definition of homework simple

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schoolwork assigned to be done outside the classroom ( distinguished from classwork ).

a single assignment of such schoolwork: Homeworks are due at the beginning of class.

paid work done at home , as piecework.

thorough preparatory study of a subject: to do one's homework for the next committee meeting.

Origin of homework

Words nearby homework.

• homewrecker
• homichlophobia

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use homework in a sentence

Now, they log on to Zoom from their bedrooms, surrounded by unfinished homework assignments and tattered stuffed animals, waiting to be assigned calls, texts and emails by the trained therapists who oversee the program.

Yow started her homework and saw Frese had gone 35-22 with two winning seasons at Ball State, which hadn’t had a winning record in its previous nine seasons.

Do some homework before investing in a diamond, and that lifelong commitment.

Another poster included an image of their losses over what appeared to be online math homework .

As we countdown to Inauguration Day, I've been doing my homework —and looking to the past for inspiration.

“I can help my children with their homework and sometimes we text in English at my job,” Santos says.

Scheunemann, meanwhile, had no idea who Spencer was, and did some homework .

She jumped at the chance to watch RT, or jumped at the chance to skip calculus homework .

And we encourage parent-student “contracts,” for class attendance, homework submission and even extra-curriculum activities.

Adicéam did his homework , spending 50 days collecting pieces, many with unexpected stories behind them.

Much of this homework is done by a very bad light and the boy's eyes suffer much.

For homework we have prepared alphabets where the letters are printed in type-writing order.

His parents were always getting angry with him for losing his clothes, or his toys, or his homework .

Only at the time when he was going to Beauregard School, with his homework .

And once a week or twice a week she was sending her homework or something to him.

British Dictionary definitions for homework

/ ( ˈhəʊmˌwɜːk ) /

school work done out of lessons, esp at home

any preparatory study

work done at home for pay

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

Other Idioms and Phrases with homework

see do one's homework.

The American Heritage® Idioms Dictionary Copyright © 2002, 2001, 1995 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company.

• Cambridge Dictionary +Plus

Definition of homework – Learner’s Dictionary

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• Go upstairs and do your homework.
• For your homework, please do exercise 3 on page 24.
• When I finish my homework, can I watch TV?
• Get on with your homework.
• She was trying to duck out of doing her homework.

(Definition of homework from the Cambridge Learner's Dictionary © Cambridge University Press)

Translations of homework

Get a quick, free translation!

Word of the Day

to change a document in order to deceive people

Sitting on the fence (Newspaper idioms)

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Definition of 'homework'

Video: pronunciation of homework

homework in American English

Homework in british english, examples of 'homework' in a sentence homework, related word partners homework, trends of homework.

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• do homework
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Definition of homework noun from the Oxford Advanced Learner's Dictionary

• I always do my homework on the bus.
• physics/geography/French, etc. homework
• I still haven't done my geography homework.
• How much homework do you get?
• for homework I have to write up the notes for homework.
• (especially North American English) I have to finish this homework assignment .
• acquire/​get/​lack (an) education/​training/ (British English) (some) qualifications
• receive/​provide somebody with training/​tuition
• develop/​design/​plan a curriculum/ (especially British English) course/ (North American English) program/​syllabus
• give/​go to/​attend a class/​lesson/​lecture/​seminar
• hold/​run/​conduct a class/​seminar/​workshop
• sign up for/​take a course/​classes/​lessons
• go to/​start preschool/​kindergarten/​nursery school
• be in (North American English) the first, second, etc. grade/ (British English) year 1, 2. etc. (at school)
• study/​take/​drop history/​chemistry/​German, etc.
• (British English) leave/​finish/​drop out of/ (North American English) quit school
• (North American English) graduate high school/​college
• be the victim/​target of bullying
• (British English) play truant from/ (both British English, informal) bunk off/​skive off school (= not go to school when you should)
• (both especially North American English) skip/​cut class/​school
• (British English) cheat in/ (North American English) cheat on an exam/​a test
• get/​be given a detention (for doing something)
• be expelled from/​be suspended from school
• do your homework/ (British English) revision/​a project on something
• work on/​write/​do/​submit an essay/​a dissertation/​a thesis/​an assignment/ (North American English) a paper
• finish/​complete your dissertation/​thesis/​studies/​coursework
• hand in/ (North American English) turn in your homework/​essay/​assignment/​paper
• study/​prepare/ (British English) revise/ (North American English) review/ (North American English, informal) cram for a test/​an exam
• take/ (both British English) do/​sit a test/​an exam
• (especially British English) mark/ (especially North American English) grade homework/​a test
• (British English) do well in/ (North American English) do well on/ (especially North American English, informal) ace a test/​an exam
• pass/​fail/ (especially North American English, informal) flunk a test/​an exam/​a class/​a course/​a subject
• apply to/​get into/​go to/​start college/ (British English) university
• leave/​graduate from law school/​college/ (British English) university (with a degree in computer science)
• study for/​take/ (British English) do/​complete a law degree/​a degree in physics
• (both North American English) major/​minor in biology/​philosophy
• earn/​receive/​be awarded/​get/​have/​hold a master’s degree/​a bachelor’s degree/​a PhD in economics
• Have you finished your homework?
• Have you done your physics homework yet?
• I was helping my sister with her maths homework.
• The homework assignments are worth 10% of the final grade.
• I have some homework to do on the Civil War.
• I want you to hand in this homework on Friday.
• The science teacher always gives a lot of homework.
• They get a lot of homework in English.
• They get masses of homework at secondary school.
• We had to write out one of the exercises for homework.
• for homework
• homework  on

