name the part of an essay described below
The main idea of a paragraph usually the most general sentence of this paragraph
Выберите один ответ:
a. indent
b. introduction
с. topic sentence
d. thesis statement

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The main idea of paragraph В is
Выберите один ответ:
a. environment doesn»t impact personality
b. personality always changes throughout life
с. personality is made up of genetic traits and environmental influence

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Name the part of an essay described below
The main idea of a paragraph usually the most general sentence of this paragraph
Выберите один ответ:
a. introduction
b. indent
c. thesis statement
. d. topic sintence

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• Grammar
• Syntax

Syntax

Syntax is a section of the science of language that studies phrases and sentences.

Proposals are formed from words and phrases.

The sentence is one of the basic units of the language and the basic unit of syntax. With the help of the sentence, we express our thoughts and feelings, we address each other with questions, advices, requests, orders.

A sentence is a word or a few words that contain a message, a question or an urge (order, advice, request). The sentence is characterized by intonation and is a separate utterance.

The sentence has a grammatical basis, consisting of the main members (subject and predicate) or one of them:

• Началась весна.

  (= Spring began.)

• Зеленеет трава.

  (= The grass is green.)

• Сумерки.

  (= Twilights)

• Вечереет.

  (= It is getting dark.)

The sentences may be simple and complex. A complex sentence consists of two or more simple sentences. A complex sentence, like a simple one, is a single whole. The sentences that are part of its composition are related to each other in meaning, intonation and lexical means.

Principal parts of the sentence

The main parts of the sentence are the subject and the predicate.

The subject is the main part of the sentence, which is related to the predicate and to the the nominative case

кто?
(= who?)

or

что?
(= what?)

:

• Установилась хорошая (что?) погода.

  (= The (what?) weather is good.)
• (Кто?) Дети вернулись из школы.

  (= The (who?) children returned from school.)

A predicate is the main member of a sentence that is related to the subject and is used for questions

что делает предмет?
(= what the subject is doing?)

,

что с ним происходит?
(= what is happening to it?)

,

что он такое?
(= what is it?)

,

кто он такой?
(= who is he?)

, etc.

• Листья на деревьях пожелтели. (что сделали?)

  (= The leaves in the trees turned yellow. (what have leaves done?))

• Студенты занимаются в читальном зале. (что делают?)

  (= Students are studying in the reading room. (What are they doing?))

• Москва – столица России. (что такое Москва? что есть Москва?)

  (= Moscow is the capital of Russia. (What is Moscow?))

Subordinate parts of the sentence

The parts of the sentence that explain the main or other parts of the sentence are called subordinate.

The object is a subordinate part of the sentence, answering questions of oblique cases and denoting the subject.

The attribute is a subordinate part of the sentence that answers questions

какой?
(= which?)

,

чей?
(= whose?)

The adverbal modifier is a subordinate part of the sentence that expresses a sign of action or other indication. It explains the predicate or other parts of the sentence. The adverbal modifiers answer questions

как?
(= how?)

,

каким образом?
(= how come?)

,

где?
(= where?)

,

куда?
(= where to?)

,

откуда?
(= from where?)

,

зачем?
(= why? / for what?)

,

при каком условии?
(= under what condition?)

,

почему?
(= why?)

,

отчего?
(= why? / from what cause?)

,

как долго?
(= how long?)

and other.

Types of subordinate parts	Questions that are answered by subordinate parts	Examples
Object	questions of oblique cases	Учитель дал (кому?) мне задание. The teacher gave (to whom?) me a task.
Attribute	какой? (= which?) , чей? (= whose?)	На его лице была (какая?) весёлая улыбка. He had a (what?) cheerful smile on his face
Adverbal modifier	как? (= how?) , каким образом? (= how come?) , где? (= where?) , куда? (= where to?) , откуда? (= from where?) , зачем? (= why? / for what?) , при каком условии? (= under what condition?) , почему? (= why?) , отчего? (= why? / from what cause?) , как долго? (= how long?)	(когда?) Сегодня русский язык изучает много людей. (when?) Today the Russian language is studied by many people.

Simple sentence

A simple sentence is a sentence that has one grammatical basis. It can consist of:

• Two main parts — subject and predicate:
  

  Кругом лежит снег.
  (= Snow is everywhere around.)
  

