he could not complete his homework properly

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People often think of grammar as something relatively elementary, something that they learned a long time ago and that doesn’t have a huge effect on the quality of their writing as long as it sounds right when they read it. However, this is very far from the truth. The fact of the matter is that for most people grammar is much more complicated and difficult than they remember, and it can have a huge effect on the quality of their writing and how well it is received by the reader. When you check the sentence for correct grammar, you need to analyze the relationship between each word, the clauses, the punctuation used, and how the structure of the sentence comes together. It takes not just time and effort but a level of knowledge that people often don’t have. Of course, you can try to check the word choice using different types of dictionary but still, it won’t help you to correct sentence structure, passive voice oversuse, wrong punctuation, and many other errors. But don’t worry, our grammatically correct sentence checker is here to help!

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5 Rules for Building a Grammatically Correct Sentence

There are many rules to consider while revising your text for proper sentence structure. Let’s discuss the main of them.

• The sentence must contain a subject and a verb, otherwise, it will be considered a sentence fragment, not a complete sentence.
• Two complete sentences cannot be joined without proper punctuation. Such a mistake is called a run-on sentence. Even if you join such complete sentences with a comma, it would be considered a comma splice. Two or more complete sentences must be separated with a period and written as separate thoughts.
• The subject and verb in the sentence must be either both plural or both singular. Otherwise, it would be the wrong subject-verb agreement.
• It is important to keep parallel structure throughout your sentence. This means that the wordings and punctuation must match each other in different parts of the sentences. For example, “He is an expert in his sphere, professional with many years of experience, and hard-working” would be wrong, as “hard-working” is an adjective and won’t be consistent with the rest of the list.

So, each time you are wondering “Is this sentence grammatically correct?”, keep these rules in mind and get back to them while proofreading your text. Also, free grammatically correct sentence checker will allow you to detect these grammar errors at no time and find out how to fix them at once.

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Basic Grammar and Punctuation: Complex Sentences

• Apostrophes
• Commonly Confused Words
• Semi-colons/Colons
• Sentence Fragments
• Run-on Sentences
• Simple Sentences
• Compound Sentences
• Complex Sentences
• How to Proofread

About Complex Sentences

Once you can identify a basic sentence, you can join two or more sentences into complex sentences.  Two or more sentences can be combined with a subordinating conjunction that explains the relationship between each idea.

For example:

Simple Sentences - He studied hard. He wanted to go to medical school. He suffered from arthritis.

Complex Sentence - He studied hard because he wanted to go to medical school as he suffered from arthritis.

Complex Sentence - Even though he suffered from arthritis, he studied hard because he wanted to go to medical school.

Notice how the subordinating conjunction adds additional meaning to the sentence. The last two sentences tell us why he studied.

Some Common Subordinating Conjunctions :

A subordinating conjunction is sometimes called "a heart word" because it turns two sentences into one. Even though both sentences contain a subject and verb, one becomes dependent on the other and cannot stand alone. One sentence becomes the explaining idea for the main idea.

Any time you see words like the ones above, check that your sentence doesn't leave a question remaining.

  For example:

Wrong - When he came late to class. (What happened when he was late?)

Right - He forgot to give the teacher his homework when he came late to class.

Wrong - After she noticed it missing. (What happened when she noticed?)

Right - The teacher asked for his homework after she noticed it missing.

Wrong - Because they knew the test would be difficult. (What happened as a result?)

Right - The students studied furiously because they knew the test would be difficult.

Punctuation depends on the location of the subordinating conjunction:

If the subordinating conjunction comes in the middle or at the end of the sentence – no comma is required.

Wrong – School is not all about studying, since there are lots of clubs and fun activities on campus.

Right – School is not all about studying since there are lots of clubs and fun activities on campus.

If the subordinating conjunction comes at the beginning of the sentence – a comma comes at the end of the dependent clause.

Wrong – Even though I would rather go to the beach I went to the library to study.

Right – Even though I would rather go to the beach, I went to the library to study.

How to fix Complex Sentences:

1) Look for the subordinating conjunction or "heart word."

2) Does the subordinating conjunction come at the beginning of the sentence?

Wrong – Some students skipped studying, because the weather was gorgeous outside!

Right – Some students skipped studying because the weather was gorgeous outside!

If the subordinating conjunction comes at the beginning of the sentence – add a comma at the end of the dependent clause.

Wrong – Since it's hard to resist a sunny day some teachers hold class outside!

Right – Since it's hard to resist a sunny day, some teachers hold class outside!

More About Complex Sentences

• Clauses: the Essential Building-Blocks
• Dependant Clauses and Phrases
• Identifying Independent and Dependent Clauses
• Kinds of Sentences and Their Punctuation
• The Subordinate Clause

Practice Complex Sentences Here!

