grammar structures for essay

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9.3 Organizing Your Writing

Learning objectives.

• Understand how and why organizational techniques help writers and readers stay focused.
• Assess how and when to use chronological order to organize an essay.
• Recognize how and when to use order of importance to organize an essay.
• Determine how and when to use spatial order to organize an essay.

The method of organization you choose for your essay is just as important as its content. Without a clear organizational pattern, your reader could become confused and lose interest. The way you structure your essay helps your readers draw connections between the body and the thesis, and the structure also keeps you focused as you plan and write the essay. Choosing your organizational pattern before you outline ensures that each body paragraph works to support and develop your thesis.

This section covers three ways to organize body paragraphs:

• Chronological order
• Order of importance
• Spatial order

When you begin to draft your essay, your ideas may seem to flow from your mind in a seemingly random manner. Your readers, who bring to the table different backgrounds, viewpoints, and ideas, need you to clearly organize these ideas in order to help process and accept them.

A solid organizational pattern gives your ideas a path that you can follow as you develop your draft. Knowing how you will organize your paragraphs allows you to better express and analyze your thoughts. Planning the structure of your essay before you choose supporting evidence helps you conduct more effective and targeted research.

Chronological Order

In Chapter 8 “The Writing Process: How Do I Begin?” , you learned that chronological arrangement has the following purposes:

• To explain the history of an event or a topic
• To tell a story or relate an experience
• To explain how to do or to make something
• To explain the steps in a process

Chronological order is mostly used in expository writing , which is a form of writing that narrates, describes, informs, or explains a process. When using chronological order, arrange the events in the order that they actually happened, or will happen if you are giving instructions. This method requires you to use words such as first , second , then , after that , later , and finally . These transition words guide you and your reader through the paper as you expand your thesis.

For example, if you are writing an essay about the history of the airline industry, you would begin with its conception and detail the essential timeline events up until present day. You would follow the chain of events using words such as first , then , next , and so on.

Writing at Work

At some point in your career you may have to file a complaint with your human resources department. Using chronological order is a useful tool in describing the events that led up to your filing the grievance. You would logically lay out the events in the order that they occurred using the key transition words. The more logical your complaint, the more likely you will be well received and helped.

Choose an accomplishment you have achieved in your life. The important moment could be in sports, schooling, or extracurricular activities. On your own sheet of paper, list the steps you took to reach your goal. Try to be as specific as possible with the steps you took. Pay attention to using transition words to focus your writing.

Keep in mind that chronological order is most appropriate for the following purposes:

• Writing essays containing heavy research
• Writing essays with the aim of listing, explaining, or narrating
• Writing essays that analyze literary works such as poems, plays, or books

When using chronological order, your introduction should indicate the information you will cover and in what order, and the introduction should also establish the relevance of the information. Your body paragraphs should then provide clear divisions or steps in chronology. You can divide your paragraphs by time (such as decades, wars, or other historical events) or by the same structure of the work you are examining (such as a line-by-line explication of a poem).

On a separate sheet of paper, write a paragraph that describes a process you are familiar with and can do well. Assume that your reader is unfamiliar with the procedure. Remember to use the chronological key words, such as first , second , then , and finally .

Order of Importance

Recall from Chapter 8 “The Writing Process: How Do I Begin?” that order of importance is best used for the following purposes:

• Persuading and convincing
• Ranking items by their importance, benefit, or significance
• Illustrating a situation, problem, or solution

Most essays move from the least to the most important point, and the paragraphs are arranged in an effort to build the essay’s strength. Sometimes, however, it is necessary to begin with your most important supporting point, such as in an essay that contains a thesis that is highly debatable. When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading.

For example, if you were supporting your thesis that homework is detrimental to the education of high school students, you would want to present your most convincing argument first, and then move on to the less important points for your case.

Some key transitional words you should use with this method of organization are most importantly , almost as importantly , just as importantly , and finally .

During your career, you may be required to work on a team that devises a strategy for a specific goal of your company, such as increasing profits. When planning your strategy you should organize your steps in order of importance. This demonstrates the ability to prioritize and plan. Using the order of importance technique also shows that you can create a resolution with logical steps for accomplishing a common goal.

