Learning about sentences

How to Teach Sentence Writing & Structure

Teaching Tips

October 22, 2020

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8 mins

So, your student can write letters and is developing early literacy skills to read high-frequency words and sound out some new words. What comes next? Sentence writing, of course! 

How exciting it is when children move from being able to express their ideas only by drawing pictures to writing sentences that everyone can read! Before we can help children learn to write a sentence, we first need to teach them what a sentence is! Then we need effective teaching strategies and good materials to make teaching and learning sentences fun.

What is a Sentence?

A sentence:

• is a group of words that expresses a complete thought that can stand alone (also called an independent clause)
• starts with a capital letter
• has spaces between each word
• ends with punctuation (period, question mark, or exclamation point)
• contains a subject (someone or something) and a predicate (what the someone or something is being or doing)

There are three main types of sentence structures:

• Simple Sentence: One independent clause with a subject and a predicate
  • Ex: The dog wags her tail.
• Compound Sentence: Two or more independent clauses joined together by a coordinating conjunction (i.e., and, but, for, or, nor, yet, so)
  • Ex: I open the door, and the dog wags her tail.
• Complex Sentence: Contains at least one independent clause and one dependent clause
  A dependent clause is a group of words with a subject and verb that expresses a complete thought, so it cannot stand alone (e.g., “when I get home”).
  • Ex: The dog wags her tail when I get home

How to Teach Sentence Structure

Want your students to have success with writing sentences? The formula is simple!

Active Teaching + Good Materials = Writing Success.

Let’s first look at Active Teaching.

There is an important, three-step process that sets children up for success when learning.  This process can not only be used when teaching sentence structure but also for handwriting instruction and so many other skills!

1. The first stage is Direct Instruction. During this stage, you directly instruct by actively demonstrating how to write a sentence. To get all eyes on you as you demonstrate, say, “My Turn! Watch me write the sentence.” Explain the important concepts as you write such as capitalization, spacing, and punctuation. Then say, “Your Turn,” indicating it’s their turn to imitate you in their workbook, worksheet, or lined paper. This step assures students are watching and learning how to write correctly, which is a foundation piece for good habits.
2. The next stage is Guided Practice. This requires that teachers guide students to their workbook or worksheet where they copy sentences from a model. While students write, teachers should walk around and closely monitor and guide their students. Resist the temptation to let workbook and worksheet practice be independent work as they can copy incorrectly and reinforce bad habits. Students need direct instruction prior to and continued guidance during this stage so they practice correctly.
3. The final stage is Independent Practice. This happens when children write sentences on their own without a visual model, and it is an important part of your lesson to help students develop independence with writing sentences. Provide lined paper or journals for this stage.

Make Teaching Sentences Fun!

Research tells us that multisensory teaching is the best way to teach children so that we appeal to each child’s learning style. It’s also part of active teaching! Add one or more of these multisensory ideas to your sentence structure lessons to get children excited and engaged in the lesson!

Sentence School

Sentence School is a kindergarten level program offered from Learning Without Tears designed to reinforce good handwriting habits as you teach students to form sentences and become confident writers. It works alongside any language arts program and takes only 10-15 minutes per day. Daily lessons in the included teacher's guide promote vocabulary and sentence skills with word cards and common classroom objects. Each lesson plan includes an active, hands-on activity to help children learn the words and formulate sentences with what they see and experience in the activity.

Mixed-Up Sentences

Write the subject on one popsicle stick and the predicate on another for several sentences. Talk with your students about the two parts of a sentence and then let them mix them up to make silly mixed-up sentences!

Sentence Song

The Sentence Song is on the Rock, Rap, Tap, and Learn Music album from LWT. It is sung to the tune of "Yankee Doodle" and helps children learn about capitalization, spacing between words, and punctuation in a fun way!

Spacing Strategies

One of the challenges children face when starting to write sentences is spacing! We don’t use spaces when we speak, so the concept of spacing isn’t natural for children.  There are many creative ways to help children learn to space their words. Here are a few:

• Nothing Bottle: What is a space? It’s “nothing,” right? Take a large, empty plastic bottle or pitcher, and write the word “nothing” across it. Before writing time, ask students to hold out their hands and pour some “nothing” into them. Instruct them to use a little “nothing” after every word as they write!
• Sick Sentence Clinic: Write a sentence on the board or with the A+ Worksheet Maker without any spaces between the words. Discuss with students why that sentence is difficult to read and explain that it is a “sick sentence”. Tell them they are going to be “sentence doctors” and make that sentence healthy again! Give them lined paper to re-write the sentence with good spacing.
• Spaghetti and Meatballs: Explain that there should be no more than a spaghetti-sized space between letters inside words, and we need a meatball-sized space between words! Give students a large cotton ball and a piece of string to use as their “spaghetti and meatball” to measure spaces as they write.