• or of only one subject:
  

  Зима. Кругом много снега.
  (= It’s winter. The snow’s around. )
  

• or of only one predicate:
  

  Вечереет. Небо на западе порозовело.
  (= It’s getting dark. The sky has turned pink on the west.)
  

The subject and the predicate may include dependent words — dependend parts of the sentence.

The parts of the sentence are divided into main and subordinate.

Simple sentence according to the presence or absence of subordinate parts

The sentences are divided into simple and complex. Both simple and complex sentences can be expanded and unextended, that is, they may or may not contain, in addition to the main parts some subordinate parts (definitions, additions, circumstances, etc.):

• Он пришёл очень быстро.

  
  He came very quickly.

  (expanded)

• Он пришёл.

  
  He came.

  (unextended)

Simple sentence according to the presence or absence of neccessary parts of the sentence

By the presence or absence of the necessary parts the simple sentences are divided into complete and incomplete.

Complete simple sentences contain all the parts of the sentence that are necessary for the structure:

• Небо на востоке озарялось розовым светом.

  
  The sky in the east was illuminated by a pink light.

Incomplete simple sentences have lack one main or subordinate part that is easily restored in meaning:

• Коля пошёл в спортзал, а я – в бассейн.

  
  Kolya went to the gym, and I went to the pool.

(the predicate went is missed)

Types of simple sentences according to the purpose of the saying

For the purpose of the statement — message, question, motivation — simple sentences are divided into narrative, interrogative and motivational.

In narrative sentences, an event or fact is reported:

• Один берег реки был высокий и обрывистый.

  
  One side of the river was high and steep.

• Другой берег реки был низкий и ровный.

  
  The other side of the river was low and level.

Interrogatory sentences express the question:

• Кто сегодня опоздал?

  
  Who is late today?

• Где будет проходить выставка?

  
  Where will the exhibition be?
• Вы знаете, где находится музей?

  
  Do you know where the museum is?

Various motives for action such as an order, a request, an appeal, a demand, a recommendation, etc. are expressed in the imperative sentences.

• Посмотри вокруг.

  
  Look around.

• Пойдём в парк.

  
  Let’s go to the park.

• Ешь побыстрее!

  
  Eat quickly!

Types of simple sentences according to the emotional coloring

Simple sentences can additionally express the emotions and feelings of the speaker. Such sentences are pronounced with the intonation of exclamation. Such sentences are called exclamatory.

• Какая кругом красота!

  
  Such a beauty around!

• Ребята, послушайте!

  
  Kids, listen!

Sentences without expression of feelings are called non-exclamatory. Such sentences have either narrative or interrogative intonation.

Every simple sentence can be an exclamatory by the purpose of the statement:

• narrative exclamatory sentence:
  • Как хорошо в лесу!

    
    How good it is in the forest!

  • Как прекрасна весна!

    
    What a wonderful spring!

• interrogative exclamatory sentence:
  • Неужели ты этого не знал?!

    
    Did not you know that?!

• imperative exclamatory sentence:
  • Пойдём на бассейн!

    
    Let’s go to the pool!

Declarative sentence

Narrative sentences are divided into affirmative and negative, in accordance with the statement or denial of the thought expressed in the sentence.

• Погода стояла тихая, тёплая, безветренная.

  
  The weather was quiet, warm, windless.

  affirmative sentence

• Ничего не было слышно из-за громкой музыки.

  
  Nothing was heard because of the loud music.

  negative sentence
  

In Russian, negation is expressed with the help of a negative particle

не
(= not)

and a word

нет
(= there is not)

.

If the particle

не
(= not)

is placed before the predicate, then the whole thought, reported in the sentence, is denied; If the particle

нет
(= there is not)

is before any other part of the sentence, then some part of the statement is denied.

• Я завтра не приду в университет.

  
  I will not go to university tomorrow.

• Нет, я не тебе меня судить.

  
  No, don’t you judge me.

Simple sentence according to the presence of principal parts of the sentence

By the presence of main parts, simple sentences are divided into two-part and one-part sentences.

A two-part sentence is a simple sentence with the subject and the predicate as necessary components:

• Они громко засмеялись.

  
  They laughed out loud.

• Он был очень умён.

  
  He was very clever.

• Весело сияет месяц над селом.

  
  The moon is shining brightly over the village.