• Complex Sentences Exercise
• Dependent and Independent Clauses - Exercise 1
• Dependent and Independent Clauses - Exercise 2
• Identifying Independent Clauses
• Independent and Dependent Clauses Quiz
• Interactive Clause Quiz #1
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Subordinating Conjunctions: Definition, Examples, & Exercises

• The Albert Team
• Last Updated On: March 1, 2022

There are a lot of grammar terms that have the word conjunction in it! It can be a challenge to remember what the different types are and when you use them. Subordinating conjunctions are most commonly mixed up with coordinating conjunctions, which you can learn more about in our post on coordinating conjunctions. Let’s review and practice the rules for using subordinating conjunctions, and you’ll have them mastered in no time!

In this post we’ll review what subordinating conjunctions are, the functions of subordinating conjunctions, and how to use them effectively in a sentence.

Once you’re feeling confident, test yourself with a post-assessment quiz and practice with our high quality, standards-aligned questions here .

What We Review

The Basics of Coordinating Conjunctions

What is a Subordinating Conjunction?

Subordinating Conjunctions are words or word phrases that connect an independent clause to a dependent clause, creating a complex sentence . 

Dependent clauses add details to the independent clause and emphasize the idea in the independent clause. They also cannot stand alone, because they don’t convey a complete thought – they depend on the independent clause.

Subordinating conjunction can indicate cause/effect , concession/contrasting , and conditional relationships as well as transitions in time or place . 

Sentences can be arranged with either the independent clause or the dependent clause coming first, and comma usage is determined by this order. If the dependent clause appears at the start of the sentence, it will need to be followed by a comma.

Subordinating conjunctions may be referred to as subordinators , independent clauses may be referred to as main clauses, and dependent clauses may be referred to as subordinate clauses.

Cause/Effect Relationships

Common Cause/Effect Subordinating Conjunctions: Because, Since, As, Due to, As if . The underlined portion of the sentence shows the dependent clause, starting with the subordinating conjunction:

• He could not go to the party because his homework was not finished .
• Due to his fear of sharks , the boy refused to swim in the ocean.

Concession/Contrasting Relationships

Common Concession/Contrasting Subordinating Conjunctions: Although, Though, Whether, While, Even though . The underlined portion of the sentence shows the dependent clause, starting with the subordinating conjunction:

• That man is one of the greediest people though he is far wealthier than others .
• While they are highly intelligent , those children have little common sense.

Conditional Relationships

Common Conditional Subordinating Conjunctions: If, Unless, Assuming that . The underlined portion of the sentence shows the dependent clause, starting with the subordinating conjunction:

• We can go to the park if you clean your room .
• Assuming that everyone is free this weekend , we can get together for dinner.

Transitions in Time

Common Time Subordinating Conjunctions: After, Until, As soon as, Before . The underlined portion of the sentence shows the dependent clause, starting with the subordinating conjunction:

• The dog needs to go out as soon as you get home .
• Before you leave , I need you to take this survey of your experience.

Transitions in Place

Common Place Subordinating Conjunctions: Where, Wherever, Everywhere, Anywhere . Note, the conjunctions wherever, everywhere, and anywhere have similar meaning and are often interchangeable.  

Like most subordinating conjunctions, these words can be placed at the beginning of a sentence. The conjunction ‘where’ usually cannot be moved to the beginning of the sentence. 

The underlined portion of the sentence shows the dependent clause, starting with the subordinating conjunction:

• This is the house where I grew up .
• Everywhere I go , you always seem to be nearby.

Return to the Table of Contents

Tips for Recognizing and Using Subordinating Conjunctions

Tip #1: vary your placement of subordinating conjunctions.

Using subordinating conjunctions to write complex sentences is a GREAT way to elevate your writing to the next level!

Take advantage of the flexibility of dependent clauses by rearranging your sentences so you have some sentences starting with the independent clause and some sentences starting with the dependent clause.

Tip #2: Subordinating Conjunctions vs Conjunctive Adverbs

Subordinating conjunctions can often be confused with conjunctive adverbs. Both are used to connect clauses, but conjunctive adverbs connect two independent clauses , while subordinating conjunctions connect a dependent clause to an independent clause .

When checking the connected clauses, look for complete thoughts. Since a dependent clause cannot stand alone, the linking word will be a subordinating conjunction.

• I had a lot of homework today because I wasn’t paying attention in class.

In this sentence, “because I wasn’t paying attention in class” is a dependent clause using the  subordinating conjunction “because” to add additional details to the independent clause “I had a lot of homework today”.

• I wasn’t paying attention in class; consequently , I had a lot of homework today.

While conveying the same overall idea, this example uses the conjunctive adverb “consequently” to link the independent clause “I wasn’t paying attention in class” to the other independent clause “I had a lot of homework today.” Both clauses are given equal value in the sentence.