On a separate sheet of paper, write a paragraph that discusses a passion of yours. Your passion could be music, a particular sport, filmmaking, and so on. Your paragraph should be built upon the reasons why you feel so strongly. Briefly discuss your reasons in the order of least to greatest importance.

Spatial Order

As stated in Chapter 8 “The Writing Process: How Do I Begin?” , spatial order is best used for the following purposes:

• Helping readers visualize something as you want them to see it
• Evoking a scene using the senses (sight, touch, taste, smell, and sound)
• Writing a descriptive essay

Spatial order means that you explain or describe objects as they are arranged around you in your space, for example in a bedroom. As the writer, you create a picture for your reader, and their perspective is the viewpoint from which you describe what is around you.

The view must move in an orderly, logical progression, giving the reader clear directional signals to follow from place to place. The key to using this method is to choose a specific starting point and then guide the reader to follow your eye as it moves in an orderly trajectory from your starting point.

Pay attention to the following student’s description of her bedroom and how she guides the reader through the viewing process, foot by foot.

Attached to my bedroom wall is a small wooden rack dangling with red and turquoise necklaces that shimmer as you enter. Just to the right of the rack is my window, framed by billowy white curtains. The peace of such an image is a stark contrast to my desk, which sits to the right of the window, layered in textbooks, crumpled papers, coffee cups, and an overflowing ashtray. Turning my head to the right, I see a set of two bare windows that frame the trees outside the glass like a 3D painting. Below the windows is an oak chest from which blankets and scarves are protruding. Against the wall opposite the billowy curtains is an antique dresser, on top of which sits a jewelry box and a few picture frames. A tall mirror attached to the dresser takes up most of the wall, which is the color of lavender.

The paragraph incorporates two objectives you have learned in this chapter: using an implied topic sentence and applying spatial order. Often in a descriptive essay, the two work together.

The following are possible transition words to include when using spatial order:

• Just to the left or just to the right
• On the left or on the right
• Across from
• A little further down
• To the south, to the east, and so on
• A few yards away
• Turning left or turning right

On a separate sheet of paper, write a paragraph using spatial order that describes your commute to work, school, or another location you visit often.

Collaboration

Please share with a classmate and compare your answers.

Key Takeaways

• The way you organize your body paragraphs ensures you and your readers stay focused on and draw connections to, your thesis statement.
• A strong organizational pattern allows you to articulate, analyze, and clarify your thoughts.
• Planning the organizational structure for your essay before you begin to search for supporting evidence helps you conduct more effective and directed research.
• Chronological order is most commonly used in expository writing. It is useful for explaining the history of your subject, for telling a story, or for explaining a process.
• Order of importance is most appropriate in a persuasion paper as well as for essays in which you rank things, people, or events by their significance.
• Spatial order describes things as they are arranged in space and is best for helping readers visualize something as you want them to see it; it creates a dominant impression.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Grammar: Sentence Structure and Types of Sentences

Definitions and examples of basic sentence elements.

The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase

Independent clause : An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.

• I like spaghetti .
• He reads many books .

Dependent clause : A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.

• Although I like spaghetti,…
• Because he reads many books,…

Subject : A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”

• I like spaghetti.
• He reads many books.

Verb : Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”

• The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")

Object : A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”

Prepositional Phrase : A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”

• I like spaghetti for dinner .
• He reads many books in the library .

English Sentence Structure

The following statements are true about sentences in English:

• H e obtained his degree.
• He obtained his degree .
• Smith he obtained his degree.
• He obtained his degree.
• He (subject) obtained (verb) his degree (object).

Simple Sentences

A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase

Here are a few examples:

• She wrote .
• She completed her literature review .
• He organized his sources by theme .
• They studied APA rules for many hours .

Compound Sentences

A compound sentence contains at least two independent clauses.  These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon .

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined

• She completed her literature review , and she created her reference list .
• He organized his sources by theme ; then, he updated his reference list .
• They studied APA rules for many hours , but they realized there was still much to learn .

Using some compound sentences in writing allows for more sentence variety .

Complex Sentences

A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.

If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.

Key: independent clause = yellow, bold ; comma = pink, regular font ; dependent clause = blue, italics

• Note the comma in this sentence because it begins with a dependent clause.
• Note that there is no comma in this sentence because it begins with an independent clause.
• Using some complex sentences in writing allows for more sentence variety .