What Else Do You Need to Help Children Write Sentences Effectively?

You need Good Materials! Teachers need good materials to demonstrate sentences and students need well-designed materials to practice on. The products below will promote success for you as a teacher and for your students as they are developing their writing skills.

For Teachers

• Worksheet Maker Lite: This free and easy-to-use resource lets you create worksheets for students using the LWT double lines. There are worksheet templates for grades K-4 in both print and cursive with grade-appropriate lines and spacing. Templates include spelling, vocabulary, sentence writing, and graphic organizers.
• Double Line Writer: To help with demonstrating sentences on your board, insert two markers in the holes of this handy tool to easily draw straight double lines on chalkboards or dry erase boards.
• Double Line Sentence Strips: These 24”x3” strips are great for modeling sentences and come in a pack of 100.  You might want to keep one on your bulletin board with a sample sentence as an example for students to reference!
• Double Line Chart Tablet: These 24”x32” tablets can be used with your easel to demonstrate sentences for students.

For Students

• Grade Level Handwriting Workbook: Handwriting Without Tears workbooks teach letters and numbers and include page after page of writing activities to practice sentence writing and handwriting skills.
• Building Writers: This program includes grade-level workbooks for grades K-5 for children to practice and build core writing skills. It offers a scaffolded approach to develop proficiency with writing narrative, information, and opinion pieces.
• Double Line Paper: Children need extra paper for writing practice. Double Line Notebook Paper comes in packs of 100 or 500 sheets in wide, regular, or narrow width.
  • Curious about double lines and why they work? Double lines control children’s letter size, spacing, and placement, which promotes legible writing that is easily transferred to other styles of paper. Watch this video to learn more:

• Big Sheet Draw & Write Paper: These 11”x17” sheets are perfect for students to have space for drawing and writing sentences about their drawing! They come in a pack of 100 double-sided sheets.
• Writing Journal: The LWT grade-level journals provide grade-appropriate double lines for students to use during independent writing time.
• Keyboarding Without Tears: Sentence writing doesn’t just happen on paper! Now more than ever it is crucial that elementary students practice composing sentences and paragraphs in digital form. The KWT curriculum includes fun, grade-appropriate lessons for children to develop automatic keyboarding skills.

Assessment

Don’t forget about assessment! We need a way to assess children’s writing skills and track progress. The LWT Screener of Handwriting Proficiency is a free, easy-to-administer, whole class assessment that helps educators and specialists assess critical and measurable skills that children need for success including the sentence components of capitalization, spacing, and punctuation.

Sentence Writing is Fun with Learning Without Tears!

With these teaching tips and good materials, you can help children achieve sentence writing success! Don’t forget that handwriting is a foundational skill that should be taught prior to and alongside sentence structure! For more information about the products mentioned above and more ways to support children learning handwriting skills, explore LWTears.com.

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Sentence Structure (A Complete Guide for Students and Teachers)

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

This article aims to inform teachers and students about writing great sentences for all text types and genres. I would also recommend reading our complete guide to writing a great paragraph here. You will find great advice, teaching ideas, and resources in both articles.

When we talk about ‘sentence structure’, we are discussing the various elements of a sentence and how these elements are organized on the page to convey the desired effect.

Writing well in terms of sentence structure requires our students to become familiar with various elements of grammar and the various types of sentences that exist in English.

In this article, we will explore these areas and discuss various ideas and activities you can use in the classroom to help your students on the road to mastering these different sentence structures. This will help to make their writing more precise and more interesting in the process.

TYPES OF SENTENCE STRUCTURE

In English, there are four types of sentences that students need to get their heads around. They are:

• Simple sentences
• Compound sentences
• Complex sentences
• Compound-complex sentences

Mastering these four types of sentences will enable students to articulate themselves effectively and with personality and style.

Achieving this necessarily takes plenty of practice, but the process begins with ensuring that each student has a firm grasp on how each type of sentence structure works.

