Posts Tagged ‘correct sentences’

What are Coordinating sentences?

We all know the mean­ing of “coor­di­na­tion” which means some­thing that sup­port our ideas and “sub­or­di­nate” means some­thing of lesser impor­tance. As the name sug­gests, coor­di­nat­ing sen­tences and sub­or­di­nat­ing sen­tences are very much use­ful in form­ing the rela­tion­ships between the ideas and tells us about the ideas that are sup­port­ing our idea or our sen­tence and the sen­tences that are mak­ing our sen­tences lower in posi­tion. These kinds of sen­tences are very much impor­tant in Eng­lish as we may have to empha­size or reduce the impor­tance of sev­eral issues in the sen­tences that we use. Let us know when to use coor­di­nat­ing sen­tence parts and how to use these coor­di­nat­ing sentences.

grammar and punctuation

We gen­er­ally use the coor­di­nate sen­tences when we want to com­pare any equally impor­tant ideas in a sen­tence and com­bine two inde­pen­dent clauses. Usu­ally we use the fol­low­ing meth­ods to coor­di­nate sen­tence parts:

  • Coor­di­na­tion using a conjunction

The con­junc­tions that we use for coor­di­nat­ing the sen­tences are and, but, for, nor, or, so, yet etc. Each of these con­junc­tions rep­re­sent a dif­fer­ent mean­ing and used in dif­fer­ent situations.

“And” is used to link between or com­bine two ideas.

“But” is used to com­bine two con­trast ideas.

“For” is used to show a cause.

“Nor” is used to give a neg­a­tive meaning.

  • Using a pair of cor­rel­a­tive conjunctions

Some of the exam­ples for the pair of coor­di­na­tive con­junc­tions include either-or, neither-nor, not only-but also etc.

E.g. He is nei­ther best nor worst.

These are used to com­bine dif­fer­ent sen­tences which coor­di­nate each other. These show a bal­ance between two inde­pen­dent clauses.

  • Coor­di­na­tion using a semicolon

Semi­colon is used to link two inde­pen­dent clauses that are of equal impor­tance. Gen­er­ally we rep­re­sent the cause and result kind of sen­tences sep­a­rated using a semicolon.

E.g. Sheela went to the mar­ket; she brought fresh vegetables.

  • Coor­di­na­tion using a con­junc­tive verb.

Con­junc­tive verbs include there­fore, as a result, for exam­ple, in addi­tion, how­ever etc.

These are also com­monly used con­junc­tives which are use to indi­cate dif­fer­ent rela­tion­ships between the sen­tences. When we are using these kinds of con­junc­tives we need to decide which ideas can be com­bined to give the exact mean­ing. The incor­rect usage of these con­junc­tions to rep­re­sent the rela­tion­ships between the ideas leads to the change in the meaning.

E.g. The cre­ation of com­put­ers has greatly helped the soci­ety; in addi­tion to pro­vid­ing the job oppor­tu­ni­ties, it also improved our life styles.

Subordinating sentences

Sub­or­di­nat­ing sen­tences are used to make a con­nec­tion between two dif­fer­ent and unequal sen­tences. These sen­tences show the rela­tion­ship between two dif­fer­ent and inde­pen­dent sen­tences by putting the most impor­tant idea in the main clause and the other less impor­tant idea as the sub­or­di­nat­ing clause. Main clause is usu­ally shown by a depen­dent clause and the sub­or­di­nat­ing clause empha­sizes or rep­re­sents the ideas or rela­tion­ships among the ideas and dif­fer­en­ti­ates the impor­tance of one idea over the other. These types of sen­tences give much strength to our writ­ing or our speech and make our idea more clear to the audience.


Before using the coor­di­nated sen­tences we need to think about the logic. If we form the sen­tences with­out proper logic and thought leads to the sen­tences with dif­fer­ent mean­ing. So we should fol­low the steps for using the ideas to form the sub­or­di­nat­ing sentences.

  1. Make the dif­fer­en­ti­a­tion between the ideas and decide which an impor­tant idea is and which is sup­posed to be the main clause of our sen­tence and the idea which is used as a sub­or­di­nat­ing clause.
  2. The main clause should express the com­plete idea and it should have the nec­es­sary sub­ject or the verb.
  3. We have to choose the sub­or­di­nat­ing cause that rep­re­sents the best rela­tion­ship with the main clause and gives the exact meaning.
  4. We can use the main clause and sub­or­di­nat­ing clause in any order that we want i.e. we can use either main clause or sub­or­di­nat­ing clause in the begin­ning or at the end. But they should give the mean­ing that we want to show.