Read our post on conjunctive adverbs to learn more about them.

Tip #3: When looking for subordinating conjunctions, make sure there is a dependent clause

Some words used as subordinating conjunctions can also be used for other parts of speech. A good way of checking for dependent clauses is to find the subject and verb in the part of the sentence you are linking to the independent clause. Dependent clauses sound like something is missing, because they depend on an independent clause to complete the idea.

• I finally could take a break after I ran errands all day .

In this sentence, “after” is a subordinating conjunction . We can see that “after I ran errands all day” is a clause, because it has a subject and a verb, but it’s not a complete thought. It sounds like we need more information.

• I finally could take a break after a long day .

In this sentence, “after” is a preposition . Since there is not a subject or verb in “after a long day”, we know it is not a clause, but rather a prepositional phrase . Read our post on prepositional phrases to learn more about them!

Applying the Basics: Subordinating Conjunctions Review & Practice

Now that you understand what subordinating conjunctions are, and how to use them properly in a sentence, let’s practice identifying them and checking for proper usage. Remember, subordinating conjunctions are words used to connect a dependent clause to an independent clause.

Subordinating Conjunctions Exercises & Review

Complete the quick exercise below to assess your mastery of coordinating conjunctions.

Choose the subordinating conjunction that makes the most sense for each sentence.

1. He didn’t have lunch today (even though/because) he was nervous for the audition.

2. (Since/Although) I got a bonus, we can go on vacation over break.

3. Reading is my favorite subject (though/because) I’m really good at math.

 4. (As soon as/Before) you play those video games, you need to clean your room.

5. We’ll need to pick up some tools (unless/since) you already have them.

For additional practice, check out the Subordinating Conjunctions content on Albert.

Try for Yourself: Subordinating Conjunctions Quiz

Feeling confident in your understanding of coordinating conjunctions?

Take this short quiz to see what you’ve learned:

1. Do subordinating conjunctions require a comma when following an independent clause?

• Correct Explanation: That’s right! Subordinating conjunctions do not require a comma when following an independent clause. Commas are required when placing the dependent clause before the independent clause.
• Incorrect Explanation: Sorry, that’s not right. Remember, subordinating conjunctions only require a comma when placing the dependent clause before the independent clause. Subordinating conjunctions do not require a comma when following an independent clause.

2. Are subordinating conjunctions interchangeable with conjunctive adverbs?

• Correct Explanation: That’s right! Subordinating conjunctions combine a dependent clause to an independent clause, adding details to the independent clause. Conjunctive adverbs are used when combining two independent clauses to show a transition or progression between ideas.
• Incorrect Explanation: Sorry, that’s not right. Remember, conjunctive adverbs are only used when combining independent clauses to show a transition or progression between ideas. Both clauses have equal value in the sentence. Subordinating conjunctions combine a dependent clause to an independent clause, adding details to the independent clause.

3. Can subordinating conjunctions be used with prepositional phrases?

• Correct Explanation: That’s right! A subordinating conjunction must connect a dependent clause to an independent clause. Prepositional phrases are not clauses, as they do not contain a subject or a verb.
• Incorrect Explanation: Sorry, that’s not right. Remember, prepositional phrases are not clauses, as they do not contain a subject or a verb. Subordinating conjunction must connect a dependent clause to an independent clause.

4. Which of the following sentences uses a subordinating conjunction?

A. After chasing the dog down the street, I could barely catch my breath.

B. After I chased the dog down the street, I could barely catch my breath.

• Correct Explanation: That’s right! Subordinating conjunctions connect a dependent clause to an independent clause. A dependent clause must have a subject and a verb.
• Incorrect Explanation: Sorry, that’s not right. Remember, subordinating conjunctions connect a dependent clause to an independent clause. A dependent clause must have a subject and a verb.

5. Which of the following sentences accurately uses a subordinating conjunction?

A. I went for a run even though I was tired.

B. I went for a run, even though I was tired

• Correct Explanation: That’s right! A comma does not precede a subordinating conjunction . Commas are only used at the end of the dependent clause when the subordinating conjunction and the dependent clause are moved to the beginning of the sentence.
• Incorrect Explanation: Sorry, that’s not right. Remember, commas are only used at the end of the dependent clause when the subordinating conjunction and the dependent clause are moved to the beginning of the sentence. Commas do not precede a subordinating conjunction .