But, before we examine these different types of structures, we must ensure our students understand the difference between independent and dependent clauses. Understanding clauses and how they work will make it much easier for students to grasp the different types of sentences that follow.

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• Clauses
• Fragment or Sentence?
• Simple Sentences
• Compound Sentences

• Complex Sentences
• Compound-Complex Sentences
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SENTENCE CLAUSES

Put simply; clauses are parts of a sentence containing a verb. An independent clause can stand by itself as a complete sentence. It expresses a complete thought or idea and contains a subject and a verb  – more on this shortly!

Dependent clauses, on the other hand, are not complete sentences and cannot stand by themselves. They do not express a complete idea. To become complete, they must be attached to an independent clause. Dependent clauses are also known as subordinate clauses.

An excellent way to illustrate the difference between the two is by providing an example that contains both.

For example:

Even though I am tired, I am going to work tonight.

As the non-underlined portion of the sentence doesn’t work as a sentence on its own, it is a dependent clause. The underlined portion of the sentence could operate as a sentence in its own right, and it is, therefore, an independent clause. 

Now we’ve got clauses out of the way; we’re ready to take a look at each type of sentence in turn.

Simple sentences are, unsurprisingly, the easiest type of sentence for students to grasp and construct for themselves. Often these types of sentences will be the first sentences that children write by themselves, following the well-known Subject – Verb – Object or SVO pattern.

The subject of the sentence will be the noun that begins the sentence. This may be a person, place, or thing, but, most importantly, it is the doer of the action in the sentence.

The action itself will be encapsulated by the verb, which is the action word that describes what the doer does.

The object of the sentence follows the verb and describes that which receives the action.

This is again best illustrated by an example. Take a look at the simple sentence below:

Tom ate many cookies.

In this easy example, the doer of the action is Tom, the action is ate, and the receiver of the action is the many cookies.

Therefore,

Subject = Tom

Verb = ate

Object = many cookies

After a little practice, students will become adept at recognizing SVO sentences and forming their own. It’s important to point out, too that simple sentences don’t necessarily have to be short.

For example:

This research reveals that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Despite this sentence looking more sophisticated (and longer!), this is still a simple sentence as it follows the SVO structure:

Subject = research

Verb = reveals

Object = that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Though basic in construction, it is essential to point out that a simple sentence is often the perfect structure to deal with complex ideas. Simple sentences can effectively provide clarity and efficiency of expression, breaking down complex ideas into manageable chunks.

Simple Sentence Reinforcement Activity

To ensure your students grasp the simple sentence structure, have them go through a photocopied text pitched at a language level suited to their age and ability.

On the first run-through, have students identify and highlight simple sentences in the text. Then, students should use various colors of pens to pick out and underline the subject, the verb, and the object in each sentence.

This activity helps ensure a clear understanding of how this structure works, as well as helping to internalize it. This will reap rich rewards for students when they come to the next stage, and it’s time for them to write their own sentences using this basic pattern.

After students have mastered combining subjects, verbs, and objects into both long and short sentences, they will be ready to move on to the other three types of sentences, the next of which is the compound sentence.

Reinforcement Activity

While simple sentences consist of one clause with a subject and a verb, compound sentences combine at least two independent clauses that are joined together with a coordinating conjunction.

There’s a helpful acronym to help students remember these coordinating conjunctions; FANBOYS.

For

And

Nor

But

Or

Yet

So

Some of these conjunctions will be more frequently used than others, with the most commonly used being and, but, or, and so.

Whichever of the conjunctions the student chooses to use, it will connect the two halves of the compound sentence – each of which could stand alone as a complete sentence.

Compound sentences are an important way of bringing variety and rhythm to a piece of writing. The decision to join two sentences together into one longer compound sentence is made because there is a strong relationship between the two, but it is important to remind students that they need not necessarily be joined as they can remain as separate sentences.

The decision to join or not is often a stylistic one.

For example, the two simple sentences:

1. She ran to the school.

2. The school was closed.

It can be easily joined together with a coordinating conjunction that reveals an essential relationship between the two:

She ran to the school, but the school was closed.

As a bonus, while working on compound sentences, a convenient opportunity arises to introduce the correct usage of the semicolon. Often, where two clauses are joined with a conjunction, that conjunction can be replaced with a semicolon when the two parts of the sentence are related, for example:

She ran to the school; the school was closed.