Some of the exam­ples for the sub­or­di­nat­ing con­junc­tions include because, before, although, if, though, unless, where, wher­ever etc.

These sub­or­di­nat­ing con­junc­tions should be used accord­ing to their mean­ing and accord­ing to the sit­u­a­tion. They should rep­re­sent the rela­tion­ship between the two ideas correctly.

Let us the mean­ing of each sub­or­di­nat­ing clauses that we have men­tioned above.

Because, as – cause and reason

Whether, rather than, than – choice

Even if, unless – condition

Though, even though, although – contrast

So, so that, in order that, that – result or effect

Where, wher­ever – loca­tion or place

Since, until, while, when, after, before — time

Let us see some of the exam­ples for the sub­or­di­nated sen­tences by con­sid­er­ing some non-coordinated sen­tences and coor­di­nated forms for the cor­re­spond­ing sentences.

E.g. The cli­mate was very bad today. I am not going to class today.

Above sen­tence is non-coordinated sen­tence and shows no proper rela­tion­ship between the sen­tences. By adding the sub­or­di­nat­ing con­junc­tion, the rela­tion­ship between the sen­tences can be formed cor­rectly which makes the reader very easy to read and sounds prop­erly when we speak.

As the cli­mate was very bad today, I am not going to class.

E.g. The team was very strong. Team is not allowed to par­tic­i­pate in the final cup.

The sen­tences are non-coordinated and rep­re­sent no rela­tion­ship between the two sen­tences. The coor­di­nated sen­tence for the above sen­tences is:

Even though the team was very strong, it is not allowed for the final cup.

What are Run-on sentences?

When we are form­ing sen­tences there are sev­eral sit­u­a­tions in which we may make mis­takes. We may be doing the gram­mar mis­takes, spelling or cap­i­tal let­ters usage mis­takes. Of all the com­mon mis­takes that we do with sen­tences are run-on sen­tences and frag­ments. These cre­ate so much dif­fi­culty for the read­ers to under­stand the sen­tences because these change the mean­ing of the sen­tences. When we are writ­ing some impor­tant doc­u­ments related to busi­ness then it is of utmost impor­tant to avoid these kinds of errors. So let us about these run-on sen­tences errors.

These run-on sen­tence errors occur because of the incor­rect join­ing of two inde­pen­dent clauses. By not putting a comma in between the inde­pen­dent sen­tences may became an error and changes the mean­ing of the sen­tences. By this miss­ing comma splice the mean­ing of the sen­tences get changes and make the reader confused.

E.g. Our body parts will be in an ini­tial stage of devel­op­ment we born we will born with all the parts of our body.

In the above sen­tence there is no comma which makes it dif­fi­cult for the reader in read­ing the sen­tence. He can’t under­stand which part of the sen­tence mean which mean­ing. The usage of the comma makes the sen­tences mean­ing­ful and sug­gests the reader to break the sen­tence up to that point and then con­tinue with the other part of the sentence.


The cor­rect ver­sion of the above sen­tence that makes sense to the reader is:

Our body will be in an ini­tial stage of devel­op­ment, but we born with all the parts of the body.

We can eas­ily solve the prob­lem of run-on sen­tences by fol­low­ing the sim­ple tips:

  1. Break the sen­tence into the mean­ing­ful sen­tences when they are very long and make sure that they are giv­ing the same mean­ing that you want to con­vey to the read­ers. Try to use the com­mas, con­junc­tions to break the sen­tence into parts and make cor­rect usage of the conjunctions.
  2. Try to form the com­pound sen­tences which use s the con­junc­tives to form the mean­ing­ful sen­tence when two or more sen­tences are joined.
  3. Try to use the semi­colon an cre­ate some com­pound state­ments which will make the reader eas­ier to read the sen­tence very eas­ily and get the mean­ing of the sen­tence very easily.
  4. Try to add some sub­or­di­nat­ing con­junc­tions which we dis­cussed in the ear­lier topic and this usage brings the mean­ing to the sen­tences when we join them. But we should be care­ful while select­ing these con­junc­tions from sev­eral accord­ing to the sit­u­a­tion and meaning.
  5. Make sure that the reader can under­stand the long sen­tences that you write with­out los­ing the mean­ing of the sen­tences that you want to con­vey to the reader.
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