2.

3 Introduction
Sentence combination refers to the process of connecting multiple sentences or
clauses to express ideas and relationships between them. It is an essential skill in
writing, as it helps create coherent texts. There are two ways of combining
sentences, coordination and subordination.
2.3.1 Coordination
Coordination involves combining independent clauses or sentences of equal
importance by using coordinators. In coordination, the status of the sentences is not
reduced when they are combined. In other words, when they are combined, they
still remain independent clauses. Coordination is achieved through the use of
coordinators such as coordinating conjunctions, correlative conjunctions, adverbial
conjunctions, and semicolons.

A) Using Coordinating Conjunctions

Coordinating conjunctions are words that connect two or more independent clauses
or sentences. They are usually preceded by a comma when used to join two
independent clauses. The most common coordinating conjunctions are:
1. Separate: She loves to read. Her brother enjoys playing video games.
2. Combined: She loves to read, and her brother enjoys playing video games.
3. For: She loves to dance, for it brings her joy.
4. And: He studied hard, and he aced the exam.
5. But: I wanted to go out, but it started raining.
6. Or: You can come to the party, or you can stay home.
7. Nor: He neither spoke, nor did he make eye contact.
8. Yet: She was tired, yet she kept pushing herself.
9. So: It was getting late, so we decided to leave.

B) Using Correlative Conjunctions

Correlative conjunctions are pairs of words used to join sentence elements of equal
importance. They are typically used with a comma before the second element.
Common examples include:
Separate: He studied hard. He also participated in extracurricular activities.
Combined: Not only did he study hard, but he also participated in extracurricular
activities.
Either...or: You can either go for a walk, or you can watch a movie.
Neither...nor: Neither the dog nor the cat made a sound.
 Both...and: She is both intelligent and hardworking.
Not only...but also: He is not only a talented actor, but also a skilled singer.
Whether...or: I don't know whether to choose the red or green dress.

C) Using Adverb Conjunctions

Adverb conjunctions link independent clauses or sentences, showing relationships
of time, cause, condition, contrast, or concession. They are generally preceded by a
semicolon or a comma when joining two independent clauses. Some common
adverb conjunctions include:
1. Separate: She finished her work. Therefore, she decided to take a break.
2. Combined: She finished her work; therefore, she decided to take a break.
3. However: She studied hard; however, she didn't perform well on the test.
4. Therefore: He didn't eat breakfast; therefore, he felt hungry.
5. Meanwhile: John is studying; meanwhile, his sister is cooking dinner.
6. Nevertheless: The weather was bad; nevertheless, we decided to go for a
hike.
7. Furthermore: She is talented; furthermore, she is also humble.

D) Using Semicolons:
Semicolons can be used to combine closely related independent clauses without a
coordinating conjunction. This technique is useful when the ideas in the clauses are
closely related or when a coordinating conjunction would make the sentence too
long or repetitive. Semicolons should be used instead of a comma when the clauses
are independent and can stand alone as separate sentences.
Example:
1. Separate: The weather was beautiful. We decided to go for a picnic.
2. Combined: The weather was beautiful; we decided to go for a picnic.
3. She loves reading; it expands her knowledge.
4. They traveled to Paris; it was a dream come true.

2.3.2 Subordination

Subordination involves combining an independent clause with a dependent clause,

creating a complex sentence. Subordination is achieved through the use of
subordinating conjunctions and relative pronouns.

A) Using Subordinating Conjunctions

Subordinating conjunctions introduce dependent clauses and establish relationships
of time, cause, condition, concession, purpose, or manner. They are generally
followed by a comma when the dependent clause comes before the main clause.
1. Separate: He finished his homework. After that, he went out with his friends.
2. Combined: After he finished his homework, he went out with his friends.
3. Although: Although it was raining, we went for a walk.
4. Because: She didn't go to the party because she was feeling tired.
5. If: If you study hard, you will succeed.
6. While: She read a book while waiting for her appointment.
7. Since: Since it was his birthday, we threw him a surprise party.

B) Using Relative Pronouns

Relative pronouns introduce dependent clauses, which provide additional

information about a noun or pronoun in the main clause. Non-essential relative
clauses are set off by commas. Here are examples:

1. Separate: The woman won the award. She was very talented.
2. Combined: The person who won the award was very talented.
3. Who: My brother, who lives in New York, is a doctor.
4. Who: The woman who is singing is a famous artist.
5. Which: I bought a new laptop; which, by the way, is very fast.
6. That: The book that I'm reading is a thrilling mystery.
7. Whose: The man whose car was stolen reported it to the police.
8. Where: This is the restaurant where we had our first date.