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

What Is Homework?

Homework is work that teachers give students to complete outside of the school day. Homework is meant to provide students with practice for what was learned in school or an extension of what was done in class. Students are expected to complete the homework and return to school with the completed homework assignment.

Why Do Teachers Give Homework?

Most teachers give students homework so that they can practice something that was taught to them during class.

For example, if a teacher is teaching students how to add decimal numbers then the homework assignment would be for students to try adding decimals at home independently.

In my science class I never give my students homework that isn’t meaningful or practice towards a learning standard.

Gone are the days of giving homework that is “busy work”.

Also, when students return the following day their homework assignment is incorporated into the lesson so they quickly figure out that completing homework is necessary.

Some teachers, myself included, will use homework as a formative assessment.

If you are unsure what formative assessments are then you need to check out this article I wrote recently.

What Does Homework Look Like?

Homework can be almost anything.

Some examples of homework may include a simple worksheet to complete, a long term project, research, reading, a journal entry, completing something online, a drawing, or the continuation of something started in school, and just about anything else.

Homework isn’t limited to one specific thing.

With my eight grade students I have assigned videos for them to watch, creating a slideshow, completing a CER (more about the CER here) , conduct a survey for data collection, and more.

I have even had them collect leaves to identify the following day in our science class!

If you are a teacher reading this make sure to make your homework assignments interesting and worthwhile, don’t just assign homework as busy work.

Do Teachers Have To Give Homework?

No, teachers don’t have to give homework.

Usually teachers have discretion whether or not they are going to assign homework.

Personally, the principal or school district I work for has no idea how often I assign homework or what I assign for homework.

This decision to give or not give homework solely comes down to the classroom teacher.

The Importance Of Homework

The importance of homework is a heavily debated topic these days.

On one hand you have teachers that will say it is necessary that students continue learning outside the classroom in order to be more successful inside the classroom.

On the other hand some teachers will say that homework isn’t necessary as long as students are working hard during the school day.

Another reason homework is seen as not necessary is because students these days are so busy out of school that they don’t have time to complete homework.

Who is right?

I’d say it’s probably somewhere in the middle.

There is nothing wrong with a little homework for students but it shouldn’t be assigned every night.

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I (Allen) am currently teaching at a public school in a western suburb of Chicago. My teaching career started in 2004. Some of my interests outside of teaching is being with my family, biking, playing video games, travelling, and making the Teacher Adviser website.

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What’s the point of homework?

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Homework hasn’t changed much in the past few decades. Most children are still sent home with about an hour’s worth of homework each day, mostly practising what they were taught in class.

If we look internationally, homework is assigned in every country that participated in the OECD’s Programme for International Student Assessment (PISA) in 2012.

Across the participating countries, 15-year-old students reported spending almost five hours per week doing homework in 2012. Australian students spent six hours per week on average on homework. Students in Singapore spent seven hours on homework, and in Shanghai, China they did homework for about 14 hours per week on average.

Read more: Aussie students are a year behind students 10 years ago in science, maths and reading

Shanghai and Singapore routinely score higher than Australia in the PISA maths, science and reading tests. But homework could just be one of the factors leading to higher results. In Finland, which also scores higher than Australia, students spent less than three hours on homework per week.

So, what’s the purpose of homework and what does the evidence say about whether it fulfils its purpose?

Why do teachers set homework?

Each school in Australia has its own homework policy developed in consultation with teachers and parents or caregivers, under the guiding principles of state or regional education departments.

For instance, according to the New South Wales homework policy “… tasks should be assigned by teachers with a specific, explicit learning purpose”.

