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Simple sentences (one-member and two-member sentences)

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1THE MINISTRY OF HIGHER EDUCATION,SCIENCE AND
INNOVATIONS OF THE REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES FACULTY
OF ENGLISH PHILOLOGY AND TRANSLATION
SUBJECT :
COURSE WORK
THEME: Simple sentences (one-member and two-member sentences)
SAMARKAND 2024

2CONTENT
INTRODUCTION ...................................................................................................... 3
CHAPTER I. CLASSIFICATION OF THE SENTENCES ................................... 5
1.1. Sentences and its components ........................................................................... 5
1.2. Types of simple sentences ................................................................................ 10
CONCLUSION ON CHAPTER I ........................................................................... 17
CHAPTER II. MAIN PARTS OF SENTENCES .................................................. 19
2.1. One-member sentences .................................................................................... 19
2.2. Two-member sentences .................................................................................... 26
CONCLUSION ON CHAPTER II .......................................................................... 30
CONCLUSION ......................................................................................................... 31
THE LIST OF USED LITERATURE .................................................................... 32

3INTRODUCTION
According to the structure simple sentences are divided into two-member
sentences and one-member sentences. A two member sentence has two members –
a subject and a predicate. It is necessary to state that a two-member sentence may
be complete and incomplete. A one member sentence is a sentence which has only
one member. This member is not considered to be either the subject or the
predicate. Simple sentences both two-member and one-member can be unextended
and extended. An extended sentence has only primary or principal parts. An
extended sentence consists of the subject and one or more secondary parts (objects,
attributes, or adverbial modifiers). All syntactical constructions can be classified
according to the structural, semantical and pragmatical aspects. It is necessary to
state that in the structural classification of the sentence the functional signs are
considered to be the main parts. From this point of view the structure of the
sentence can be classified according to the division of a one member sentence, a
two member sentence, an extended sentence, an unextended sentence etc. Each
sentence carries a relevant compete thought. The content of a sentence is actualized
with a help of its predicate which is considered to be its undividable part. The
predicativity is a syntactical category which forms a sentence. This category helps
to give the information which connects the events with the reality. It is necessary to
state that the connection with the reality is relevant in each sentence. The sentence
turns into a unit of a sent information, but separately, or in the isolated form it is
not a unit of communication. Because inside a sentence communication cannot be
observed. It states the importance of the fact that an only sentence can not be
considered to carry out experiments or investigations. From this point of view
nowadays the investigation tends to be carried out using texts either macro, or
micro. The decision of the President of December 10, 2012 "On measures to
further improve the system of learning foreign languages" is of great importance in
raising the reforms implemented in the education system to a new level and further
increasing the intellectual potential of young people [1,34].

4Actuality of research : Research is crucial for staying updated with the latest
advancements. It helps to expand knowledge and address emerging issues.
Through continuous investigation, researchers contribute to the evolution of their
respective fields. Keeping abreast of current research ensures relevance and
innovation in academic pursuits.
The purpose of this coursework is to analyze key concepts in the field. It
aims to provide a comprehensive understanding of the subject matter. Through
research and critical thinking, students will deepen their knowledge and skills. The
coursework also encourages practical application of theoretical principles. By the
end, learners should be able to demonstrate proficiency in the subject area.
The subject of research is a specific area of study or inquiry. It
encompasses the focus of investigation and exploration. Researchers delve into this
subject to deepen understanding and generate new insights. By examining different
facets of the subject, scholars aim to contribute to the body of knowledge within
their field.
The object of this coursework is to explore various aspects of the topic. It
involves studying specific components and their interactions. Through observation
and analysis, students will gain insights into the subject matter. The object also
includes applying learned concepts to real-world scenarios. Ultimately, the goal is
to enhance understanding and proficiency in the field.
Structure of the course work. The content of the work is reflected in the
structure of the work, which consists of an introduction, chapters, conclusion and
the list of used literature. The introduction substantiates the relevance of the chosen
research topic; formulates the goal and objectives; defines the object and subject of
study; presents the methodology and basic research methods; reveals scientific
novelty, theoretical significance and practical value of the work. The first chapter
analyses the classification of the sentences. The second chapter analyses the main
parts of sentences.

5CHAPTER I. CLASSIFICATION OF THE SENTENCES
1.1. Sentences and its components
Sentence structure pertains to the grammatical arrangement of words in a
sentence. It provides a framework for the placement and organization of various
components of a sentence to create meaningful and grammatically correct
sentences. The Collins Dictionary defines sentence structure as the grammatical
arrangement of words in sentences. Essentially, the sentence structure determines
the composition and flow of a sentence.
Basic Components and Elements of a Sentence
Before delving into the intricacies of sentence structure, it is essential to
understand the fundamental structure and components of a sentence.
Elements of a Sentence
In the English language, a sentence is composed of at least a subject and a
predicate. In simple terms, a sentence should have a subject, the doer of the action,
and a verb, the action or state of being.
Subject
The subject of a sentence is usually a noun or a pronoun that performs or receives
the action. It's the 'who' or 'what' the sentence is about. For example:
 The dog is barking.
 My sister is studying.
 Today is Monday.
 Predicate
The predicate of a sentence contains the verb and expresses the action or state of
being of the subject. For example:
 John likes to read books.
 My brother plays the guitar.
 The cat is sleeping on the sofa [1,117].
Components of a Sentence