6. Which of the following sentences accurately uses a subordinating conjunction?

A. I love putting puzzles together; similarly, I enjoy logic based puzzles like kakuro .

B. I love putting puzzles together because I enjoy logic based activities.

• Correct Explanation: That’s right! Subordinating conjunctions connect dependent clauses to independent clauses. A dependent clause cannot stand alone as a sentence. When two independent clauses are connected, a semicolon separates the clauses, and a conjunctive adverb is used, with a comma following the conjunctive adverb.
• Incorrect Explanation: Sorry, that’s not right. Remember, a dependent clause cannot stand alone as a sentence. When two independent clauses are connected, a semicolon separates the clauses, and a conjunctive adverb is used, with a comma following the conjunctive adverb. Subordinating conjunctions connect dependent clauses to independent clauses. A dependent clause cannot stand alone as a sentence.

For additional practice with comparative and superlative adjectives, check out our practice on Albert.io: Subordinating Conjunctions .

Teacher’s Corner for Subordinating Conjunctions

While it’s true that coordinating conjunctions are a foundational grammar skill, the Common Core English Language Progressive Skills Chart shows that even elementary-level skills “require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.” 

For specific standards addressing coordinating conjunctions, check out the Common Core State Standards site! 

Albert’s Subordinating Conjunctions practice can be used for much more than homework! 

Our assessments can be used as pre-and post-tests to measure student progress. Our pre-made quizzes can be used as bell-ringers, exit tickets, and more! 

In addition to our pre-made assessments, you can also use our assignments feature to create your own quizzes and assessments.

Summary on Subordinating Conjunctions

Subordinating Conjunctions are words used to connect dependent clauses to independent clauses.Dependent clauses are not complete thoughts – they depend on independent clauses.

Subordinating Conjunctions can indicate cause/effect , concession/contrasting , and conditional relationships as well as transitions in time or place .

Using subordinating conjunctions is a great way to improve our writing because it allows for more complex sentences.

Practice makes perfect! Use our Subordinating Conjunctions practice on Albert’s grammar course !

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Exercise: Correlative Conjunctions

Exercise 1: fill in the blank.

In this exercise, you need to complete each sentence with the appropriate correlative conjunction.

Table of Contents

• ________ I visit my grandparents, __________ I realise how much I miss them. (The more…, the more)
• We can eat out for dinner __________ we can cook at home. (or…, or)
• _________ you finish your work early, __________ you can go home. (not only…, but also)
• He is __________ friendly __________ helpful. (both…, and)
• _________ she was tired, __________ she still helped me with my homework. (although…yet)

Exercise 2: Multiple Choice Questions

In this exercise, select the correct correlative conjunction that fits the context of the sentence:

• ________ everyone likes to go hiking, _________ I find it very refreshing and energizing. (although…yet)
• You can either stay here _________ go to the park. (or… or)
• We had __________ ice cream __________ cake for dessert. (both… and)
• __________ you decide to study harder, __________ you will get better grades. (The more… the more)
• _________ my mom is a good cook, ___________ my dad is not. (while… yet)

Exercise 3: Match the Correlative Conjunctions

Match the pairs of correlative conjunctions from column A and column B:

• Not only…
• Either…
• Neither…
• Both…
• The more…
• …but also
• …the more

Write your answers as – (A# – B#). For example, if you think "Not only…" matches with "…but also", your answer would be A1 – B2.

Exercise 4: Creating Sentences Using Correlative Conjunctions

Using the given correlative conjunctions, write five sentences of your own:

• Either…or
• Both…and
• Neither… nor
• Not only… but also
• The more… the more

Answer Key:

Exercise 1:.

• The more I visit my grandparents, the more I realise how much I miss them.
• We can eat out for dinner or we can cook at home.
• Not only you finish your work early, but also you can go home.
• He is both friendly and helpful.
• Although she was tired, yet she still helped me with my homework.

Exercise 2:

• Although everyone likes to go hiking, yet I find it very refreshing and energizing.
• You can either stay here or go to the park.
• We had both ice cream and cake for dessert.
• The more you decide to study harder, the more you will get better grades.
• While my mom is a good cook, yet my dad is not.

Exercise 3:

• A1 – B2
• A2 – B3
• A3 – B1
• A4 – B4
• A5 – B5

Exercise 4:

This part is open-ended for students to construct their own sentences and should be corrected accordingly by the teacher or instructor.

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because he <had> said he hadn't finished his homework at 6 pm

• Thread starter Hidetomo
• Start date Jul 31, 2019

Senior Member

• Jul 31, 2019

Hello. I teach English, and the sentence (A) is in my textbook. (A) Tom probably didn't go to the movies with Mary because he said he hadn't finished his homework at 6 pm yesterday. My question is whether the sentence (B) is possible and, if it is, are there any difference from (A) in meaning. And, if (B) is not possible, could you tell me why? (B) Tom probably didn't go to the movies with Mary because he had said he hadn't finished his homework at 6 pm yesterday. Thank you in advance.  