Compound-Complex Sentences

Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined ; dependent clause = blue, italics

• She completed her literature review , but she still needs to work on her methods section even though she finished her methods course last semester .
• Although he organized his sources by theme , he decided to arrange them chronologically , and he carefully followed the MEAL plan for organization . 
• With pizza and soda at hand , they studied APA rules for many hours , and they decided that writing in APA made sense because it was clear, concise, and objective .
• Using some complex-compound sentences in writing allows for more sentence variety .
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.

Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Types of Sentences (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)
• Common Error: Unclear Subjects (video transcript)
• Mastering the Mechanics: Punctuation as Symbols (video transcript)
• Mastering the Mechanics: Commas (video transcript)
• Mastering the Mechanics: Periods (video transcript)
• Mastering the Mechanics: Semicolons (video transcript)

Related Resources

Knowledge Check: Sentence Structure and Types of Sentences

Didn't find what you need? Email us at [email protected] .

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20 Useful Structures Help You Write Better Essays

Have you ever found yourself disappointed when getting bad writing scores over and over again? Have you ever tried to find a way to better your writing style but only come up with sadness? One of the biggest mistakes, when students write an English essay is that some overuse complicated sentence structures while others write in such a bland and simple way that make readers feel bored. So what is the tip for writing good sentences in your essays? As you all know that grammar and vocabulary play a crucial role in writing. Some sentences are simple to understand, and some others are complex. It is essential to know the differences between the two and to make proper use of them. Below are 20 useful sentence structures that you can apply in your essays to get better English writing scores. Let’s discover with Learn English Fun Way!

When writing an essay, always remember that you are not the only one who is trying to produce a good product. There may be someone else who is also looking for a paper that they can use in an upcoming class or presentation. Sometimes, it can be helpful to pay someone to write essay for you. This person will likely have more experience and knowledge when it comes to the topic you are writing about, so your essay will likely come out sounding better than if you wrote it yourself.

Table of Contents

 So + adj + be + S + that clause / So + adv + auxiliary verb + S + main verb + O + that clause

This sentence structure is used to describe a phenomenon or an incident happening at a proper level that can cause the corresponding result or consequence. For example: So terrible was the storm that a lot of houses were swept away. (Because the storm happened too terribly, a lot of houses were swept away) So beautifully did he play the guitar that the audience appreciated him. (Because he played the guitar so beautifully, all the audience appreciated him)

Then comes/come + S, as + clause.

The word “then” in this structure means “afterward, finally, at a later time”. This word is used to point out that something eventually happens as the natural outcome of a process, or to present the ultimate outcome of an action that has occurred. For example: Then came a divorce, as they kept arguing with each other. (The divorce came as a natural and foreseeable outcome of their continuous arguments).

May + S + verb.

This structure is used for you to express a wish, a suggestion, or an apology for something, etc. For example: May I apologize at once for the misspelling of your surname in the letter from my assistant, Miss Dowdy (I feel so sorry for the misspelling of your surname in the letter from my assistant, Miss Dowdy ) May you all have happiness and luck. (I wish you luck and happiness)

It is no + comparative adj + than + V-ing

This means “V-ing + is + superlative adj” For example: For me, it is no more difficult than saying “I love you”. (For me, saying “I love you” is the most difficult.)

S + V + far more + O1+ than + O2

To describe something that happens more often or affects more seriously with this object than that object. For example: The material world greatly influences far more young people than old people. (More young people are influenced by the material world than old people). In many countries, far more teenager than adults gets infected with HIV. (More teenagers are infected with HIV than adults)

S + love/like/wish + nothing more than to be + adj/past participle

This describes how someone desires/ wants to become. This sentence structure is used to emphasize one’s hope, wishes, or hobbies. For example: We wish nothing more than to be equally respected. (We are longing for being equally respected).

There (not) appear to be + N = There (not) seem to be + N

This sentence structure is meant to give the impression of there is something For example: There didn’t appear to be anything in the museum. (There seemed to be nothing in the museum).

S + is/are + the same + as + S + was/were

This structure is used to compare similarities between two things, two people, or two groups of people at different times. For example: My daughter is the same as her mother was 35 years ago when she was my classmate at Harvard University.( My daughter looks like her mother 35 years ago) She is the same as she was. (She has nothing changed).