A one-part sentence sentence is a simple sentence with only one main part (with or without dependent words). Depending on this, these sentences can be nominal (only a subject) and verbal (only a predicate). One-part sentence sentences are:

• Indefinitely-personal {/ b} — the main part can be expressed by the verb of the 3. person plural of the present or future tense or the verb of the past tense in plural. Indeterminate-personal sentences are used when the person is unknown:
  • Меня вызвали к директору.

    
    I was summoned to the director.

  • За рекой косили.

    
    The mowing was performed behind the river.

• Generalized-personal{/ b} — most often found in proverbs, sayings, descriptions; the main part in such sentences is expressed by the verb of the 2nd person singular and plural present and future tense or the verb of imperative mood:
  • Что посеешь, то и пожнёшь

    
    What goes around comes around.
    

• {B} Impersonal {/ b} — can not be of a person. The predicate is usually expressed by an impersonal verb:
  • На улице стемнело.

    
    It got dark.

• {B} Definitely-personal {/ b} — in the sentences, the main part can be expressed by the verb of the 1st or 2nd person singular or plural, present or future tense, as well as the verb of imperative mood:
  • Стою и смотрю.

    (= I stand and look.)

• Infinitive sentence, because the main term is infinitive:
  • Вам уже exать.

    (= It’s time for you to go.)

  • Спать!

    (= Sleep!)

• Nominal is a sentence in which the main member is correlated with the subject of a two-part sentence and expressed by noun in the singular nominative case.

  Ночь.
  (= Night.)
  
  ,

  Улица.
  (= Street.)
  
  ,

  Фонарь.
  (= Street lamp.)
  
  ,

  Аптека.
  (= Pharmacy.)
  

Complex sentence

Composite sentence consists of two or more simple sentences, related in meaning and/or with the help of connective word. Composite sentences are divided into:

• Compound sentences in which simple sentences are equal in meaning and are bound by co-ordinating conjunction

  и
  (= and)
  
  ,

  а
  (= but)
  
  ,

  но
  (= but)
  
  ,

  да
  (= yes (=and))
  
  ,

  или
  (= or)
  
  ,

  либо
  (= or)
  
  ,

  однако
  (= but)
  
  ,

  зато
  (= on the other hand)
  
  , as well as by compound co-ordinating conjunction

  ни… ни…
  (= neither … nor)
  
  ,

  то… то…
  (= now…now)
  
  ,

  то ли…, то ли…
  (= whether … or)
  
  ,

  не то…, не то…
  (= either … or)
  
  , etc.:

  • Дождь кончился, и взошло солнце.

    
    The rain was over and the sun rose.

  • То кто-то закричит, то кто-то запоёт.

    
    Once someone screams, once someone sings.

• Complex sentences where one simple sentence is subordinate to the other in meaning and is associated with it by means of subordinating conjunctions and connctive words:

  что
  (= that)
  
  ,

  чтобы
  (= to)
  
  ,

  где
  (= where)
  
  ,

  когда
  (= when)
  
  ,

  куда
  (= where)
  
  ,

  почему
  (= why)
  
  ,

  если (ежели)
  (= if)
  
  ,

  как
  (= as; like)
  
  ,

  пока
  (= while)
  
  ,

  хотя
  (= although)
  
  ,

  поэтому
  (= that’s why)
  
  ,

  какой
  (= which)
  
  ,

  который
  (= which)
  
  ,

  чей
  (= whose )
  
  etc., as well as complex subordinate conjunction:

  благодаря тому что
  (= due to the fact that)
  
  ,

  ввиду того что
  (= owing to the fact that)
  
  ,

  вследствие того что
  (= as a result of the fact that)
  
  ,

  вместо того чтобы
  (= instead of)
  
  ,

  несмотря на то что
  (= notwithstanding)
  
  ,

  прежде чем
  (= before)
  
  ,

  с тех пор как
  (= since)
  
  etc. The subordinating conjunction and the connective word are always in the subordinate clause:

  • Он знал, что до конце лекции осталось несколько минут.

    
    He knew that there were a few minutes left until the end of the lecture.

  • Маша не хотела, чтобы её ждали.

    
    Masha did not want to be waited for.

  • В окно я увидел, как маленькая синичка села на ветку.

    
    In the window I saw a little blue bun sitting on a branch.