6Beyond the basic elements of subject and predicate, a sentence can contain several
other components that add depth and detail to the sentence. These components
include:
 Subject
 Verb
 Object
 Complement
 Adjunct
Let's delve into each of these components in more detail.
Subject
The subject is the noun that performs the action in a sentence. The subject usually
answers the question 'who' or 'what'. In most cases, especially in declarative or
assertive sentences, the subject comes first. For example:
 The teacher is explaining the lesson.
 My family loves to travel.
 Hard work always pays off.
 She is an excellent dancer.
Verb
The verb is arguably the most crucial component of a sentence. It conveys the
action or state of being of the subject. All types of verbs, including main verbs,
auxiliary verbs, and linking verbs, fall under this category. Verbs typically follow
the subject. For example:
 The bird is singing a song.
 My phone is not working.
 She feels happy.
 The sun rises in the east.
Object
An object in a sentence is a noun or pronoun that is affected by the action of the
verb. There are two types of objects in a sentence:

7 Direct Object
 Indirect Object
 Direct Object [2,224].
The direct object is the noun or pronoun that directly receives the action of the
verb. It answers the question 'what'. The direct object usually follows the verb. For
example:
 Samantha baked a delicious cake.
 I love chocolate ice cream.
 He read an interesting book.
 They watched a movie.
Indirect Object
The indirect object is the noun or pronoun that indirectly receives the action of the
verb. It answers the question 'to whom' or 'for whom'. The indirect object is usually
placed between the verb and the direct object. For example:
 She gave her friend a gift.
 I sent my parents a postcard.
 He bought his sister a doll.
 They made us dinner.
Complement
A complement in a sentence is a word or phrase that completes the meaning of a
sentence. A complement can be an adjective, a noun, a pronoun, or a prepositional
phrase. For example:
 The soup tastes salty.
 She is a doctor.
 That's my car, the red one.
Complements can further be classified into two types based on the component they
are referring to:
 Subject Complement
 Object Complement

8 Subject Complement [3,113].
A subject complement is a word or phrase that follows a linking verb and describes
or renames the subject. For example:
 She is a doctor.
 I am happy.
 The sky is blue.
 He is a good player.
Object Complement
An object complement is a word or phrase that follows and modifies or refers to a
direct object. For example:
 They elected him president.
 She painted the wall red.
 I consider him my best friend.
 We named our dog Max.
Adjunct
An adjunct is a word, phrase, or clause that provides additional information about
an action, event, or description in a sentence. It often provides details about 'how',
'when', 'where', 'why', 'how often', or 'to what extent'. Adjuncts can be placed at the
beginning, middle, or end of a sentence. For example:
 Yesterday, I went to the park.
 I am very tired.
 Because of the rain, the match was cancelled.
 He runs every morning.
 This exercise is quite challenging.
Different Sentence Structures in English Grammar
In English grammar, there are several types of sentence structures that can be used
to make your sentences more organized and interesting. Here are some common
sentence structures:
 Subject + Verb (SV)

9 Subject + Verb + Object (SVO)
 Subject + Verb + Complement (SVC)
 Subject + Verb + Adjunct (SVA)
 Subject + Verb + Object + Complement (SVOC)
 Subject + Verb + Object + Adjunct (SVOA)
 Subject + Verb + Indirect Object + Direct Object (SVIODO)
 Adjunct + Subject + Verb + Complement (ASVC)
 Adjunct + Subject + Verb + Object (ASVO)
 Adjunct + Subject + Verb + Indirect Object + Direct Object (ASVIODO)
 Subject + Verb + Adjunct + Adjunct (SVAA)
 Adjunct + Subject + Verb + Adjunct + Adjunct (ASVAA) [4,57].

101.2. Types of simple sentences
Classification According to Function
Declarative/Assertive Sentences : These sentences make a declaration in the form
of a statement, an opinion, a suggestion, a proverb or a universal truth. These can
be positive or negative but always end with a full stop. For example:
 The teacher is going to the class room (simple statement)
 Sunita is a good singer (opinion) (declaration)
 The sun rises in the east. (universal truth)
 Barking dogs seldom bite (proverb)
Imperative Sentences : These sentences express an order, command, advice,
request, proposal or suggestion. These may end with a full stop or exclamation
depending on the imperative word. For example:
 Get out (Command)
 Always Speak the truth (Advice)
 Please be patient (request)
 Let’s go to the book fair (suggestion)
Interrogative Sentences : These sentences ask questions. ‘Wh’ and a verb are used
to frame an interrogative sentence. A question mark comes after such a question.
For example:
 Who is your father?
 When are you going to London?
 Do you have any money?
 Are you feeling alright?
Exclamatory Sentences : These sentences express strong emotions or feelings such
as joy, surprise, wonder, regret, etc. An exclamatory sentence ends with an
exclamation mark. For example :
 Alas! India lost the match. (regret)
 Hurray! My daughter passed the IIT examination (joy)
 Oh my God! It is raining. (surprise)