It is (not always) thought + adj + Noun phrase

The structure is used to give the opinion or attitude of the society, the community, or many people on a certain issue. In addition to “thought,” you can also use other words such as ” believed, hoped, etc.” For example: It is not always thought essential that Miss World must have a great appearance. (People don’t always think that Miss World needs to have a great appearance).

As + V-ed/V-pp/can be seen, S + V…

S + point(s)/ pointed out (to s.b) + that clause

Point out (phrasal verb): ​to mention something in order to give somebody information about it or make them notice it. This sentence structure is used when you want to give your opinion or comment on something. For example: She points out that he was wrong (She thinks that he was wrong).

It is/was evident to someone + that clause

This means it is easy and obvious for someone to realize or see something. For example: It was evident to them that someone gave him a hand to finish it. (They could easily realize that someone gave him a hand to finish it.)

To prevent + someone/ something +from V-ing

This structure  is another formal way ​to say when you want to stop somebody from doing something; to stop something from happening For example: Every effort has been made by the government to prevent the Coronavirus disease from spreading.  

N + Is + what + something + is all about

This structure is used to refer to the primary purpose of something or the main result that something brings about. For example: Entertainment is what football is all about. (Football aims at entertaining people.)

S + be (just) + what + S + V…

This structure is used to emphasize a problem or an event that someone cares about, something that he or she really wants to do or a person that he or she loves. For example: It was just what I wanted. (I really wanted it) You are what God brings into my life. (I love you deeply and I appreciate your presence in my life).

V-ing +sth + be + adj – if not impossible

This structure is used when we want to describe actions that have a low chance of success. Adjectives here often are “difficult, hard, dangerous, adventurous, etc.” For example: Traveling alone into a jungle is adventurous – if not impossible . (It is too adventurous to travel alone into a jungle. It may even be an impossible task).

There + be + no + N + nor + N

This structure is used when you want to emphasize there is nothing For example: There is no food or water. (We do not have any food or water). 

There isn’t/wasn’t time (for someone) to V

This structure means you do not have enough time to do something For example: There wasn’t time for me to identify what it was (I did not have enough time to identify what it was).

S+ may + put on a +adj + front but inside + S + be + adj.

This means that outwardly someone may look like this, but internally, they have opposite opinions or different states. For example: You may put on a brave front but inside you are fearful and anxious. (You look brave, but actually, you are fearful and anxious inside).

S + see oneself + V-ing

These above 20 structures can help you write better essays by providing a structure for your work, and allowing you to focus on the task at hand. By following a structure, you can make sure that your paper is well-organized, clear, and easy to read.

I hope these interesting English structures can help you write complicated sentences and better your essays. When you are practicing a writing test, try to think of what you want to say in simple sentences and then think of how these might be linked into complex sentences. After enough practice, you will get used to paraphrasing your sentences in different ways, and your writing will improve by leaps and bounds. Thank you for reading, and see you in the next writing!

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C1 Level Grammar Structures Part 2

Our previous article,  C1 Level Grammar Structures,  has only wet our appetite for C1 level grammar structures. Why not dive further and explore some other advanced grammar components?

It’s grammar time!

The task below consists in identifying fourteen more C1 level grammar structures. Once familiarized yourself with them, get the hang of these as well as many more grammar structures and prepare your grammar magic trick bag for the Writing paper of the Cambridge C1 Advanced exam.

Identify THE grammar structure

The use of adverb phrases:

• adverb + “ enough”
• adverb + prepositional phrase
• adverb + adverb

The use of “ not necessarily ” to express a possible exception to a general perception.

The use of nouns with a superlative and a postmodifier.

The use of inverted conditional clause:

“ should ” + inverted subject

The use of “ may well ” to give emphasis to something unexpected.

The use of “might” in a question form.

The use of “might” in a question form to make polite criticism and suggestions.

The use of the ellipted “if” clause: “ if ” + “ _ed ” form.

The use of phrasal-prepositional:

Verb + particle + stranded preposition (separated from the complement)

The use of verbs of senses + direct object + infinitive without “ to “

• The use of “ can ” in passive reporting clauses in formal context, e.g. it can be concluded that, it can be considered that.