Homework in NSW should also be “purposeful and designed to meet specific learning goals”, and “built on knowledge, skills and understanding developed in class”. But there is limited, if any, guidance on how often homework should be set.

Research based on teacher interviews shows they set homework for a range of reasons. These include to:

establish and improve communication between parents and children about learning

help children be more responsible, confident and disciplined

practise or review material from class

determine children’s understanding of the lesson and/or skills

introduce new material to be presented in class

provide students with opportunities to apply and integrate skills to new situations or interest areas

get students to use their own skills to create work.

So, does homework achieve what teachers intend it to?

Do we know if it ‘works’?

Studies on homework are frequently quite general, and don’t consider specific types of homework tasks. So it isn’t easy to measure how effective homework could be, or to compare studies.

But there are several things we can say.

First, it’s better if every student gets the kind of homework task that benefits them personally, such as one that helps them answer questions they had, or understand a problem they couldn’t quite grasp in class. This promotes students’ confidence and control of their own learning.

Read more: Learning from home is testing students' online search skills. Here are 3 ways to improve them

Giving students repetitive tasks may not have much value . For instance, calculating the answer to 120 similar algorithms, such as adding two different numbers 120 times may make the student think maths is irrelevant and boring. In this case, children are not being encouraged to find solutions but simply applying a formula they learnt in school.

In primary schools, homework that aims to improve children’s confidence and learning discipline can be beneficial. For example, children can be asked to practise giving a presentation on a topic of their interest. This could help build their competence in speaking in front of a class.

Homework can also highlight equity issues. It can be particularly burdensome for socioeconomically disadvantaged students who may not have a space, the resources or as much time due to family and work commitments. Their parents may also not feel capable of supporting them or have their own work commitments.

According to the PISA studies mentioned earlier, socioeconomically disadvantaged 15 year olds spend nearly three hours less on homework each week than their advantaged peers.

Read more: 'I was astonished at how quickly they made gains': online tutoring helps struggling students catch up

What kind of homework is best?

Homework can be engaging and contribute to learning if it is more than just a sheet of maths or list of spelling words not linked to class learning. From summarising various studies’ findings, “good” homework should be:

personalised to each child rather than the same for all students in the class. This is more likely to make a difference to a child’s learning and performance

achievable, so the child can complete it independently, building skills in managing their time and behaviour

aligned to the learning in the classroom.

If you aren’t happy with the homework your child is given then approach the school. If your child is having difficulty with doing the homework, the teacher needs to know. It shouldn’t be burdensome for you or your children.

• Disadvantaged students

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Home » Education » What is the Difference Between Homework and Assignment

What is the Difference Between Homework and Assignment

The main difference between homework and assignment is that homework is a task or a work assigned to a student generally by a teacher to be completed outside the classroom setting, most probably at home, while an assignment is a task assigned to a student to be completed within the course of a particular study.

Assignments and homework vary from one another due to a wide range of distinctive elements such as the objective or the purpose of the task, main functions, and the benefits received.

Key Areas Covered

1.  What is Homework     – Definition, Features 2.  What is Assignment      – Definition, Features 3.  Similarities Between Homework and Assignment      – Outline of Common Characteristics 4.  Difference Between Homework and Assignment     – Comparison of Key Differences

What is Homework

Homework refers to the tasks assigned to the students by the schoolteachers.  They expect students to carry out the task during non-school hours. Teachers often give homework to complete at home in order to make their students practice the learning material already taught. Their aim is to reinforce learning and facilitate the mastery of specific competencies and skills .

Sometimes, a student might get preparation assignments as homework. The purpose of such homework is to introduce the student to the study material that the teacher will present in future lessons. Furthermore, it would help students to obtain the maximum benefit once the new material is being taught in class.

On the other hand, homework sometimes facilitates the transfer of previously acquired skills to new situations. For example, the students might learn in class about factors that led to World war I. Then, as homework, the teacher would ask the students to find out the factors that led to World war II. Here, the teacher gives an integration homework, which requires the student to apply separately learned skills to create a single product, such as science projects, newspaper reports, or creative writing.

In addition, homework can be used to build up proper communication between parents and children, as a constructive method of punishment and also to make the parents aware of what is happening in school.

What is Assignment

If you are a student, you might think that it is not your responsibility to learn by yourself; rather, it is the job of the teacher to teach you. But, a teacher cannot teach every little thing in a particular unit or subject to the students.

Such a spoon-feeding method of imparting knowledge can negatively influence the learning capabilities and the academic career of a student. Especially in academic establishments such as colleges or universities, teachers expect the students do some research to grasp the untaught concepts and to explore the subject on their own instead of teaching everything to the students using a lecture method.