While you may not wish to muddy the waters by introducing the semicolon while dealing with compound sentences, more advanced students may benefit from making the link here.

Reinforcement Activity:

A good way for students to practice forming compound sentences is to provide them with copies of simple books from early on in a reading scheme. Books for emergent readers are often written in simple sentences that form repetitive patterns that help children internalize various language patterns.

Challenge your students to rewrite some of these texts using compound sentences where appropriate. This will provide valuable practice in spotting such opportunities in their writing and experience in selecting the appropriate conjunction.

There are various ways to construct complex sentences, but essentially any complex sentence will contain at least one independent and one dependent clause. However, these clauses are not joined by coordinating conjunctions. Instead, subordinating conjunctions are used.

Here are some examples of subordinating conjunctions:

●     after

●     although

●     as

●     as long as

●     because

●     before

●     even if

●     if

●     in order to

●     in case

●     once

●     that

●     though

●     until

●     when

●     whenever

●     wherever

●     while

Subordinating conjunctions join dependent and independent clauses together. They provide a transition between the two ideas in the sentence. This transition will involve a time, place, or a cause and effect relationship. The more important idea is contained in the sentence’s main clause, while the less important idea is introduced by the subordinating conjunction.

For example:

Although Catherine ran to school, she didn’t get there in time.

We can see that the first part of this complex sentence (in bold) is a dependent clause that cannot stand alone. This fragment begins with the subordinating conjunction ‘although’ which joins it to, and expresses the relationship with, the independent clause which follows.

When complex sentences are organized this way (with the dependent clause first), you’ll note the comma separates the dependent clause from the independent clause. If the structure is reorganized to place the independent clause first, with the dependent clause following, then there is no need for this comma.

For example:

You will not do well if you refuse to study.

Complex sentences can be great tools for students to not only bring variety to their writing but to explore complex ideas, set up comparisons and contrasts, and convey cause and effect.

Reinforcement Activity

A helpful way to practice writing complex sentences is to provide students with a subordinating conjunction and dependent clause and challenge them to provide a suitable independent clause to finish out the sentence.

For example:

After returning home for work,…

or,

Although it was late,…

You may also flip this and provide the independent clause first before challenging them to come up with a suitable dependent clause and subordinating conjunction to finish out the sentence.

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Compound-complex sentences are, not surprisingly, the most difficult for students to write well. If, however, your students have put the work in to gain a firm grasp of the preceding three sentence types, then they should manage these competently with a bit of practice.

Before teaching compound-complex sentences, it’ll be worth asking your students if they can make an educated guess at a definition of this type of sentence based on its title alone.

The more astute among your students may well be able to work out that a compound-complex sentence refers to joining a compound sentence with a complex one. More accurately, a compound-complex sentence combines at least two independent clauses and one dependent clause.

Since the school was closed, Sarah ran home and her mum made her some breakfast.

We can see here the sentence begins with a dependent clause followed by a compound sentence. We can also see a complex sentence nestled there if we look at the bracketed content in the version below.

(Since the school was closed, Sarah ran home) and her mum made her some breakfast.

This is a fairly straightforward example of complex sentences, but they can come in lots of guises, containing lots more information while still conforming to the compound-complex structure.

For example:

Because most visitors to the city regularly miss out on the great bargains available here, local companies endeavor to attract tourists to their businesses and help them understand how to access the best deals the capital has to offer.

A lot is going on in this sentence, but it follows the same structure as the previous one on closer examination. That is, it opens with a dependent clause (that starts with subordinating conjunction) and is then followed by a compound sentence.

With practice, your students will soon be able to quickly identify these more sophisticated types of sentences and produce their own examples.

Compound-complex sentences can bring variety to a piece of writing and help articulate complex things. However, it is essential to encourage students to pay particular attention to the placement of commas in these sentences to ensure readers do not get confused. Encourage students to proofread all their writing, especially when writing longer, more structurally sophisticated sentences such as these.

Reinforcement Activity:

You could begin reinforcing student understanding of compound-complex sentences by providing them with a handout featuring several examples of this type of sentence.

Working in pairs or small groups, have the students identify and mark the independent clauses (more than 1) and dependent clauses (at least 1) in each sentence. When students can do this confidently, they can then begin to attempt to compose their own sentences.

Another good activity that works well as a summary of sentence structure work is to provide the students with a collection of jumbled sentences of each of the four types.