The use of the reciprocal “ Each …”+ “ the other(s) ‘

• “ Anything ” + ellipsis (a situation when words are left out of a sentence, e.g. “I f there is anything you want” – “Anything you want”

Present continuous in rhetorical questions.

THE grammar structures in Advanced writings

As you already know, C1 Advanced exam candidates must be well-familiar with the following text-types in the Writing paper:

• An email/a letter (formal and informal)

Check out on more details about the exam here  How To Prepare for C1 Advanced (CAE) Exam Successfully

In part 1 , the essay is the compulsory task, whereas in part 2 , there are three questions you must choose one from. It is said that practising writing only two text types from the ones in Part 2 would do the job, I mean choosing one for plan A, as the one you are best at, and another for the back-up; however, I would advise you NOT limit your writing skills. You are about to show your English proficiency taking the official C1 Advanced exam. Be comfortable writing any text type.

You are also familiar with the four writing assessment criteria. They are:

• Communicative achievement
• Organisation, and

Let’s therefore see, in terms of Communicative Achievement and Language, what C1 level grammar structures are a must-be in your written works.

The main focus of this activity is to make C1 Advanced candidates aware that there are certain grammar structures whose presence  is a must, which therefore weighs way more than others.

Here comes the task. 

In your notebook, make a Grammar Checklist with those structures that each of the text types below normally requires the use of. Read then the palette of thirty or so grammar structures and try to identify in which of the C1 Advanced text types you could use each one. Click on the accordion item to see what the answer is. Finally, see the grammar checklists provided and add any other grammar structures to your own checklist.

Prepare your magic writing bag for each of the six text types!

A FORMAL EMAIL/LETTER

An informal email/letter.

A REPORT, A PROPOSAL

AN ESSAY, A PROPOSAL, A REPORT

AN INFORMAL LETTER/EMAIL

All Advanced text types

A PROPOSAL, A REPORT

A/AN FORMAL LETTER/EMAIL

A PROPOSAL, A REPORT, and any other text type given the exam question

AN ESSAY, A REPORT, A PROPOSAL, A FORMAL LETTER/EMAIL

AN ESSAY, A REPORT

FORMAL AND INFORMAL LETTERS/EMAIL

AN ESSAY, A PROPOSAL

A REPORT, A PROPOSAL, AN ESSAY

A FORMAL LETTER/EMAIL, A REVIEW

Grammar structures in C1 Writing checklists

It must be highlighted that the checklists below are open to changes, since it all depends on what the questions in the exam task are. But they do give guidelines given the general purpose of each of the text types.