2.4. Basic Sentence Faults

Effective writing requires constructing sentences that are grammatically correct,
coherent, and clear. However, there are several common sentence faults that can
hinder the quality of your writing.
2.4.1. Sentence Fragment
A sentence fragment is an incomplete sentence that lacks a subject, a verb, or both.
A sentence fragment is an error that occurs when an incomplete sentence is
punctuated as though it were a complete sentence. Fragments can disrupt the flow
and coherence of your writing. To fix a sentence fragment, you need to add the
missing subject or verb or combine the fragment with a complete sentence. In
general, to avoid sentence fragments in your writing, look for three things when
reviewing your work to detect sentence fragments. First, check for a group of words
without a subject. Then look for a group of words without a verb, especially a group
that includes a verbal rather than a complete verb. Finally, check to see that a
subordinate clause is not punctuated as though it were a complete sentence. Many
times you can correct a sentence fragment by attaching it to a main clause that
comes before the fragment or after it. Other times you may need to add words in
order to make the sentence complete.

Examples:
Fragment: "Looking for her keys."
Correction: "She was looking for her keys."
Fragment: "After finishing the race."
Correction: "After finishing the race, she celebrated with her teammates."

2.4.2. Comma Splice

A comma splice occurs when two independent clauses are mistakenly joined by a
comma without the appropriate conjunction or punctuation. This can result in run-on
sentences. To fix a comma splice, you can use a coordinating conjunction (e.g., and,
but, or, so) or separate the clauses into distinct sentences.
Examples:
Comma Splice: "I enjoy hiking, it allows me to connect with nature."
Correction: "I enjoy hiking because it allows me to connect with nature."
Comma Splice: "He studied all night, he still failed the exam."
Correction: "He studied all night, but he still failed the exam."
2.4.3. Run-On or Fused Sentences
Run-on sentences, also known as fused sentences, happen when two or more
independent clauses are improperly joined without the correct punctuation or
conjunctions. To fix run-on sentences, you can use appropriate punctuation (such as
a period and semicolon) or conjunctions to connect the clauses.
Examples:
Run-On Sentence: "She is a talented singer she also plays the guitar."
Correction: "She is a talented singer, and she also plays the guitar."
Run-On Sentence: "I wanted to go to the party I had too much work to do."
Correction: "I wanted to go to the party, but I had too much work to do."

2.4.4. Misplaced Modifiers

Misplaced modifiers occur when a word or phrase is placed in a sentence in such a
way that it is unclear which word or phrase it is meant to modify, leading to
confusion or ambiguity. It is important to make sure the meaning of modifiers is
clear when forming a sentence. Misplaced modifiers can lead to mis-readings and
ambiguity.
Examples:
An apple pie sat on the table that Claire had baked.
In this sentence, it is unclear what the modifier “that Claire had baked” is
modifying.
Correction: An apple pie that Claire had baked sat on the table.
Misplaced Modifier: "The dog bit the man in the red shirt."
Correction: "The dog in the red shirt bit the man."
Misplaced Modifier: "I only ate a slice of pizza."
Correction: "I ate only a slice of pizza."

2.4.5. Dangling Modifiers

Dangling Modifiers are word groups that modify nothing in the sentence. They are
modifiers are phrases or clauses that do not have a clear connection to the word
they are intended to modify, resulting in awkward or illogical sentences. To fix
dangling modifiers, you need to rephrase the sentence, clarify the subject or object,
or provide additional context.
Examples: Walking on the beach, the water touched my feet.
In this sentence, the modifier “Walking on the beach” appears to modify the water.
Correction: While I was walking on the beach, the water touched my feet.
Dangling Modifier: "After finishing my work, the computer crashed."
Correction: "After I finished my work, the computer crashed."
Dangling Modifier: "Having studied hard, the test was easy."
Correction: "Having studied hard, I found the test easy."

2.4.6. Faulty Subject-Verb Agreement

A verb must agree with its subject in person and number. With most verbs, the only
change in form to indicate agreement takes place in the present tense. You add an
-s (or -es) to the base verb when the subject is in the third-person singular. The
linking verb be is an exception, however. It changes form in both the present and
the past tense. To fix faulty agreement, you need to ensure that the subject and
verb or pronoun and antecedent agree in number and gender.
Examples:
Incorrect: The students was late for class.
In this sentence, the subject “students” is plural while the verb “was” is singular.
Correct: The students were late for class.
In this sentence, both the subject “students” and the verb “were” are plural. Thus,
the subject and verb are in agreement.
Incorrect: Jessica take the bus to school.
In this sentence, the subject “Jessica” is singular while the verb “take” is plural.
Correct: Jessica takes the bus to school.

