What is a coordinating

conjunction?
 Coordinating conjunctions
join sentence elements
that are the same.
 Join words, phrases,
and clauses
Words: pie or cake
Phrases: over the river
and through the woods
Clauses: Marianne
planted a flower, and
she watched it grow.
List of Coordinating Conjunction

 Use the mnemonic “FANBOYS”

F = for B = but
A = and O = or
N = nor Y = yet
S = so
1. Ensure that the
coordinating
conjunction is
immediately followed
by a main clause.
 . Mike and Keith
were best friends
2. Don’t use
coordinating
conjunctions to begin
all of your sentences.
Do so only when it
makes your writing
more effective.
 And the baby
cried to get its
mother’s
attention.
 Conjunctive adverbs
are parts of speech that
are used to connect
one clause to another.
 Again Conversely
 Almost Elsewhere
 Anyway Equally
 As a result
Eventually
 In addition
Finally
 Accordingly
 Besides  Further
Certainly Furthermore
Comparatively Elsewhere
Consequently Hence
Contrarily Henceforth
However
Rules for Using Conjunctive Adverbs

1. When conjunctive
adverbs are used to
join two main clauses,
use a semicolon, not a
comma.
 EXAMPLE
The heavy traffic on
5 th

street made Claire think

twice about stopping by
the mall ; moreover, she
had a huge science
paper due the next
morning.
2. If a conjunctive
adverb is used at the
beginning of the
sentence then use a
comma immediately
afterwards.
 EXAMPLE

John was tired after a

long day at school.
Therefore, he
immediately took a nap
when he got home.
1. When a conjunctive
adverb connects two
independent clauses in one
sentence, it is preceded by a
semicolon and followed by a
comma.
 EXAMPLE
Tuition increases, say
officials, are driven by the
universities' costs ;
consequently , tuition
income typically covers less
than 50% of college
budgets.
2. If a conjunctive
adverb is used in any
other position in a
sentence, it is set off
by commas.
 EXAMPLE

Secretary Bennett, however,

maintains that more federal
aid would only encourage
universities to count on the
government to meet any
increases they might impose.
In addition , conjunctive
adverbs can also appear
at the start of a sentence
or clause to indicate
result, concession,
apposition, addition, time,
contrast, summary, or
reinforcement.
Result: therefore, consequently,
of course
Concession: nevertheless, yet,
still, after all, of course
Apposition: for example, for
instance, that is, namely, in
other words
Addition: moreover,
furthermore, also, in addition,
likewise, further
Time: meanwhile, in the
meantime
Contrast: however, instead, on
the contrary, on the other hand,
in contrast, rather
Summary: thus, in conclusion,
then
Reinforcement: further, in
particular, indeed, above all, in
fact
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FOR
LISTENING!
Name ___________________________ Date ___________________

There are three types of conjunctions: Coordinating,

Correlative, Subordinating
 Coordinating: connect similar words together.
Example: and, but, nor, just
 Correlative: connect similar groups of words
together, but always come in pairs.
• Example: either … or, both … and
 Subordinating: connect two ideas with one more
important than the other.
• Example: after, as if, unless, until, whenever, while
Instructions: Circle the conjunctions in the sentences
below. Then, identify what type of conjunctions by
circling the correct word at the end of the sentence.
1. Emilio could not eat his desert until he had
finished his dinner. (Coordinating, Correlative,
Subordinating)
2. Theresa ate her pecan pie on the porch
whenever she could. (Coordinating,
Correlative, Subordinating)
3. Mike and Keith were best friends.
(Coordinating, Correlative, Subordinating)
4. I am neither a ballerina nor a tap dancer.
(Coordinating, Correlative, Subordinating)
5. The baby cried and wailed to get its mother’s
attention. (Coordinating, Correlative,
Subordinating)
 6. I will have both the apple pie and the
pumpkin pie for desert on Thanksgiving
day. (Coordinating, Correlative,
Subordinating)
7. While in the classroom, you need to keep
your voice down. (Coordinating, Correlative,
Subordinating)
8. After recess, the children hurried inside.
(Coordinating, Correlative, Subordinating)
9. The painting was either too wide or too tall
to hang on the wall. (Coordinating,
Correlative, Subordinating)
 Instructions: Circle the conjunctions in the
sentences below. Then, identify what type of
conjunctions by circling the correct word at
the end of the sentence.
1. Emilio could not eat his desert until he had
finished his dinner. (Coordinating,Correlative,
Subordinating)
2. Theresa ate her pecan pie on the porch
whenever she could.
(Coordinating,Correlative, Subordinating)
3. Mike and Keith were best friends.
(Coordinating, Correlative, Subordinating)
4. I am neither a ballerina nor a tap dancer.
(Coordinating, Correlative,
Subordinating)
5. The baby cried and wailed to get its mother’s
attention. (Coordinating, Correlative, Subordinating)
6. I will have both the apple pie and the pumpkin pie for
desert on Thanksgiving day. (Coordinating, Correlative,
Subordinating)
7. While in the classroom, you need to keep your voice
down. (Coordinating, Correlative, Subordinating)
8. After recess, the children hurried inside. (Coordinating,
Correlative, Subordinating)
9. The painting was either too wide or too tall to hang on
the wall. (Coordinating, Correlative, Subordinating)