11 What a shame! (regret)
 What a beautiful scene! (wonder) [5,95].
Classification According to Structure
Simple Sentences : There is only one subject one predicate and one finite verb in a
simple sentence. It contains only one independent clause. For example :
 She sings (She is the subject and sings is the predicate)
 The dog ran after the ball (Dog is the subject and ran after the ball is the
predicate).
Either subject or verb can be compound (meaning two or more), but the key is
there always remains only ONE independent clause. For example:
 Blue is her favourite colour.
 Blue and Red are her favourite colours.
 Sam loves and hates pink.
The examples above are all simple sentences, though some contain compound
elements.
Example one has a simple subject (Blue) and a simple verb(is).
Example two has a compound subject (Blue and Red) and a simple verb (are).
Example three has a simple subject (Sam) and a compound verb (loves and hates).
However, they are all still considered simple sentences because there is no
dependent clause that can stand alone.
Compound Sentences : There are two or more independent/main clauses in a
compound sentence. A comma, a colon, a semi-colon is used to join these clauses.
Conjunctions used to join similar elements (e.g. two nouns, two verbs, two
modifiers) are called coordinating conjunctions (Here is a list of co-ordinating
conjunctions for future compound sentences you will write: for, and, nor, but, or,
yet, so. An easy way to remember these is the acronym FANBOYS.)
 It rained heavily throughout the day; consequently, the city was flooded
 The thief ran to escape but the police caught him
 The winter set in, it was cold and we took out woollens from the cupboard

12 She is neither honest nor sincere.
some more examples
 I called her twice yet she did not come.
 Sam enjoys reading; John prefers sports.
 Betty and Joy arrived at the party early, but Sam got the relate.
Complex Sentences : There is one main clause and one or more subordinate
(dependent) clauses in a complex sentence. The subordinating conjunction
indicates time, place, manner, reason, conditions or concession and provides a link
between the clauses. For example:
 The robber ran away when he saw the police
 When the robber saw the police, he ran away because he was terrified
In the above sentences, italicised words constitute the main clause. The remaining
words are subordinate clause (D).
 She returned the computer after she noticed it was damaged.
 When the cost goes up, customers buy less clothing.Since winter is coming I
think I’ll knit a warm sweater because I’m always cold.
In complex sentences, subordinate clauses function within the sentence as
adjectives, adverbs, or nouns. For example:
Rohan was tired. (Simple sentence)
Rohan went to bed. (Simple
sentence)
 Rohan went to bed because he was tired.
 Because he was tired, Rohan went to bed.
 Rohan who was tired went to bed. (noun clause)
Rohan, although he was tired, went to bed late. (adverb clause)
Complex Compound Sentences : A Complex compound sentence consist of two or
more independent clauses plus one or more dependent clauses. For example:
 Smita smiled brightly and laughed delightedly when he saw her new scooty.
 Although it was raining, I left my house, as I had to attend an important
meeting.

13Some more examples
 Jay’s mother went to the store because it’s his birthday, and she bought him
a present.
 The team captain jumped for joy and the fans cheered because we won the
state championship [6,41].
Subject-Verb Agreement
In a grammatically correct sentence, the subject and finite (main) verb are always
in agreement with each other in the present tense. For example,
 The dog plays with the ball.
 The dogs play with the ball.
Rules for subject-verb agreement
1. The subject and the verb agree with each other. The agreement is not affected by
the phrase in between them. For example,
 Polly, who is a dentist, loves to eat candies.
 The teachers, as well as the Principal, want to attend the book fair.
 One of the team members is sick.
2. In case the subject is composed of compound nouns or pronouns connected with
“and” always use a plural verb. For example,
 Carol and Sheila are skating in the rink.
 He and his brother work in the same organization.
 The Prime minister and the President are both in agreement over the issue.
3. In case the subject is composed of two or more singular nouns or pronouns
connected with “or”/ “nor” always use a singular verb. For example,
 David or Jane is in-charge of this project.
 Pink or Red is the theme colour of the party.
 Love or hate is a strong emotion.
4. In the case of both singular and plural subjects connected with “or”/ “nor” the
verb agrees with the part of the subject closer to the verb. For example,