• Present simple for facts and situations that are permanent
• The use of introductory phrases with that , e.g. Another advantage is that …; it is a fact that …; the most important point is that …
• The use of verbs of senses + direct object + infinitive without “ to ” e.g. I t is common to hear elderly people say
• Conditionals expressions like in case of, otherwise, but for, as/so long as , etc, e.g. So long as developed countries invest into these reserves, such species will be kept safe. 
• A variety of passive forms, e.g. are being educated, are encouraged, measures should be taken, etc
• Adjective with a noun phrase, e.g. dangerous carbon emissions, crowded rush hour, etc
• The use of “might” in a question form to make suggestions, e.g. Might I suggest …?
• The use of the ellipted “if” clause: “ if ” + “ _ed ” form, e.g. If required, feel free to ask us.
• Noun clauses, e.g. I can guarantee that you will …
• Nouns followed by particular prepositions, e.g. the experience of, a good knowledge of, an interest in, an expertise in, a demand for , etc
• Present participle, e.g I am writing in response to the advertisement asking for …
• Ellipsis, e.g.  When in trouble, just give me a ring
• Adverbs to emphasize adjectives, to show how certain you are, etc, e.g. extremely relaxed, to be perfectly honest, definitely, actually, quite cheap, simply , firstly, etc
• Direct questions, e.g. Would you prefer to …?
• Cleft sentences and nouns followed by relative clauses, e.g. the reason why I am recommending this is, a charity event in which …
• Modal verbs e.g. should, need to, would, could
• Comparative and superlative forms, e.g. a more efficient method
• Phrases like doing so, in doing so, by doing so to avoid repetition when giving the consequences, e.g. Schools in remote areas of the country should have Internet access. By/In doing so, …
• The use of introductory it and there to report different views and make recommendations, e.g. It appears that most members … ; There is a strong preference for … ; It is important to consider …: I find it vital that …
• Adjectives and adverbs as ways to persuade the reader, e.g. really, incredibly, unforgettable, extremely , etc
• Long noun phrases, e.g. a very interesting educational field visit to a science centre
• Cleft sentences, e.g. The purpose of writing this report is to …; the facility that has impressed me the most is … 
• Reporting, e.g. Some participants complained that the range of courses fell far short of their expectations. Others noted that …
• Present perfect simple, e.g. The number of users has fallen, the Government has spent a lot of money, etc
• Inversion to emphasize a point, e.g. Not only has the new amusement park attracted tourists to the town, but it also provided employment for its residents.
• Determiners and quantifiers, e.g. all the members, less time for breaks, most days, etc
• Adverb phrases, e.g. reasonably well-equipped
• Nominalised forms, e.g. The aim of this report, widespread use of, an increase in traffic, the rise in illnesses, the worsening of, ease of access, a lack of understanding, a significant impact, etc
• Past participle to join sentences, e.g. The new leisure centre provided by the city council, etc
• Passive forms, e.g. is opposed by many local residents, are used for, has been investigated by, etc
• Nouns with a superlative and a post-modifier, e.g. the greatest exhibition ever 
• (Compound) descriptive adjectives, e.g. vibrant, stunning, shocking, awe-inspiring, strong-willed, never-ending, highly-respected, ice-cold  etc
• Adverbial clauses to give opinion and say why you recommend the film/book, etc, e.g. I can’s wait until he appears in the new season; While romantic films are not usually my thing, she was terrific playing the part of …
• Present and past participle clauses, e.g. Set in a suburban area, the novel …; having watched this thriller twice, …
• Complex prepositions, e.g. in comparison with, together with, away from, as well as, etc

You must be “Grammarly” full now ;). We hope you’ve found today’s grammar share useful.

See you next time with our last C1 level grammar structures helping!

Stay tuned for more words of advice and handy material!

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Advanced Grammar Structures for IELTS (Get Band 7.0+)

Updated On Mar 05, 2024

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Useful Advanced Grammar Structures for IELTS Writing and IELTS Speaking to Get Band 7.0+

Grammar is an essential part of every language. So, the IELTS examination assesses an individual on various aspects of their skills in the English language. One of the most mandatory skills that a candidate must demonstrate to obtain a higher band score is the use of advanced grammar for IELTS writing and speaking tasks. Therefore, it is important to keep in mind that the application of useful grammar for IELTS writing and speaking tasks can significantly improve your overall performance.

In this article, we have mentioned several examples of useful grammar structures for IELTS to help you enhance the quality of your answers.

1. So + adjective + to be + Subject + that Clause

   So + adv + auxiliary verb + S + main verb + O + that Clause

• So terrible was the storm that a lot of houses were swept away.
• So beautifully did he play the guitar that all the audience appreciated him.

2. Then comes/come + Subject, as + Clause

• Then came a divorce, as they had a routine.

3. May + Subject + Verb

• May I apologize at once for the misspelling of your surname in the letter from my assistant, Miss Dowdy.
• May you all have happiness and luck.

4. It is no + Comparative Adjective + than + V-ing

• For me it is no more difficult than saying “I love you”.

5. Subject + Verb + far more +….than + N

• The material world greatly influences far more young people than old people.

6. Subject + love/like/wish + nothing more than to be + adj/past participle

• We wish nothing more than to be equally respected.

7. Subject 1 + is/are just like + Subject 2 +was/were

8. Subject 1 + is/are + the same + as + Subject 2 + was/were

• My daughter is just like her mother was 35 years ago when she was my classmate at Harvard University.
• She is the same as she was.

9. It is (not always) thought + adj + Noun phrase

• It is not always thought essential that Miss world must have the great appearance.

10. As + Verb Participle /can be seen, Subject + Verb

• As spoken above, we are short of capital.
• As can be seen, a new school is going to be built on this site.

11. S + point(s)/ pointed out (to be) + that Clause

• She point out that he was wrong.

12. It is/was evident to someone + that Clause

• It was evident to them that someone gave him a hand to finish it.