The actual purpose of giving assignments is to enhance the learning skills of the students.  This enables the students to occupy their brains more and more. Academic assignments improve the creativity of the students as they naturally acquire and learn a lot when they read or practice a subject or art on their own.  Therefore, the main reason for giving assignments is to provide the student with a platform to practice and explore knowledge about a subject on their own.

Similarities Between Homework and Assignment

• Both aim at enhancing the learning skills of the students.
• Teachers or professors assign them to the students.
• It is possible to grade both homework and assignments.

Difference Between Homework and Assignment

Homework is a work or a task assigned to a student by a teacher to be completed during a non-school hour, whereas an assignment is a task assigned to a student in the course of study. In contrast to homework, an assignment usually provides the student with a clue about the objectives of the assigned task.

The main purpose of an assignment is to help a student understand the studying process well. In contrast,  homework basically helps the student to improve his/her skills.

Main Function

An assignment can be used to figure out what should be taught, while homework is basically used to identify the challenges encountered by students on a particular topic. 

Some advantages of assignments include supporting students to revise a particular topic and boosting the students’ confidence, whereas homework becomes helpful in understanding a specific topic and when preparing for an exam.

In brief, the main difference between homework and assignment is that homework is assigned to be completed outside the classroom while assignments are assigned to be completed within the course of a particular study. Nonetheless, no matter how beneficial they can be, for most students, homework and assignments are a massive source of unhappiness and irritation.

1. Levy, Sandra. “ Why Homework Is Bad: Stress and Consequences .” Healthline , Healthline Media.

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About the Author: Anuradha

Anuradha has a BA degree in English, French, and Translation studies. She is currently reading for a Master's degree in Teaching English Literature in a Second Language Context. Her areas of interests include Arts and Literature, Language and Education, Nature and Animals, Cultures and Civilizations, Food, and Fashion.

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Simple Sentences: Definition, Examples, & Exercises

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

Do you remember the first time you learned how to write a sentence? Most of us are taught how to put three words together to make sentences in kindergarten: I like dogs. She eats cookies. Games are fun! Sound familiar? These three-word sentences are one of the most basic types of simple sentences , and they serve as a foundation to forming more complex sentences. However, simple sentences are not always as simple as three-word sentences. 

In this post we’ll review what simple sentences are, the parts of a simple sentence, and different ways to create simple sentences. 

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 Simple Sentences

What are Simple Sentences?

A simple sentence is a sentence containing only one clause, or more specifically, an independent clause, with a subject and a predicate. 

A simple sentence is typically made up of a subject , verb , and object , or SVO , and creates a complete thought;  however, since a simple predicate is a verb or verb phrase only, a simple sentence can also be made up of only a subject and verb (SV).

Subject + Verb + Object (SVO)

• Jessie ate dinner.

Subject + Verb (SV)

• Jessie ate.

Both of these examples are grammatically correct simple sentences, but including an object helps to clarify the full idea of the sentence.

Despite their name, simple sentences can include things that are not so simple. Let’s review the use of modifiers , compound subjects , and compound verbs/predicates in simple sentences.

Modifiers in Simple Sentences

Modifiers are words or phrases that can be included in simple sentences to add more detail. Let’s see how we can modify the simple sentence used above:

Adding Articles/Adjectives

• The hungry Jessie ate a large dinner.

Adding Adverbs

• The hungry Jessie quickly ate a very large dinner.

Adding a Prepositional Phrase

• The hungry Jessie quickly ate a very large dinner after a long day at work .

All of these examples still qualify as simple sentences, because they are all independent clauses that convey a complete thought.

Pro Tip: Ask yourself how the sentence is changed as a result of a modifier.

Compound Subjects in Simple Sentences

Compound subjects are two or more nouns or pronouns sharing the same verb. They are joined using coordinate or correlative conjunctions.

Compound Subjects Using Coordinate Conjunctions

• Jessie and Jade ate dinner.
• Jessie or Jade ate dinner.
• Jessie, Jade, and Titus ate dinner.

Compound Subjects Using Correlative Conjunctions

• Both Jessie and Jade ate dinner.
• Neither Jessie nor Jade ate dinner.

Even with two or more simple subjects, these examples are independent clauses conveying a complete thought, so they are still simple sentences.

Compound Verbs/Predicates in Simple Sentences

Compound verbs, or compound predicates, are two or more verbs/predicates that share the same subject. This may be written as simply as a subject performing multiple verbs (simple predicates) or, more elaborately, as a subject performing multiple complete predicates. The compound verbs/predicates are joined by a conjunction.