Challenge the students to sort the sentences into each of the four types. In a plenary, compare each group’s findings and examine those sentences where the groups disagreed on their categorization.

In teaching sentence structure, it is essential to emphasize to our students that though the terminology may seem quite daunting at first, they will quickly come to understand how each structure works and recognize them when they come across them in a text.

Much of this is often done by feel, especially for native English speakers. Just as someone may be a competent cyclist and struggle to explain the process verbally, grammar can sometimes feel like a barrier to doing.

Be sure to make lots of time for students to bridge the gap between the theoretical and the practical by offering opportunities to engage in activities that allow students to get creative in producing their own sentences.

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WHAT IS A SENTENCE FRAGMENT?

A sentence fragment is a collection of words that looks similar to a sentence but actually isn’t a complete sentence. Sentence fragments usually lack a subject or verb or don’t express a complete thought. Whilst a fragmented sentence can be punctuated to appear similar to a complete sentence; it is no substitute for a sentence.

Sentence fragment features:

These are the distinguishing features of a sentence fragment:

• It lacks a subject
  • Example: Jumped further than a Kangaroo. (Who jumped?)
• It lacks a verb or has the wrong verb form
  • Example: My favorite math teacher.  (What did the teacher do or say?)
• It is a residual phrase
  • Example: For better or worse.  (What is better or worse? What is it modifying?)
• It is an abandoned clause
  • Example: When my mother married my father.  (What happened when “my mother married my father?”)
• It is an improper use of “such as, for example, especially,” etc.
  • Example: Such as, my brother was practising martial arts.  (It is unclear; did something happen when my brother was practising martial arts?)

The methods for correcting a sentence fragment are varied, but essentially it will boil down to three options. Either attach it to a nearby sentence, revise and add the missing elements or rewrite the entire passage or fragment until they are operating in sync with each other.

SENTENCE STRUCTURE VIDEO TUTORIALS

OTHER GREAT ARTICLES RELATED TO SENTENCE STRUCTURE

The content for this page has been written by Shane Mac Donnchaidh.   A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing, can be found here.  Editing and support for this article have been provided by the literacyideas team.

Sentences with the word "study"

We found 80 sentences with the word "study". Synonyms for study. Meaning of the word. Characters. "study" - morphemic analysis.