• Asyndetic sentenses are the sentences where simple sentences are combined without conjunctions or connecting words. The means of communication is content and intonation:

  • Машина резко тронулась, мотор заворчал, все откинулись на сиденья.

    
    The car jerked off, the engine began to grumble, everybody leaned back against the seats.

Compound sentences

Complex sentences, in which simple sentences are equal in meaning and are bound together by coordinating conjunctions, are called compound sentences.

In compound sentences, simple sentences are joined by coordinationg conjunctions:

connective:

и
(= and)

,

да (= и)
(= yes (=and))

,

ни… ни…
(= nor… nor…)

,

тоже
(= also,)

,

также
(= as well,)

,

не только… но и
(= not only… but)

,

как… так и
(= as… same …)

separating:

то… то
(= then… then…)

,

не то… не то…
(= not… not)

,

или
(= or)

,

или… или
(= or… or)

,

либо
(= or)

alternative

а
(= but)

,

но
(= but)

,

да (= но)
(= yes (=but))

,

однако (же)
(= however)

,

зато
(= instead)

,

но зато
(= but instead)

Compound sentences

Complex sentences, in which one simple sentence is subordinate to the other and is associated with it by a subordinate conjunction or a connective word, are called compound sentences.

In a complex sentence, one simple sentence is the main one, and the other is the subordinate clause.

Subclause joins the main sentence with the help of subordinate conjunctions or connective words (see above).

Connective words are relative pronouns (which, which, whom, by whom, by whom, etc.) and adverbs (where, from where, etc.), used in the role of subordinate conjunctions.

Types of subordinate clauses as part of the necessary parts of the sentence

Complicated sentences on the meaning of the subordinate clause are divided into three groups: determinative, explanatory and circumstantial.

The subordinate determinative sentences refer to the noun in the main sentence, giving it a characteristic or attribute. The question

какой?
(= which?)

is used for the subordinate determinative sentences from the defined word (noun in the main sentence)

• Картина (какая), которую я увидел в дальней комнате, меня ошеломила своим великолепием.

  
  The picture (which), which I saw in the back room, stunned me with its magnificence.

Subordinate explanatory sentences refer to the main sentence to words with the meaning of speech (to speak, to ask, to answer), of thought (to think, to decide, to reflect) and of feelings (to feel, to rejoice, happy, sorry) and they clarify (that is, supplement, explain, disclose) the meaning of these words. Caseifiable questions are used from such words to subordinate explanatory sentences:

• Он явился с известием (о чём?), что лошади готовы.

  
  He appeared with the news (about what?) that the horses are ready.

Subadverbal modifiers refer to verbs or words with circumstantial meaning in the main sentence and specify the place, time, cause, purpose of the action, etc.

Subclauses with the meaning of place denote the place of action referred to in the main sentence and answer questions

где?
(= where?)

,

куда?
(= where to?)

,

откуда?
(= where from?)

• Деревья кругом (где?), куда ни глянешь, были все золотые и красные.

  
  Trees are all around (where?), wherever you look, all golden and red.

Subclauses with a time value specify the time of the action described in the main sentence and answer questions

когда?
(= when?)

,

с какого времени?
(= since when?)

,

до какого времени?
(= to when?)

• Когда уже все расселись, в огромном театре потухли сразу все лампочки. (когда потухли?)

  
  When everyone was already seated, all the light died out in the huge theater. (When did they die out?)

Subclauses with the meaning of the condition specify the condition under which the action referred to in the main sentence passes or can pass, and answer the question

при каком условии?
(= under what condition?)

• Хорошо (при каком условии?), когда за окнами шумят деревья.

  
  It’s nice (under what condition?), when there is a noise of the threes behind the windows.

Subclauses with the meaning of the reason specify the reason of the action referred to in the main sentence and answer the question

по какой причине?
(= for what reason?)

• Они вернулись (по какой причине?), потому что забыли дома ключ.

  
  They returned (for what reason?), because they forgot the key at home.

Subclauses with the meaning of the goal specify the purpose of the action referred to in the main sentence and answer the question

с какой целью?
(= for what aim?)

,

для чего?
(= What for?)

• Она вернулась (с какой целью? для чего?), чтобы взять зонт.

  
  She returned (for what purpose? for what?), to take an umbrella.