14 My sister or her colleagues are going on a trip.
 Her colleagues or my sister is going on a trip.
 Neither Taylor nor Selena won the Grammy’s this year.
5. Don’t is always used with the plural subject and “Doesn’t” is used with a
singular subject. (exception to the rule, I and You) For example,
 Roses don’t bloom in winters.
 The train doesn’t stop at the station for long.
 They don’t want to attend the meeting in the afternoon.
 He doesn’t like to attend the meeting in the afternoon.
6. Collective nouns like group, team, class require singular verbs. For example,
 The Indian Army is the pride of our nation.
 The class is dismissed.
 The jury is not convinced with the evidence.
7. Words such as each, everyone, anyone, no one, nobody, anybody, everybody
require a singular verb. For example,
 Everybody is invited to the party.
 No one is left behind.
 Each one of the boxes is sealed.
 Anyone wants to eat chocolate.
8. In Sentences beginning with there the verb agrees with the subject that comes
after the verb. For example,
 There is no sugar in the pot.
 There are ripe mangoes in the refrigerator.
9. Nouns which have two parts always require a plural verb. For example,
 These cotton trousers are expensive.
 Scissors are made of steel.
 My shoes are biting my toes.
 Be careful the tongs are hot [7,88].

15Sentences can be classified according to their structural, semantic and pragmatic
properties. In this lecture we will deal with structural classifications. One
traditional scheme for classifying English sentences is by the number and types of
finite clauses: sentences are divided into simple and composite, the latter
consisting of two more clauses. Composite sentences will be the subject of the next
lecture, and here we will focus on classifications of simple sentences. Simple
sentences are usually classified into one-member and two-member. This distinction
is based on a difference in the main parts of a sentence. One-member sentences do
not contain two such separate parts; in these sentences there is only one main part
(e.g. Silence! Come here!) Such sentences contain neither the subject nor the
predicate. Instead there is only one main part. It is a disputed point whether the
main part of such a sentence should, or should not, be termed subject in some
cases, and predicate, in others. As it was pointed out by academician
V.Vinogradov, grammatical subject and grammatical predicate are correlative
notions and the terms are meaningless outside their relation to each other. He
suggested that for onemember sentences, the term "main part" should be used,
without giving it any more specific name. Prof. Blokh, however, does not accept
this approach because, in his view, it is based on an inadequate presupposition that
in the system of language there is a strictly defined, "absolute" demarcation line
between the two types of constructions. Instead he suggests that all simple
sentences of English be divided into two-axis constructions and one-axis
constructions. In a two-axis sentence, the subject axis and the predicate axis are
directly and explicitly expressed in the outer structure. In a one-axis sentence only
one axis or its part is explicitly expressed, the other one being non-presented in the
outer structure of the sentence [8,37].
However, this point of view is not widely accepted, so we shall adhere to the
traditional approach. One-member sentences are further divided into: a) nominal or
"naming" sentences; b) infinitival sentences. Nominal sentences name a person or
thing. The main member in such sentences is expressed by a noun. e.g. Winter.
Snow. The main member of infinitival sentences is expressed by an infinitive.

16Infinitival sentences are fairly common in spoken English and literary prose. Like
other units of predicative value, they can communicate not only their denotative
meaning but also the connotative suggestions of various circumstances of their use.
e.g. To talk like that to your own mother! To have eloped with a butler! One-
member sentences should be kept apart from two-member sentences with either the
subject or the predicate omitted, i.e. from elliptical sentences. Ellipsis in sentence-
structure is a natural syntactic process in linguistic development presented as
normal practices in many, if not all, languages. In terms of traditional grammar,
elliptical sentences are generally identified as sentences with the subject or
predicate missing. Some grammarians hold another point of view recognising
ellipsis also in sentences where the secondary parts of the sentence are felt as
missing. Such was A. M. Peshkovsky' s treatment of elliptical sentences in
Russian. This view was also shared by B. Ilyish, L. S. Barkhudarov and D. A.
Shtellіng in regards to English. And this is the view we shall adhere to in our
course. So an elliptical sentence is a sentence with one or more of its parts left out,
which can be unambiguously inferred from the context. The main sphere of
elliptical sentences is dialogue. e.g. Where are you going? – To the movies. In
terms of structure the following types of elliptical sentences are singled out:
a) omission of the subject: e.g. Hope to see you soon.
b) omission of the predicate in patterns with there is, there are, e. g. Too many
mistakes, I am afraid.
c) omission of auxiliary, copulative and other function verbs, e. g. You like it here?
d) omission of the subject and auxiliary verb, e. g. Hear me?
e) omission of the subject and the copula-verb, e. g. Glad to see you again [9,72].