• The study of Roman law had a great influence on Calvin's mental development.
• After all, studying Afghans doesn't seem to be my job here.
• At first, Fanny and Horatio dreamed of spending the winter in France, where the head of the family could continue learning French.
• During his stay in the fortress, the prisoner spent learning English.
• He fixed a week of time for this undertaking and, having bought somewhere a textbook of Laugier's harmony, immersed himself in the study of this harmony.
• True, a more objective study of the question shows that even this only Jew did not play any such "active role".
• But the study of law did not absorb all of Montesquieu's time.
• Study of the material part of the Shpagin submachine gun.
• At this time he went into the forerunners of Shakespeare, in studying Taine's studies on the Old English theatre.
• In my time the study of Russian ended in an incomplete secondary school.
• Have you informed anyone that you are studying these Afghans?
• In his opinion, " the study of the ancients must be a true introduction to philosophy."
• A thorough study of the flight area was also obligatory.
• Soon the members of the commission delved into the study of activities of the administration in the defense sector.
• I set as my task a deep independent study of the diagnosis and therapy of purulent diseases.
• The study of special literature went in parallel with independent research.
• The foregoing does not mean that a beginner hand-to-hand fighter should immediately sit down for study of laws of mechanics.
• Studying methods of using this new technique in combat in cooperation with the infantry.
• The study of physical and mathematical sciences gave Kant's mental activity a completely new direction.
• The study of the philosophy of Schelling and Hegel has become a real cult.
• The study of Latin syntax has already begun in this class.
• All the more necessary is such a study to evaluate the great work of the Scottish philosopher.
• Under the influence of Wittenbach, young people left the church fathers and enthusiastically set about studying St.
• And studying this lasts for years, until the flight itself.
• So, the small Poquelin plunged into the study of Plautus, Terence and Lucretius.
• The course of international law, the study of higher mathematics and physics were also compulsory.
• The need to move as far as possible the study of exegesis and Semitic philology prompts him to study the German language.
• Months spent in the archives, study of previously almost inaccessible historical sources allowed me to identify an important pattern.
• In "David Copperfidd" we have a vivid description of how difficult it was for him to study this art.
• Characteristically, the formalists also came to it in the late 1920s, trying to solve this problem in study "literary life".
• Here a thorough study of the Hebrew language and the Bible led him, so to speak, to the primary sources of Christian dogmas.
• The study of these questions is the subject of our work.
• The study of , based on the indications of our external senses, gives us only an approximate knowledge.
• How did this study progress, how was Dehn's theory given to Dargomyzhsky without the living guidance of the author of the manuscripts?
• Started study of flight disciplines: aerodynamics, navigation, aircraft operation.
• The study of the specifics of publicistic skill is obviously as difficult a process as the study of the skill of fiction.
• Not only the adoption of Orthodoxy and the study of the language made her "Russian".
• Gradually, introducing the Unified State Examination, we redistributed hours for study of this or that subject.
• The study of sources and archival data allowed me to compile a list of the organizers and the most active participants in bullying.
• The only useful occupation at that time for him was the independent study of multiplication tables.
• https://sinonim.org/
• Following this, he plunged headlong into the study of the work of the Berlin professor.
• Attentive study of archival documents shows that this case is completely invented.
• A professional study not only of cinema itself, but also study of oneself within the framework of cinema has begun.
• To be honest, learning the arts was only the beginning of my problems.
• One can safely say that Rubakin was the first to point out that in book business the study of the reader is just as important as the study of the writer.
• I'm not talking about Oriental languages, which are extremely difficult to study and there are very few means.
• So, shortly after moving to Lille, Pasteur began studying the fermentation process.
• We were already well trained in the motorist program, and the transition to to study the tank was easy for us.
• In order to improve the efficiency of activities, their study is carried out and directed change.
• In the first month of his stay in the regiment, Bonaparte spent all his time on studying the artillery service.
• Here, at leisure, using the rich monastery library, Zwingli completely retired to study St.
• The annual program included the study of foreign languages, special disciplines, certain aspects of the history of the CPSU (b), regional studies.
• Both jurisprudence and the study of the German language had too much influence on him.
• The study of Latin became very interesting (of course, only for the minority and for the teacher).
• The study of historical sciences confirmed his idea that only a merciless manifestation of the will can lead to power.
• The study of his religious and philosophical journalism of the 1840s has just begun.
• There was very little time left for study of equipment during working hours.
• The course was based on the basics of human behavior.
• The study of new methods of using infantry weapons in combat and practice in managing modern tactical formations.
• Wasting no time, he set about studying philosophy at its place of origin.
• But even a superficial study of Lenin's letters about the uprising shows quite the opposite.
• I was assigned to the fifth grade of a school where it was obligatory to study the Tatar language.
• Perhaps, in a strictly ecclesiastical and moral sense, this study of brought rich fruits, but it influenced the brain in an amazing way.
• He had a deep respect for Scripture and tried to introduce its study into monasteries subordinate to him.
• Having recovered, I again enthusiastically took up the study of my favorite subjects: history, geography and mathematics.
• Then Monty began to study engineering, but here too he was in for a failure, as he was weak in mathematics.
• An idea of ​​him can be given, first of all, by studying the poet's reading circle and his notes in the margins of the books he has read.
• Continued study of the German language, flight operations manuals (NMP).
• The study of is not the method of these random and personal notes.
• This was a translation of Eshenburg's work, from whose works Zhukovsky began his study of aesthetics [Yanushkevich 1984].
• According to the instructions, they were required to behave decently, diligent study of sciences, after which practical study of mines.
• The study of planetary movements is essential.
• After the change that had taken place in her outlook on the world, she began to study philosophy with particular enthusiasm.
• These investigations continue to this day, bringing new light to the study of both the life and works of the great Spanish genius.
• The study of economic theory was a kind of ritual sacrifice.
• Probably partly under their influence, Rabelais set to work on studying law and even gained some notoriety as a knowledgeable jurist.
• The
• cessation of lessons weakened Schumann's musical zeal, but he again set to work with ardor the study of literature.
• On the other hand, with all the greater zeal he took up the study of jurisprudence, in order to victoriously wage the war that had begun, fully armed with legal knowledge.
• At the age of fourteen, Smith entered the University of Glasgow, where he zealously began to study mathematics and natural philosophy.
• The study of languages ​​was, of course, not a goal, but only a means to another, most important cause.