Franco-filly

Is this an extract from a book/reader - if so what is the prior sentence - or is it an exercise? I find it a rather confusing sentence as we don't know when Tom was supposed to have gone to the movies, who he told about his homework and it sounds as though he could have told someone "I didn't finish my homework at 6pm yesterday." Something like "Tom probably didn't go to the movies with Mary yesterday evening/last night because he'd told me at 6p.m. (yesterday) that he hadn't finished his homework.  

Thank you, Franco-filly. Actually, this is a composition exercise from Japanese into English, and (A) is a correct answer. I've got your points; in the original Japanese sentence, the time Tom was supposed to have gone to the movies was not clear, and he told about his homework to "me". So, (A) would be better if I put "to me" after "he said": Tom probably didn't go to the movies with Mary because he said to me (or told me) he hadn't finished his homework at 6 p.m. yesterday. And your sentence is far clearer in terms of tense and, thus, much better. But the problem is that the time to go to the movies is not mentioned in the original sentence. So, it is possible to say, " .... because he had told me at 6 p.m. that he hadn't finished his homework.", to use past perfect as main verb and in that clause at the same time.  

Thomas Tompion

Member emeritus.

I'm mildly puzzled about sentence A too. I'd understand it as follows: Tom said that at 6 pm he hadn't finished his homework, so he wasn't free to go to the pictures. This would make A a mildly unidiomatic, slightly muddled (did he say it at 6 pm, or had he not finished by 6 pm?) way of drawing a conclusion, and I don't think the past perfect would be natural in the sentence.  

I find it a rather confusing sentence because it seems that the cause is "he said". If he had kept quiet about it, he would have gone to the movies.  

Thomas Tompion said: I'm mildly puzzled about sentence A too. I'd understand it as follows: Tom said that at 6 pm he hadn't finished his homework, so he wasn't free to go to the pictures. This would make A a mildly unidiomatic, slightly muddled (did he say it at 6 pm, or had he not finished by 6 pm?) way of drawing a conclusion, and I don't think the past perfect would be natural in the sentence. Click to expand...

Myridon said: I find it a rather confusing sentence because it seems that the cause is "he said". If he had kept quiet about it, he would have gone to the movies. Click to expand...

Hidetomo said: Thank you, Thomas Tompion. In this sentence, he said this at 6 pm, not he hadn't finished by 6 pm. Is it possible to change your sentence into "Tom said that at 6 pm he hadn't finished his homework, so he probably didn't go to the pictures." ? Click to expand...

• Aug 2, 2019

Thomas Tompion said: That wouldn't resolve uncertainty about 'at 6 pm'. If he said this at 6 pm, say " At 6 pm Tom said that he hadn't finished his homework, so he wasn't able to go to the pictures." The bit about him probably not going to the pictures would be possible if you suspect Tom of being mendacious. Click to expand...

Hidetomo said: Thank you very much, Thomas Tompion. I am afraid I don't quite follow what you are saying here. Sorry, but could you tell me what you mean? Also, in #4, you said past perfect is not natural in this sentence. "At 6 pm yesterday, Tom had told me that he had not finished his homework, so he probably didn't go to the movies with Mary that night." We learn that you can use past perfect when one event happened before another in the past. In this sentence, "Tom had told me" happened before "he didn't go to the movies with Mary". Am I wrong? Click to expand...

Thomas Tompion said: Question: Why do we think Tom didn't go to the pictures? Answer: Because he said he was still doing his homework at 6 pm. Not because he had said this, if I am any judge. There are little infelicities in the original which make you questions hard to answer, Hidetomo. Click to expand...

Hidetomo said: Thank you again, Thomas Tompion. I am terribly sorry for infelicities, but it seems that I am still missing your point... "Because he said he was still doing his homework at 6 pm." makes perfect sense and I agree this is correct, but if I say "Because he had said he was still doing his homework at 6 pm", is it gramatically impossbile, or does it mean something really different? I am really, really sorry to ask you a question that is hard to answer, but tense, especially past perfct, is very confusing... And I have to explain this to one of my students, so I need to fully understand this. Click to expand...

Thank you very much, Thomas Tompion. I was just wondering if it was possbile to establish anteriority here, (it's not really I wish to, but I just like to know if it is possbile) by regarding the presumable fact that "Tom probably didn't go to the pictures with Mary" as "an important later time", because that could only happen after 6 pm yesterday. In #2, Franco-filly proposed a sentence, "Tom probably didn't go to the movies with Mary yesterday evening/last night because he'd told me at 6p.m. (yesterday) that he hadn't finished his homework." What do you think about this sentence? He used past perfect as main verb ("he had told me") and in that clause ("he hadn't finished his homework") at the same time. I just would like to know if this is possible. Thank you!  

I've lost track of what you are trying to do here, Hidetomo. Are you asking if sentence B is a possible sentence, grammatically? or whether it is consistent with facts presented in sentence A. You write as though you have no certain train of events in your mind which you wish to explain.  