Subclauses with the meaning of the effect clarify the results of the action described in the main sentence and answer the question

что из этого следует?
(= what follows from this?)

• Я вернулся в родной город (что из этого следует?), поэтому скоро снова смогу увидеть дорогие мне с детства лица.

  
  I returned to my hometown (what follows from this?), so I will see the faces dear to me from childhood again.

Subclauses with the meaning of the mode of action clarify the image (nature) of the action mentioned in the main sentence, and answer questions

как?
(= how?)

,

каким образом?
(= how come?)

• Человек этот вёл себя так (как?), как будто никого рядом не было.

  
  This man behaved as if (how?) no one was around.

Subclauses with the meaning of measure and degree specify the measure and degree of action referred to in the main sentence and answer questions

в какой мере?
(= to what extent?)

,

в какой степени?
(= to what degree?)

,

до какой степени?
(= to what degree?)

,

сколько?
(= how many/much?)

,

насколько?
(= How much?)

• Она знала жизнь настолько плохо (насколько?), насколько это возможно в 20 лет.

  
  She knew life so little (how much?) as it’s possible when being 20 years old.

Subclauses with the comparison refine the actions on the basis of comparison with a similar object or event and answer questions

как что?
(= like what?)

,

как кто?
(= like who?)

,

чем что?
(= than what?)

,

чем кто?
(= than who?)

,

подобно чему?
(= similarly to what?)

,

подобно кому?
(= similarly to who?)

• С острыми звуками (подобными чему?), будто кто-то бьёт мелкой дробью в барабан, дожди стучит по подоконнику.

  
  With sharp sounds (like what?), as if someone is beating drum-roll, the rain is knocking on the windowsill.

Subclauses with the value of the assignment indicate an action that is opposed to the action in the main sentence and answer question

несмотря на что?
(= despite what?)

• Было уже достаточно тепло (несмотря на что?), несмотря на то, что кругом лежал рыхлый, тяжёлый снег.

  
  It was already warm enough (despite what?), despite the fact that there was a loose, heavy snow all around.

Word order in word collocations

At the neutral order of words in phrases:

• the adjective precedes the noun (

  интересная выставка
  (= an interesting exhibition)
  
  );

• the dependent word follows the main (

  в центре города
  (= at the center of the city)
  
  ,

  читает газету
  (= reading newspaper)
  
  );

• adverbs as -о, -е, precede the verb (

  хорошо танцует
  (= good dancer)
  
  ), and adverbs with the prefix по- and the suffix -ски follow the verb (

  пишет по-русски
  (= writing in Russian)
  
  );

• the subject group is in front of the predicate group (

  Брат читает.
  (= The brother is reading.)
  
  );

• the determinant denoting the place or time can be at the beginning of the sentence, followed by the predicate group, followed by the subject group (

  В городе есть театр.
  (= There is a theatre in the city.)
  
  );

• The dependent case form follows the verb (

  пришёл в класс
  (= came to the class)
  
  ).

Word order in the sentence

In the neutral order of words in the sentence:

• Preposition of the subject group, postposition of the predicate group:

  • Сестра пишет.

    (= The sister is writing.)

  • Брат читает.

    (= The brother is reading.)

• The determinant at the beginning of the sentence (the preposition of the predicate group, the postposition of the subject group):

  • Зимой начались каникулы.

    
    In the winter holidays began.

  • Весной распускаются деревья.

    
    In the spring trees bloom.

• Dependence of the order of words in the sentence on the actual division:

  • Игорь вернулся поздно вечером. (Когда вернулся Игорь?)

    
    Igor came back at night. (When did Igor came back?)

  • Поздно вечером вернулся Игорь. (Кто вернулся поздно вечером?)

    
    Igor came back at night. (Who came back late at night?)

Direct speech

A direct speech is exactly reproduced someone else’s speech, reproduced on behalf of the one who pronounced, thought or wrote it:

• Таня помолчали и опять спросила: «Так куда же мы сегодня пойдём?»

  
  Tanya paused and again asked: «So where are we going today?»

The sentence with a direct speech consists of two parts: the speech of someone else and the author’s words that accompany a direct speech. These parts are linked together unconditionally, united by intonation and meaning.

The author’s words indicate:

• who owns a direct speech:
  • «Ты что тут делаешь?» – спросил другой детский голос.

