Analysis of sentence complexity
Purpose:
To determine the different types of sentence structures used by a student.
This involves an analysis of whether a student uses compound and complex sentences
or relies heavily on simple sentences. The ability to use more complex sentences orally
provides the basis for using these structures in writing.
Instructions
Step 1:
Classify each sentence on th
as either:
• incomplete (I), eg fragment, dependent clause
OR
• simple (S), containing one clause (independent clause) that can stand alone as a complete
sentence, eg
The boy ran quickly
.
OR
• compound (CD), containing two independent clauses (ie both clauses can stand alone as
simple sentences) joined by a conjunction, eg
Kevin likes to eat apples but I prefer oranges
.
OR
• complex (CX), containing two clauses, an independent and dependent clause, where
the dependent clause cannot be used on its own, eg
We ate the apples, which the others
had picked because we were so hungry.
Note:
Dependent clauses are usually introduced by conjunctions (eg
after,
although, before, until, because, while
and
when
) or relative pronouns
(eg
who, which
and
that
).
Step 2:
Record the number of each type of sentence on the record sheet.
Step 3:
Record the total number of sentences on the record sheet.
Step 4:
Calculate each sentence type as a percentage of the total number of sentences.
That is:
Percentage of incomplete sentences = No. of incomplete sentences
x 100
Total number of sentences
Percentage of simple sentences
= No. of simple sentences
x 100
Total number of sentences
Percentage of compound sentences = No. of compound sentences
x 100
Total number of sentences
Percentage of complex sentences
= No. of complex sentences
x 100
Total number of sentences
Kevin likes to eat apples
but
I prefer oranges
Independent clause
Conjunction
Independent clause
We ate the apples,
which the others had picked because we were so hungry.
Independent clause Dependent clause (starting
with the conjunction
which
)
Dependent clause (starting
with the conjunction
because
)
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Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
ASSESSMENT