Hidetomo said: (A) Tom probably didn't go to the movies with Mary because he said he hadn't finished his homework at 6 pm yesterday. Click to expand...

Hidetomo said: because he'd told Click to expand...

• Aug 3, 2019

Thomas Tompion said: I've lost track of what you are trying to do here, Hidetomo. Are you asking if sentence B is a possible sentence, grammatically? or whether it is consistent with facts presented in sentence A. You write as though you have no certain train of events in your mind which you wish to explain. Click to expand...

dojibear said: "has said" (present perfect) means it happened before "now". "had said" (past perfect) means it happened before "then". You cannot use present perfect without establishing a "then" first. Usually that is done by using another verb. For example: This time he got caught. Before this he had always gotten away with it. This sentence is incorrect. It says "because he said". But it means "because he hadn't finished". Same problem. "He couldn't because he'd told me" is simply false. "Telling you" did not allow or prevent anything. Suggestion: if you want to discuss a grammar point, simplify your example sentence. Is your question about indirect speech? If not, remove "told" from your example sentence. Click to expand...

Hidetomo said: At 6 pm yesterday, Tom told me he hadn't finished his homework, so he probably didn't go to the movies with Mary. Click to expand...

Another way that people describe this "he told me at 6pm" is "I talked to him at 6pm", then the information he told me. For example: I'm sure Tom didn't go to the movies with Mary. I talked to Tom at 6pm, and he hadn't finished his homework yet.  

dojibear said: Another way that people describe this "he told me at 6pm" is "I talked to him at 6pm", then the information he told me. For example: I'm sure Tom didn't go to the movies with Mary. I talked to Tom at 6pm, and he hadn't finished his homework yet. Click to expand...

Hidetomo said: Yes, I am asking if sentence B is gramatically possbile. Click to expand...

Thomas Tompion said: It is possible but, in my view, it needs a context (ie. previous sentences) establishing a time after 6 pm. to justify the anteriority implicit in your use of the past perfect. Click to expand...

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How to Finish Your Homework

Last Updated: May 6, 2024 Fact Checked

This article was co-authored by Emily Listmann, MA . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 17 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 280,702 times.

While studying can differ for different age groups, many of the things that get in the way are the same. Whether it's your environment or time management skills, it easy for things to discourage you from finishing your homework. With a little organization and help, your homework can become approachable.

Managing Your Time

• For instance, try setting aside a time you know you can work well such as an hour or 2 before dinner, or if you're a night owl, after dinner.

• Work in hour blocks, with 50 minutes spent studying and 10 minutes spent taking a break.
• It can also be helpful to move around when you are taking your break, especially if you are working at a screen. Go for a walk outside to get your blood circulating and enjoy some fresh air.
• You might also want to eat a healthy snack on your break to improve your focus. Avoid junk food and choose something like a handful of nuts, a piece of fruit, veggies, or a small portion of cottage cheese.

• Identify which assignments are worth the most points for each class. Most likely these will take the longest to complete. [5] X Research source
• Consider how long you have to do each project, and if possible, see when the assignment is introduced. Oftentimes, primary and secondary school classes do not have syllabi, so it might be harder to plan out an entire term, but if you are in college, you will most likely have a syllabus with at least a partial course schedule. Knowing how long you have to complete an assignment will help you prioritize which assignments to do first. You can also ask the teacher how long you have to complete an assignment. [6] X Research source

• Use highlighters or stickers to mark which assignments are most important.
• If you're using an online or mobile schedule, create alerts or notifications for the projects and any time-sensitive steps for those projects.

• Don't let a big project overshadow the smaller assignments you need to complete!

• Assignment outlines can help you visualize the necessary tasks to get the assignment done.

Creating a Productive Work Environment

• A desk or table would be a better location than a couch or a bed.

• Turn your phone off or on silent (not vibrate). It might be best to put the phone out of sight, or in another room while you work, as the temptation to text or get on social media can be as much of a distraction as actually using social media.
• Use an app that blocks social media. There are plenty of applications out there that can help block social media and other distracting sites (such as shopping or gaming sites). [10] X Trustworthy Source Pew Research Center Nonpartisan thinktank conducting research and providing information on public opinion, demographic trends, and social trends Go to source

• Use a white noise app to block out noise.
• Use earplugs or noise-blocking earmuffs. [12] X Research source
• Work in a quiet place, such as a library or a home office, if you have one.
• Avoid listening to music while studying. Studies have shown that although listening to music while studying lowers overall performance, this does not affect everyone equally. [13] X Research source However listening to music before studying has been shown to improve performance on cognitive tasks. [14] X Research source

Using Your Resources

• If you're too afraid to ask a teacher during class, see if you can stay behind to ask your questions.