13. What + Subject + Verb + is/was + (that) + Subject + Verb +….

• What was said was (that) she had to leave.
• What I want you to do is that you take more care of yourself.

14. Noun + Is + what + sth + is all about

• Entertainment is what football is all about.

15. Subject + to be (just) + what Subject + Verb

• It was just what I wanted.
• You are what God brings into my life.

16. Verb-ing +sth + to be + Adjective – if not impossible

• Travelling alone into a jungle is adventurous – if not impossible.

17. There + to be + no + Noun + nor + Noun

• There is no food nor water

18. There isn’t/wasn’t time to Verb / to be + Adjective

• There wasn’t time to identify what is was.

19. Subject + may + put on a + Adjective + front but inside + Subject + Adjective

• You may put on a brave front but inside you are fearful and anxious.

20. Subject + see oneself + V-ing

• You can see yourself riding a cable-car in San Francisco.

To get more useful structures to be well-prepared for the IELTS exam, you can  Download English Grammar in Use  published by Cambridge.

• Grammar for IELTS
• IELTS Grammar books
• English Pronunciation in use Intermediate pdf

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Janice Thompson

Soon after graduating with a Master’s in Literature from Southern Arkansas University, she joined an institute as an English language trainer. She has had innumerous student interactions and has produced a couple of research papers on English language teaching. She soon found that non-native speakers struggled to meet the English language requirements set by foreign universities. It was when she decided to jump ship into IELTS training. From then on, she has been mentoring IELTS aspirants. She joined IELTSMaterial about a year ago, and her contributions have been exceptional. Her essay ideas and vocabulary have taken many students to a band 9.

Develop your Grammar from our Grammar Topics

Courtney Miller

Post your Comments

Posted on Jul 7, 2018

The grammar in the creative is wrong 🙂

Titu Rahman

Posted on Jul 14, 2016

AWESOME ! you are a real contributor. kudos to you! with pleasure

Titu from Bangladesh

Posted on Apr 3, 2016

Hi IELTSmaterial!. I am poor in reading portion of IELTS. Would you recommend me some READING practice materials with answers?. Thank you in advance! please send it to me.

IELTS Material

Posted on Apr 4, 2016

You should practice Reading tests in: Cambridge IELTS series 1 – 11 The official guide to IELTS Barron’s Practice Exams Improving your Reading skills

All of these materials you can find on my website for free. All the best,

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Guest Essay

I Was an Attorney at the D.A.’s Office. This Is What the Trump Case Is Really About.

By Rebecca Roiphe

Ms. Roiphe is a former assistant district attorney in the Manhattan District Attorney’s Office.

Now that the lawyers are laying out their respective theories of the case in the criminal prosecution of Donald Trump in New York, it would be understandable if people’s heads are spinning. The defense lawyers claimed this is a case about hush money as a legitimate tool in democratic elections, while the prosecutors insisted it is about “a criminal scheme to corrupt the 2016 presidential election.”

Yet this case is not really about election interference, nor is it a politically motivated attempt to criminalize a benign personal deal. Boring as it may sound, it is a case about business integrity.

It’s not surprising that the lawyers on both sides are trying to make this about something sexier. This is a narrative device used to make the jurors and the public side with them, but it has also created confusion. On the one hand, some legal experts claim that the conduct charged in New York was the original election interference. On the other hand, some critics think the criminal case is a witch hunt, and others claim it is trivial at best and at worst the product of selective prosecution.

As someone who worked in the Manhattan district attorney’s office and enforced the laws that Mr. Trump is accused of violating, I stand firmly in neither camp. It is an important and straightforward case, albeit workmanlike and unglamorous. In time, after the smoke created by lawyers has cleared, it will be easy to see why the prosecution is both solid and legitimate.

It would hardly make for a dramatic opening statement or cable news sound bite, but the case is about preventing wealthy people from using their businesses to commit crimes and hide from accountability. Manhattan prosecutors have long considered it their province to ensure the integrity of the financial markets. As Robert Morgenthau, a former Manhattan district attorney, liked to say , “You cannot prosecute crime in the streets without prosecuting crime in the suites.”