17CONCLUSION ON CHAPTER I
In conclusion, sentence classification is a vital task in natural language
processing, enabling various applications such as sentiment analysis, spam
detection, and question answering systems. Through techniques like supervised
learning with machine learning algorithms such as Support Vector Machines,
Naive Bayes, and neural networks, sentences can be effectively categorized into
predefined classes or labels. However, the choice of features, the quality of training
data, and the model's robustness greatly influence classification accuracy. As
advancements continue in machine learning and deep learning, coupled with the
availability of larger datasets, the accuracy and efficiency of sentence classification
are expected to further improve, contributing to more sophisticated and accurate
natural language understanding systems. Additionally, the field of sentence
classification is continually evolving with the integration of techniques like
transfer learning, which leverages pre-trained language models to enhance
classification performance, especially in scenarios with limited labeled data.
Furthermore, the exploration of contextual embeddings and attention mechanisms
has shown promising results in capturing semantic nuances and improving
classification accuracy, particularly in tasks involving complex sentence structures
and ambiguous contexts. As researchers delve deeper into these methodologies and
explore interdisciplinary approaches, the potential for more nuanced and context-
aware sentence classification systems grows, paving the way for more advanced
applications in text analysis and understanding. Also the importance of
interpretability and fairness in sentence classification cannot be overstated. As
these models are deployed in various real-world applications impacting
individuals' lives, ensuring transparency in the decision-making process and
mitigating biases are critical considerations. Techniques such as model
explainability and fairness-aware training aim to address these concerns by
providing insights into how the models make predictions and by promoting
equitable treatment across different demographic groups. By prioritizing these

18ethical considerations, the development and deployment of sentence classification
models can foster trust and accountability, ultimately leading to more responsible
and inclusive AI systems.

19CHAPTER II. MAIN PARTS OF SENTENCES
2.1. One-member sentences
As has already been stated not every sentence comprises two principal parts
— subject and predicate. There are sentences consisting only of one member. Such
sentences are called one- member sentences. As the subject and the predicate are
correlative notions, the leading member of a one-member sentence can only
conditionally be interpreted as subject or predicate. One-member sentences
consisting of a noun or a noun with its attributes are called nominative sentences
(номинативные предложения). The existence of the object denoted by the noun
is asserted in these sentences:
 The sky, the flowers, the songs of birds! (Galsworthy.) Another day of fog.
(London.)
 These sentences always refer to the present. They are uttered with
an especially expressive intonation.
Nominative sentences differ from elliptical sentences with a suppressed verbal
predicate in that they do not contain any secondary parts which might be connected
with a verbal predicate. If we analyze the following sentences — A small but cosy
room; in the background a little writing table; to the left a sofa — vve see that only
the first is a one-member sentence containing a noun with its attributes; the two
other sentences are elliptical because the prepositional phrases in the background
and to the left are adverbial expressions of place which may refer only to a
suppressed verbal predicate. It is true that in a different context the very same
prepositional phrases might serve as attributes to some noun (The table in the
background was a writing table. The house to the left is a hospital), but that is not
the case in our examples, where the adverbial character of the two phrases is quite
evident. Nominative sentences share the characteristics of two-member sentences;
they may be unextended or extended, declarative, interrogative, imperative,
exclamatory or negative in their form:

20The vast stretch of lion-coloured sands; the vaster stretch of tumbling grey sea; the
wind; and one small barelegged figure on the sand. (Bennett.) What a still, hot,
perfect day! (В г о n t ё.) No sound of train or car or airplane, no human sound, no
sound of any fourfooted thing... (Galsworthy.) “Two teas”, he said: “and two of
those nougat things.” (Galsworthy.) A thunderstorm? Let’s look for shelter
[10,115].
Imperative sentences with the predicate verb in the imperative mood also
belong to one-member sentences. Although the subject of the imperative sentence
is not expressed, it is clear that the action of the verb refers to the 2nd person (the
person addressed.) “Come here!” said the man with the wooden leg... (Dickens.)
“Don’t wait for me.” (Galsworthy.) “Don’t laugh at me, Tom,” said Maggie in a
passionate tone... (Eliot.) “Bring me that cigarette case...” (Wilde.)
When the subject is occasionally expressed, the imperative sentence is a two-
member sentence:
“Don’t you believe him.” (M a u g h a m.)
One-member sentences may comprise an infinitive in the function of its leading
member. Such sentences are usually emotionally coloured:
“To put a child in that position!” (Galsworthy.) Only to think of it! (Galsworthy.)
Also in:
Why not go there immediately? How tell him! (G a 1 s- worthy.) How keep
definite direction without a compass, in the dark! (Galsworthy.)
One-member sentences may also be formed by: Words of affirmation and
negation.— yes, no:
“Did you leave the dove cage unlocked?” I asked.— “Yes.” (Hemingway.) “You’ll
let me go?” —“No.” (Galsworthy.)