• First, contact your school to see if there are any after-school tutoring programs. While not all primary and secondary schools offer tutoring, a vast majority of universities do. If your school does not offer tutoring, they may know of other resources for you to contact.
• Then, contact your library to see if they offer any tutoring. [18] X Research source
• In some areas, there may also be free community tutoring programs. Contact your local community center for more information.
• There are plenty of private tutors out there as well, but they can be costly (ranging from $20 to $100 an hour). [19] X Research source You can find tutors online through a number of websites, such as Craigslist or Angie's list.

• If you need to work at a library after school, ask your parents or search the web to find your local library.

Supercharge Your Studying with this Expert Series

Community Q&A

Reader Videos

• Don't feel too stressed or you'll be doing less work than you actually can. Thanks Helpful 7 Not Helpful 3
• Make sure you’re getting enough sleep. Thanks Helpful 5 Not Helpful 3
• Maintain a healthy diet. Thanks Helpful 5 Not Helpful 3

• Recommended time doing homework varies by age. The National PTA recommends about 10 minutes per grade level per night (30 minutes a night for the third grade). Thanks Helpful 9 Not Helpful 0
• Some people may need additional help in order to focus on their homework and finish it. If you are struggling in school, ask your parents or teachers about what resources may be available, and seek out professional help or ask your parents to do so, if necessary. Thanks Helpful 29 Not Helpful 9
• If you are under the age of thirteen, you may need to obtain your parents’ permission before downloading any computer applications. Thanks Helpful 30 Not Helpful 13

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• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ https://www.takingcharge.csh.umn.edu/power-habit-charles-duhigg
• ↑ https://www.edutopia.org/article/research-tested-benefits-breaks/
• ↑ https://www.wma.us/about/titan-blog/post/~board/titan-blog/post/how-to-prioritize-school-assignments-and-homework
• ↑ https://jhsap.org/self_help_resources/school-life_balance//
• ↑ https://lsc.cornell.edu/how-to-study/studying-for-and-taking-exams/guidelines-for-creating-a-study-schedule/
• ↑ https://success.oregonstate.edu/learning/concentration
• ↑ https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/
• ↑ https://kidshealth.org/en/teens/homework.html/
• ↑ https://absn.northeastern.edu/blog/8-things-to-keep-in-your-at-home-study-space/
• ↑ https://scholar.utc.edu/theses/171/
• ↑ https://onlinelibrary.wiley.com/doi/abs/10.1002/acp.1731
• ↑ https://kidshealth.org/en/teens/talk-to-parents.html
• ↑ https://rdw.rowan.edu/cgi/viewcontent.cgi?article=2412&context=etd
• ↑ https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/
• ↑ https://undergrad.stanford.edu/tutoring-support
• ↑ https://www.ideaedu.org/idea-notes-on-instruction/encouraged-students-to-use-multiple-resources-e-g-internet-library-holdings-outside-experts-to-improve-understanding/

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English Compositions

Write a Dialogue Between a Teacher and a Student who has Not done his Homework or Assignment

In this article, I will cover how to write a dialogue writing between a teacher and a student who has not done his homework or assignment.

Sample Conversation 1

Teacher:  Good morning All!. Please submit yesterday’s homework.

Students: Good morning sir!

Teacher: Please submit your homework! All those who have not completed the homework please stand up.

(Rahul stands up)

Teacher: Rahul! Tell me.Why did you not complete your homework yesterday?

Rahul: Sir actually I was not able to do my homework as I was busy the whole day.

Teacher:   But why Rahul? This is the fourth time this week that your homework is incomplete.

Rahul:   I know sir I am really sorry. Actually, My father is very sick and he is in the hospital due to which I did not get enough time to do my homework.

Teacher:   Oh, I see. That is very bad.  It’s okay Rahul. You can complete your homework when your father is better. I hope he gets better soon.

Rahul: Thank you sir.

Sample Conversation 2

(Two students are conversing in the classroom where the teacher overhears their conversation)

Student1: I hate it when Ms Banerjee gives us homework! It’s so unnecessary. 

Student2: I know! It is so annoying.

Teacher: I think you kids have misunderstood the purpose of homework.

Students: Oh, we didn’t see your teacher.

Teacher: You see homework teaches you responsibility. It is meant to inculcate small values in your life. Kittu, have you watched all the marvel films?

Student1: I’ve watched them so many times that I can narrate the dialogues to you.

Teacher: Exactly! Repeated revision of your favourite movies means that you know them as well as the back of your hand.  Repeated learning of difficult topics helps you understand them better.

Students: I didn’t realize how beneficial homework actually could be! Thank you, teacher. We will never think of homework as a burden.

Sample Conversation 3

Student: Let me tell you what happened to my assignment.

Teacher: OK, go ahead- what is the excuse this time?