A) Intervening expressions
Certain expressions, such as as well as, in addition to, and together with, do not
change the number of the subject. Correct the following errors.

1. Carl, as well as Mattie, love to swim.

2. Chinese Americans in the field of science (has/have) excelled in many areas.
3. These considerable contributions to the field of science (has/have) enhanced
our understanding of the world.
4. The footprints in the mud (was/were) the only clue.
5. The actress, accompanied by her boyfriend, attends the benefit.
6. The brightness of those colors please the baby.
7. The sources of revenue has increased.
Do not mistake the object of a preposition for the subject of a sentence.
SOLUTION Make the verb agree with the subject, which is never the object of a
preposition.
8. The brightness of those colors pleases the baby.
9. The sources of revenue have increased.
[Link] one of those girls are wearing the same backpack and jeans jacket.
[Link] nation represented in the United Nations have a responsibility toward
the whole world.
[Link] of the cows in this barn is going to be milked now
SOLUTION: Ignore an intervening expression between a subject and its verb. Make
the verb agree with the subject.

B) Indefinite Pronouns as Subjects

Each of the students are giving a report.
Some indefinite pronouns are singular, some are plural, and some can be either
singular or plural, depending upon the noun they refer to.
SOLUTION: Determine whether the indefinite pronoun is singular or plural, and
make the verb agree.
Each of the students is giving a report.

Always Singular
each nothing one
everyone someone no one
nobody neither anybody
anything everything something
either anyone much
everybody somebody
Always Plural
several both
few many
Singular or Plural
some
all
most
none
any
enough
more
plenty
Everyone wants a ticket to the concert.
Some of his music was quite sophisticated.
[Some refers to music, a singular noun.]
Are several of your friends musicians?
Some of his songs were fun to sing.
[Some refers to songs, a plural noun.]
SINGULAR
Most of the house was painted white.
[Most refers to house, a singular noun.]
PLURAL
Most of the rooms were spacious and airy.
[Most refers to rooms, a plural noun.]

C) Inverted Sentences (A subject that follows the verb)

At the bottom of the stairs stand a statue.

Here comes the newest members of the cheerleading squad.

D) A compound subject that is joined by and

The librarian and the student (reads/read) in different parts of the library.
Sodium and chlorine (combine/s) to form table salt.
Fish and chips (is/are) on the menu today.
My favorite breakfast (is/are) eggs scrambled with onions.
Her teacher and counselor (meet/meets) with her daily.
The foreign minister and deputy prime minister (are/is) visiting Debre Berhan.

2.4.7. Ambiguous Pronoun Reference (Faulty Reference of Pronouns)

Ambiguous pronoun reference occurs when a pronoun is used without a clear
antecedent, making it unclear which word or phrase it refers to. To fix ambiguous
pronoun reference, you need to revise the sentence to provide a clear antecedent
or replace the pronoun with a specific noun.
Examples:
Ambiguous Reference: "Sarah told Emily that she was going to the store."
Correction: "Sarah told Emily that Emily was going to the store."
Ambiguous Reference: "The boys told their coach that they were tired."
Correction: "The boys told their coach that the boys were tired."

Mary is going with Helen to the airport, because she has a flight scheduled at
11:00 in the morning.
Revised: Mary is going with Helen to the airport, because Helen has a flight
scheduled at 11:00 in the morning.
Revised 2: Mary is going with Helen to the airport, because they have flight
scheduled at 11:00 in the morning.
2.4.8. Faulty Parallelism
Faulty parallelism happens when items in a list or elements of a sentence are not
grammatically parallel in structure, leading to confusion or imbalance. To fix faulty
parallelism, you need to ensure that the items or elements in the sentence are
parallel in structure and form.
Examples:
Faulty Parallelism: "She enjoys swimming, hiking, and to ride a bicycle."
Correction: "She enjoys swimming, hiking, and riding a bicycle."
Faulty Parallelism: "He likes to cook, play video games, and going for walks."
Correction: "He likes to cook, play video games, and go for walks."
2.4.9. Shifts in Point of View
Shifts in point of view occur when there is an inconsistent use of first, second, or
third person within a piece of writing, which can confuse the reader. To fix shifts in
point of view, you need to maintain consistency in the chosen point of view
throughout your writing.
Example:
Shift in Point of View: "I love going to the beach. You can relax and enjoy the
waves."
Correction: "I love going to the beach. I can relax and enjoy the waves."