21Modal words such as certainly, of course, (all) right, sure, etc. when they are used
independently but not inserted parenthetically into a sentence:
“But, mother, do you really think it’s a good idea?” said Laura... — “Of course!”
(Mansfield.) “You’re like a surgeon who wants every sympton before he can give
his diagnosis.” “Exactly. That expresses it.” (Doyle.) “Make like a bird for Trinity
College.” — “Right, sir,” said the cabman. (Bennett.) Set expressions of polite
address also form one- member sentences. They may be traced back to elliptical
sentences but in Modern English the ellipsis is no longer felt:
Thank you! Sorry! Please. Never mind. Not at all.
“Have a drink?” — “Thanks, very much!” (Galsworthy.) [11,69].
The grammatical organisation of one-member sentences has its own traits. Such
patterns should naturally be distinguished from two-member sentences with either
the subject or the predicate omitted as the case is with ellipsis in sentence-
structure. Synsemantic in character, one-member sentences cover a wide and most
varied range of meanings. The context, linguistic or situational, is generally
explicit enough to make the grammatical content of the sentence clear. One-
member sentences have no separate subject and predicate but one "main" only
instead. It seems reasonable to make distinction between a) nominal or "naming"
sentences and b) infinitival sentences. Nominal sentences name a person or thing.
They are fairly common in direct address, m so-called "word-representations" used
to call up the image of the object in the mind of the readers or the person spoken
to. Examples, easily multiplied, are the following:
"Have you noticed Box I — the lady in white satin with the green lace shawl?"
"Yes". Berenice raised her glasses.
"Mrs, Frank Algernon Cowperwood, the wife of the Chicago millionaire. (Dreiser)
The modal meaning of appraisal in one-member sentences is to a considerable
extent connected with the use of noun determiners, the definite article, in

22particular. Both the article and the demonstrative pronoun have here special
connotation. Consider the following examples:
The restless, inhuman, and yet so human, angry sadness of the creature's eyes!
(Galsworthy)
That fellow Wagner had ruined everything; no melody left, not any voices to sing
it. Ah! the wonderful singers! (Galsworthy)
"That woman!" said Soames. (Galsworthy)
Here again, like in many other cases, the subtle shares of modal force and
emotional colouring are made clear by the context, linguistic or situational. The
attribute is often expressed by the of -phrase, e. g.:
Would Mr. Mont convince him? Tony was sharp! Her head drooped. The
unfairness of it all! Some had everything to their hand, like that pretty wife of Mr.
Mont's. (Galsworthy)
Don't talk to me about the country. The doctor said I was to go there for six weeks
last summer. It nearly killed me, I give you my word. The noise of it! (Maugham)
She could think of him now with indifference. She loved him no longer. Oh, the
relief and the sense of humiliation! (Maugham)
Oh, the shame of this day! You'll be comin' home with me now. (Dreiser)
If the head-word is a concrete noun the latter is very often used without attributive
adjuncts. Sentences of this type are fairly common. "What a picture", cried the
ladies". "Oh, the ducks! Oh, the lambs! Oh, the sweets! Oh, the pets!" (Mansfield)
Such emotionally coloured sentences are often used with interjections or some
other words introducing or concluding the direct speech.
Useless for young Roger to say, "Old cat!" — for Euphemia to hold up her hands
and cry: "Oh! those three!" and break into her silent laugh with the squeak at the
end. (Galsworthy)

23Nominal sentences may follow one another in immediate succession, thus making
up a string of co-ordinated nominal sentences, as for instance:
... A blue suit, a velour hat, some brown shoes, three pairs of socks with two holes
in them, four shirts only a little grayed at the cuffs, two black-and-white ties, six
collars, not two new, some handkerchiefs, two vests beautifully thick, two pairs of
pants, and brown overcoat with a belt and just two or three nice little stains.
(Galsworthy) [12,44].
In Grammar books one-member sentences are often referred to as elliptical, with
some items "understood" or "felt as missing". This, however, must be taken with
much reservation, since it is not always possible to supply the missing part from
the immediate syntactic environment, and there is insufficient justification for
taking ellipsis into account. Nominal sentences may be coordinated and make up a
composite structure with the implication of various adverbial relations, causal or
resultative, in particular, signalled by the context, situational of linguistic, the
lexical meaning of words, in particular, e. g.:
Ah! Well! Another long heartache in the world — Poor Dinny! (Galsworthy)
Modal meanings are known to be expressed by structural elements of different
linguistic levels. Indicating some kind of attitude of the speaker concerning the
reality of what is expressed in predication, modality is, in fact, a regular structural
feature of any sentence. The same is true of one-member sentences. In these terms
we distinguish:
(a) "Classical" nominal sentences naming an object of reality, asserting or denying
its being. This is the same kind of modality as we find in two member verbal
sentences when predication is expressed by the verb-form of the Indicative Mood.
Compare the following for illustration:
"A black night", master.
Cf. It is a black night.