Student: Actually, I did it, but then it got lost.

Teacher: Could you have gotten it done at another time?

Student: Yes, I could.

Teacher: This is nothing new. Why don’t you do your assignment? These are so important for your understanding.

Student: I try so hard to finish them on time but I always end up taking more time than estimated. I never finish assignments on time.

Teacher: I know it’s hard to juggle classes, assignments and social life. But these assignments are the first step toward achieving a work-life balance. Keep trying! Don’t give up.

Student: I’ll make it up early next week.

Teacher: Don’t let it happen again.

Student: I’ll try.

Teacher: That will solve it then. Let’s work hard to not let it happen again.

Sample Conversation 4

Teacher: Where is your homework, Gunu?

Gunu: I had some doubts about the assignment. I didn’t understand some of the questions.

Teacher: Why didn’t you clarify your doubts with me then?

Gunu: Sorry Madam.

Teacher: Gunu, I am tired of these constant excuses. I cannot entertain your reasons every day.

Gunu: Sorry Madam! This will not happen again.

Teacher: Well, next time you have any doubts come and meet me in the staff room so that we can work on them. You’ll only waste time if you don’t ask your doubts.

Gunu: Thank you, ma’am. I will clear all my doubts before submission.

Teacher: I’ll need you to solve the assignment on my desk tomorrow then. Meet me after class with your doubts.

Gunu: Thank you so much.

There you have it: Dialogue writing between a teacher and a student who has not done his homework or assignment.

I hope these examples are cleared your doubts.

Do let me know if you have any doubts or topic suggestions for me by leaving a quick comment below.

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Example Answer for Question 19 Paper 1: A Level Psychology, June 2017 (AQA)

Last updated 25 Apr 2018

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Section D – Psychopathology: Q19 [16 Marks]

According to the Failure to Function Adequately (FFA) definition, a person is considered abnormal if they are unable to cope with the demands of everyday life (e.g. social and/or occupational) and live independently in society. Furthermore, to be classified as abnormal, a person’s behaviour should cause personal suffering and distress because of their failure to cope. However, they may also cause distress or discomfort to other people who observe their behaviour. Therefore, according to this definition, Rob could be considered abnormal because his symptoms are causing an inability to cope with everyday life as he is finding it difficult to ‘complete his homework’. Furthermore, Rob’s symptoms are also causing distress or discomforted, as ‘his parents and teachers’ have noticed his anxiety.

One strength of the FFA definition is that is takes into account the subjective personal experiences of Rob. This definition considers the thoughts and feelings of Rob and the issues he is facing and does not simply make a judgement based on a pre-defined list of symptoms. This suggests that the FFA definition is a useful tool for assessing psychopathological behaviour.

However, one weakness of the FFA definition is the issue of individual differences. For example, one person who hears voices may be unable to function adequately; whereas, another person may suffer from the same symptoms, but function perfectly well. Therefore, despite the same psychological and behavioural symptoms, each person would be diagnosed differently according to this definition, thus questioning the validity of this definition.

Jahoda (1958) took a different approach to defining abnormality, suggesting that abnormal behaviour should be defined by the absence of particular (ideal) characteristics. In other words, behaviours which move away (deviate) from ideal mental health. Jahoda outlined a series of principles, including: having an accurate view of reality; being able to integrate and resist stress; and being able to master your environment (love, friendships, work, leisure time, etc.) Therefore, if an individual does not demonstrate one of these criteria, they would be classified as abnormal according to this definition. It could be argued that Rob does not have an accurate view of reality as he is hearing voices which are not present. Furthermore, he seems to be unable to resist stress as his parents and teachers have noted that he is anxious, and he is unable to master the environment, in particular his work, as his symptoms are preventing him from completing his homework. Consequently, Rob would be seen as abnormal, according to this definition.

One strength of Jahoda’s definition is that it takes a positive and holistic view. Firstly, the definition focuses on positive and desirable behaviours, rather than considering just negative and undesirable behaviour. Secondly, the definition considers the whole person, taking into account a multitude of factors that can affect their health and well-being. Therefore, a strength of the deviation from ideal mental health definition of abnormality is that it is comprehensive, covering a broad range of criteria.

However, one weakness of the deviation from ideal mental health definition is the unrealistic criteria proposed by Jahoda. There are times when everyone will experience stress and negativity, for example, when grieving following the death of a loved one. However, according to this definition, these people would be classified as abnormal, irrespective of the circumstances which are outside their control. With the high standards set by these criteria, it must also be questioned on how many need to be absent for diagnosis to occur.

[~550 Words]

Please Note:  These answers have been produced without the knowledge of the mark scheme and merely reflect my attempt at producing a model answer on the day of the exam.

• Psychopathology
• Failure to Function Adequately
• Deviation from Ideal Mental Health

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