Lawmakers in New York, the financial capital of the world, consider access to markets and industry in New York a privilege for businesspeople. It is a felony to abuse that privilege by doctoring records to commit or conceal crimes, even if the businessman never accomplishes the goal and even if the false records never see the light of day. The idea is that an organization’s records should reflect an honest accounting. It is not a crime to make a mistake, but lying is a different story. It is easy to evade accountability by turning a business into a cover, providing a false trail for whichever regulator might care to look. The law ( falsification of business records ) deprives wealthy, powerful businessmen of the ability to do so with impunity, at least when they’re conducting business in the city.

Prosecutors and New York courts have interpreted this law generously, with its general purpose in mind. The element of intent to defraud carries a broad meaning, which is not limited to the intent of cheating someone out of money or property. Further, intent is often proved with circumstantial evidence, as is common in white-collar cases. After presenting evidence, prosecutors ask jurors to use their common sense to infer what the possible intent may be, and New York jurors frequently conclude that a defendant must have gone to the trouble of creating this false paper trail for a reason.

Mr. Trump is accused of creating 11 false invoices, 12 false ledger entries and 11 false checks and check stubs, with the intent to violate federal election laws, state election laws or state tax laws. The number of lies it took to create this false record itself helps prove intent. His defense attorneys will claim that he was merely trying to bury a false story to protect his family from embarrassment. The timing of the payments — immediately after the potentially damaging “Access Hollywood” tape was released and right before the election — makes that claim implausible.

As many have pointed out, Michael Cohen, Mr. Trump’s former lawyer and fixer, is a witness with a remarkable amount of baggage. But as with most business records cases, his testimony will largely add color to the tweets, handwritten notes, bank documents and shell corporations. Documents don’t lie.

More important, jurors are particularly good at applying common sense. Mr. Trump didn’t go to all this trouble just to protect his family members, who might have known about accusations of his involvement with the porn star Stormy Daniels or similar ones. We may never learn which crime the jurors believe Trump was seeking to commit or cover up, but they can still conclude beyond a reasonable doubt that this was his intent.

It is not unusual for lawyers to give narrative arcs to their legal theories, reasons to care about the evidence and animating thoughts that may make jurors more inclined to convict or acquit.

When the jurors deliberate, they will weigh the warring narratives in light of the evidence, and the judge will instruct them in the law. Then the narrative frames should recede into the background. The key is to offer one that is both captivating and closely tied to the facts so that when the jurors put the pieces of evidence together, it is the story they believe.

If one side promises too much, it risks losing the jurors. In their opening remarks, Mr. Trump’s lawyers insisted that he was innocent, that all the witnesses were liars. Such a sweeping theory is a dangerous strategy because if the jurors believe part of the prosecution’s case, just one or two of the witnesses, then the jurors may lose faith in the defense altogether.

For the prosecution, the elements of the crime in this case do not require a finding that Mr. Trump interfered with the 2016 election. Nor does it matter whether he had sex with Ms. Daniels. Instead, the real elements concern the way Mr. Trump used his business for a cover-up. By emphasizing the crime he was intending to conceal rather than the false business records, the prosecution also risks confusing the jury into thinking about whether the lies affected the election. It might lead them to wonder why Mr. Trump wasn’t charged with this alleged election crime by the federal government — a talking point that he has promoted publicly.

Even if the case seems simpler in this light, we are still left with the question: Is it really worth charging a former president for this? While the New York business records law is important, it is no doubt true that the conduct pales in comparison with the effort to overthrow the 2020 election, at issue in the special counsel Jack Smith’s Jan. 6 prosecution of Mr. Trump.

Taking this case on its own terms as a business records case offers a different and arguably more convincing way to defend its legitimacy. It is a simple case that is similar to hundreds of other cases brought in New York. The simplicity and run-of-the-mill nature of the prosecution make it easier to defend against claims of politicization in the following sense: Mr. Trump was a businessman for many years in New York long before he was president. If others would be prosecuted for this conduct and no man is above the law, then he should be, too.

So by all means, listen to the stories that the lawyers tell, soak up the drama of hush-money payments and the alternate universe in which Hillary Clinton won the election. But just as the jurors should ultimately consider the facts and the law, it would be wise for everyone else to focus on what the case is really about.

Rebecca Roiphe, a former assistant district attorney in the Manhattan District Attorney’s Office, is a law professor at New York Law School.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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