    
    «What are you doing here?» asked another child’s voice.

• When the speech was made, under what circumstances:
  • «Смотри, плачет!» – раздалось за кустами.

    
    «Look, he is crying!» — someone’s voice came from behind bushes.

• the speech manner of speaking person:
  • «Ему же вредно волноваться!» – скороговоркой сказала сестра.

    
    «It’s harmful for him to worry!» — sister said quickly.

Words of the author can be

• before direct speech
  • Я наклонился к нему и тихо спросил: «А ты знаешь, кто я?»

    
    I leaned close to him and quietly asked: «Do you know who I am?»

• after it
  • «Здравствуй!» – я пожал протянутую мне руку.

    
    «Hello,» I shook the hand offered to me.

• in the middle of the direct speach
  • «Какой разговор!» – отвечаю ему. – Я должен это сделать!»

    
    «No doubt!» — I answer him. — I must do it!»

Reported speech

Speech of someone else’s can be expressed with a simple sentence. In this case, only the topic of speech or subject of the conversationis indicated. The content of someone else’s speech is expressed with the help of conjunctions and connective words (

что
(= that)

,

где
(= where)

,

когда
(= when)

,

сколько
(= how many/much)

,

почему
(= why)

, etc.):

• Врач посмотрел на Андрея и спросил, как он себя чувствует.

  
  The doctor looked at Andrei and asked how he felt.

• Я сказал, что Петя сейчас на работе.

  
  I said that Pit is at work now.

• Витя объяснил, почему он не пришёл на репетицию.

  
  Vitya explained why he did not come to the rehearsal.

For a sentence to be complete, rather than a fragment, it must include a main clause. In English grammar, a main clause (also known as in independent clause, superordinate clause, or base clause) is a group of words made up of a subject and a predicate that together express a complete concept.

To write sentences effectively, a writer must decide which information to include in the main clause and which to relegate to dependent clauses. The basic rule of thumb is to make sure the most important information goes into the main clause, while information that ties things together by providing description and nuance gets placed in a dependent clause.

Examples and Observations

In sentence structure, the simple subject is the «who, what, or where» that comprises the main focus of the sentence. The predicate is the part of the sentence (the verb) that shows the action. For example, in the sentence, «The angry bear howled ominously,» the word «bear» is the simple subject and the predicate is «howled» so the main clause of the sentence would be, «The bear howled.»

In «The Concise Oxford Dictionary of Linguistics,» P.H. Matthews defined a main clause as «[a] clause which bears no relation, or no relation other than coordination, to any other or larger clause.» Unlike a dependent or subordinate clause, a main clause can stand alone as a sentence, while two or more main clauses can be joined with a coordinating conjunction (such as and) to create a compound sentence. In the following examples, notice the main clause does not necessarily include modifying words.

«While Fern was in school, Wilbur was shut up inside his yard.»
—From Charlotte’s Web by E.B. White.

Main clause:

• Wilbur was shut up

Since «Fern was in school» is modified by the word «while» which is a subordinate conjunction, «While Fern was in school» is a subordinate clause, rather than a main clause.

«Dinner always took a long time, because Antonapoulos loved food and he was very slow.»
—From «The Heart Is a Lonely Hunter,» by Carson McCullers

Main clause:

• Dinner took a long time

Since it’s modified by the word «because,» another subordinate conjunction, «because Antonapoulos loved food and he was very slow» is a subordinate clause.

«I learned to type when I was 12 years old. When I finished the class my father bought me a Royal portable typewriter.»
—From «The Writing Life,» by Ellen Gilchrist

Main clauses:

• I learned to type
• my father bought a typewriter

Since «when I was 12 years old» and «When I finished the class» are modified by «when,» yet another subordinate conjunction, they are both subordinate clauses. «My father bought a typewriter» is the main thought in the second sentence so it’s the main clause.

«Yes, he can do that until his crops fail one day and he has to borrow money from the bank.»
—From «The Grapes of Wrath,» by John Steinbeck

Main clauses:

• he can do that
• he has to borrow money

Since these two clauses are joined by the conjunction «and,» they are both main clauses.

Sources

Matthews, P. H. «Main Clause,» cited from «The Concise Oxford Dictionary of Linguistics.» Oxford University Press, 1997