24The two sentence-patterns given above are grammatically synonymous: the former
is a verbless one-member sentence, the latter a two-member one. We cannot fail to
see that both assert a real fact. Further examples follow:
And Soames held out his hand. A distracted squeeze, a heavy sigh, and soon after
sounds from the young man's motor cycle called up vision of flying dust and
broken bones. (Galsworthy)
A distant flash, a low rumble, and large drops of rain spattered on the thatch above
him. (Galsworthy)
What a life! What a life! was her one thought. (Dreiser)
"My wife, Professor". (Galsworthy)
She remembered Sir Lawrence's words: "Were there not, my dear? Most valuable
fellows!" (Galsworthy)
(b) One-member sentences expressing command — stylistic alternatives of the
Imperative Mood:
"Silence woman!" said Mr. Kenwigs, fiercely..."I won't be silent", returned the
nurse. "Be silent yourself, you wretch". (Dreiser)
The two sentences (Silence! = Be silent!) are identical in their grammatical content
but differ in style and emphatic value. Consider also the following example:
"Silence there, will you!" says the beadle. (Dickens) The addition of will you in the
last example intensifies the meaning of a categorical command as implied by the
nominal sentence. (c) One-member wish-sentences. The emotional colouring of
such wish sentences can be intensified by interjections, e. g.:
Oh, the fine clothes, the handsome homes, the watches, rings, pins that some boys
sported; the dandies many youths of years were. (Dreiser)
(d) One-member sentences of hypothetical modality:

25The anomalous and unprotected nature of a room where one was nut known. The
look of it. Subsequent explanation to her mother and sister maybe. (Dreiser)
Dizzily, I lauded my knuckless once more again on Gavin's buttons. Dazzling,
lights, shouts, rockets, in the sky... Heley's comet, perhaps! (Cronin)
A scandal! A possible scandal! (Galsworthy)
John... heard a car drive up. The lawyers again about some nonsense. (Galsworthy)
(e) One-member conditional sentences. Condition and consequence are contracted
to each other, the former is expressed by a nominal one- member sentence and the
latter by a two-member one. Reality or irreality will be indicated by the mood in
which the verb of the two-member sentence is used in the given context [13,228].

262.2. Two-member sentences
The basic pattern of a simple sentence in English is one subject-predicate unit,
that is, it has two main (principal) positions: those of the subject and of the
predicate. It is the pattern of a two-member sentence. There are several variations
of this basic pattern, depending mainly on the kind of verb occupying the predicate
position. The verb in the predicate position may be intransitive, transitive,
ditransitive or a link verb. Here are the main variants of the fundamental (basic)
pattern:
1. John ran.
2. John is a student.
3. John is clever.
4. John learned French.
5. John gives Mary his books.
6. We found John guilty.
7. We found John a bore [14,205].
The basic pattern may be unextended or extended. An unextended sentence
contains two main positions of the basic pattern, that of the subject and tlie
predicate.
 Mary laughed.
 Mary is a doctor.
 Mary is happy.
An extended sentence may contain various optional elements (including attributes,
certain kinds of prepositional objects and adverbial modifiers).
John ran quickly to me.
My friend John is a very kind student.

27Mary laughed heartily at the joke.
Obligatory extending elements are those which complete the meaning of other
words, usually verbs, or pronouns, which without them make no or little sense.
Therefore obligatory elements are called complements.
John learned French. (the meaning of “learned” is incomplete without the object
“French”)
John gives Mary his books. (the meaning of “gives Mary” conveys different
meaning without the object “his books”)
John lives in London. (The meaning of “lives” is incomplete without an adverbial
of place)
A two-member sentence may be either complete or incomplete (elliptical). An
elliptical sentence is a sentence in which one or more word-forms in the principal
positions are omitted. Ellipsis here refers only to the structural elements of the
sentence, not the informational ones. This means that those words can be omitted,
because they have only grammatical, structural relevance, and do not carry any
new relevant information. In English elliptical sentences are only those having no
word-forms in the subject and predicate positions, i. e., in the positions which
constitute the structural core of the sentence. There are several types of elliptical
sentences.
1. Sentences without a word-form in the subject position.
Looks like rain.
Seems difficult.
Don’t know anything about it.
2. Sentences without word-forms in the subject position and part of the predicate
position. In such cases the omitted part of the predicate may be either a) an
auxiliary verb or b) a link verb.

28a) Going home soon?
See what I mean?
Heard nothing about him lately.
b) Not bad.
Free this evening?
Nice of you to come.
Susan’s father?
3. Sentences without a word-form only in part of the predicate position, which may
be an auxiliary or a link verb.
You seen them?
Everything fixed?
You sure?
All settled.
4. Sentences without word-forms both in the subject and the predicate position.
Such ellipses occur in various responses.
What time does Dave come for lunch? - One o’clock.
What were you thinking about? - You.
What do you want of us? Miracles?
Where’re you going? - Home.
5. Sentences without a word-form in the predicate position. Such ellipses occur
only in replies to questions.
Who lives there? - Jack.
What’s happened? - Nothing.

29A two-member sentence is classed as complete when it has both main members of
the sentence — a subject and a predicate physically present in the sentence: They
(the subject) speak (the predicate) English well. A two-member sentence is classed
as elliptical (incomplete) when either of or even both main members of the
sentence are absent from the sentence structure but can be easily recovered.
Ellipsis (grammatical omission) regularly occurs in conversation in replies and
questions. Here are some examples of elliptical sentences, with an indication of
what has been omitted:
Who's done it? — Tom (has done it). (The predicate is missing.)
Will she come? — (I) Hope so. (The subject is missing.)
How do you feel? — (I feel) Strange (The subject and a part of the predicate are
missing.)
Where have you sprung from? — (I've sprung from the) Back yard. (Both the
subject and the predicate are physically absent from the structure of the sentence.)
[15,103].

30CONCLUSION ON CHAPTER II
In conclusion, the main parts of a sentence include the subject, which is what
or whom the sentence is about, and the predicate, which contains the verb and
provides information about the subject. Also sentences may also include objects,
complements, and modifiers to provide further detail and context. Understanding
these components is essential for constructing clear and effective sentences.
Furthermore, the subject can be simple, consisting of just one noun or pronoun, or
it can be compound, comprising multiple nouns or pronouns joined by
conjunctions. Similarly, predicates can be simple, consisting of just one verb, or
they can be compound, containing multiple verbs or verb phrases. Objects receive
the action of the verb, while complements complete the meaning of the subject or
object. Modifiers, such as adjectives and adverbs, provide additional information
about other parts of the sentence. Mastering these elements allows for greater
precision and clarity in communication. Understanding the relationships between
these main parts of a sentence is crucial for constructing sentences that effectively
convey meaning. Recognizing the roles of modifiers, such as adjectives and
adverbs, enhances the richness and nuance of language. By mastering the structure
and function of each part, writers can craft sentences that are grammatically
correct, coherent, and engaging, ultimately facilitating effective communication.
Understanding the relationships between these main parts of a sentence is crucial
for constructing sentences that effectively convey meaning.

31CONCLUSION
In conclusion, simple sentences, consisting of just one member, offer
concise and straightforward communication, making them ideal for conveying
basic information or emphasizing a single idea. On the other hand, two-member
sentences, with their subject and predicate structure, provide more depth and
complexity, allowing for the expression of relationships, actions, and nuances
within a sentence. Understanding and utilizing both types of sentences effectively
enriches writing and communication, enabling clear and impactful expression
across various contexts. Moreover, simple sentences with one member serve as the
building blocks of communication, akin to individual bricks in a wall, each
contributing its unique essence to the overall structure. Conversely, two-member
sentences, resembling the intricate interplay of gears in a clock, synchronize
subjects and predicates to create a dynamic rhythm, driving the narrative forward
with precision and complexity. Embracing the diversity of sentence structures
empowers writers to orchestrate language with finesse, crafting compositions that
resonate with depth, clarity, and intrigue. In the realm of language, simple
sentences with one member act as the solitary stars in a vast night sky, each
shining brightly with clarity and purpose. Meanwhile, two-member sentences
emerge as celestial constellations, weaving together subjects and predicates like
cosmic threads, forming intricate patterns of meaning and connection. By
navigating the cosmos of sentence structure, writers harness the power of both
simplicity and complexity, guiding readers on journeys through the boundless
universe of words, where every sentence serves as a beacon illuminating the path
of understanding.

32THE LIST OF USED LITERATURE
1. Decision of Shavkat Mirziyoyev the President of the Republic of
Uzbekistan, According to decree number: PD1875.2021 y. 24september, 34-p.
2. Pullum, G. (1991) The Great Eskimo Vocabulary Hoax University of
Chicago Press Pullum, G. and W. Ladusaw (1996) Phonetic Symbol Guide (2nd
edition) University of Chicago Press, 224-p.
3. Quirk, R., S. Greenbaum, G. Leech and J. Svartvik (1985) A Comprehensive
Grammar of the English Language Longman, 113-p.
4. Radford, A. (2004) English Syntax Cambridge University Press, 57- p.
5. Radford, A., M. Atkinson, D. Britain, H. Clahsen and A. Spencer (2009)
Linguistics: An Introduction (2nd edition) Cambridge University Press,95-p.
6. Stubbs, M. (2001) Words and Phrases Blackwell,41- p.
7. Sutton-Spence, R. and B. Woll (1999) The Linguistics of British Sign
Language Cambridge University Press,88-p.
8. Swan, M. (2005) Grammar Oxford University Press,37- p.
9. Tallermann, M. (2005) Understanding Syntax (2nd edition) Hodder
Arnold,72-p.
10. Tannen, D. (1984) Conversational Style Ablex, 115- p.
11. Ur, P. (1988) Grammar Practice Activities Cambridge University Press, 69-
p.
12. Valian, V. (1999) “Input and language acquisition” In W. Ritchie and T.
Bhatia (eds.) Handbook of Child Language Acquisition (497–530) Academic
Press, 44-p.
13. Valli, C., C. Lucas and K. Mulrooney (2005) Linguistics of American Sign
Language: An Introduction (4th edition) Gallaudet University Press, 228-p.
14. Woodard, R. (2003) The Cambridge Encyclopedia of the World’s Ancient
Languages Cambridge University Press, 205-p.
15. Yip, M. and S. Matthews (2007) The Bilingual Child Cambridge University
Press, 103-p.

Simple sentences (one-member and two-member sentences)

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