Compound Verbs/Simple Predicates

• Jessie cooked and ate dinner.
• Jessie rinsed and washed the dishes.

Compound Predicates

• Jessie ate dinner and washed the dishes .
• Jessie cooked dinner and rinsed the dishes

Again, these examples are all independent clauses conveying a complete thought. So even with multiple verbs, a sentence can be a simple sentence.

Return to the Table of Contents

Tips for Using and Identifying Simple Sentences

Tip #1: Subject + Verb + Object (SVO) Simple Sentences Can be Arranged in Different Ways.

While a simple sentence is typically expected to contain a subject, verb, and object, this does not always mean that the subject will be the first thing we see in a sentence. When we place parts of the predicate at the beginning of the sentence or ask a question, the standard SVO arrangement of a simple sentence will vary.

Placing a Part of the Predicate Before the Subject

When the predicate, or verb + object portion of the sentence contains a prepositional phrase or adverb, they can appear at the beginning of the sentence followed by a comma. Check out the following examples to see sentences in both their standard forms and rearranged forms:

Prepositional Phrase:

• We completed our homework after school .
• After school , we completed our homework.
• I ran quickly to the store.
• Quickly , I ran to the store.

Asking a Question

Sentences that ask a question are called interrogative sentences, and they are often simple sentences. Some questions start with the main verb or part of the verb phrase. Look at the examples below to see the placement of the verb in both a question and the statement form of the question:

• Will it rain tomorrow?
• It will rain tomorrow.  
• Has the race been postponed?
• The race has been postponed.
• Were you sick today?
• You were sick today.

Tip #2: Avoid using too many basic simple sentences in your writing.

Remember, basic simple sentences are the first type of sentence we learn how to write. So it’s probably safe to assume that filling our writing with three or four word sentences is not the best idea. Too many simple sentences close together can sound choppy and disconnected. Always revise your work to see where simple sentences can be edited to create more sophisticated writing.

Combine Simple Sentences

If you have a string of very basic simple sentences in your writing, you can probably combine some of those sentences into compound sentences.

• He loves baseball. He first played little league baseball. He joined the baseball team in middle school.
• He loves baseball and played little league before joining the baseball team in middle school.

Tip #3: Add more detail.

There’s nothing wrong with using simple sentences in your writing, but you can (and should) use modifiers to enhance simple sentences when possible.

Basic Simple Sentence:

• I visited Chichén Itzá.
• On my vacation to Mexico, I visited the ancient Mayan ruins of Chichén Itzá.

Applying the Basics: Simple Sentences Review & Practice

Now that you understand what simple sentences are, and how to use them properly in your writing, let’s practice identifying them. Remember, a simple sentence is a sentence that contains one independent clause, or one complete thought.

Simple Sentences Exercises & Review

Complete the quick exercise below to assess your mastery of simple sentences.

Determine if the sentence is a simple sentence or not.

1. I finally received my passport for our trip overseas.

• Simple Sentence

2. Last week, she told the funniest joke in the middle of the meeting.

3. Tim went to the store, and he bought a new laptop for school.

• Not a Simple Sentence

4. Julie and Paige went to the amusement park and rode a rollercoaster.

5. I was exhausted after working all day.

For additional practice, check out the Simple Sentences content on Albert.

Try for Yourself: Simple Sentences Quiz

Feeling confident in your understanding of Simple Sentences?

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

1. Can a simple sentence have more than one subject?

• Answer: Yes
• Correct Explanation: That’s right! A simple sentence can have more than one subject, or a compound subject, if they are sharing the same verb. The subjects are joined using coordinate or correlative conjunctions.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one subject, or a compound subject, if they are sharing the same verb. The subjects are joined using coordinate or correlative conjunctions.

2. Can a simple sentence be a single dependent clause?

• Correct Explanation: That’s right! A simple sentence must be a single independent clause in order to be a simple sentence. It is a complete thought and can stand alone. A dependent clause cannot stand alone as a complete thought.
• Incorrect Explanation: Sorry, that’s not right. A dependent clause cannot stand alone as a complete thought. A simple sentence must be a single independent clause in order to be a simple sentence. It is a complete thought and can stand alone.

3. Can a simple sentence have more than one verb?

• Correct Explanation: That’s right! A simple sentence can have more than one verb ( compound verb/simple predicate ) or more than one complete predicate ( compound predicate ) if they share the same subject. They are combined using a conjunction.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one verb ( compound verb/simple predicate ) or more than one complete predicate ( compound predicate ) if they share the same subject. They are combined using a conjunction.

4. Does a simple sentence always start with the subject?

• Correct Explanation: That’s right! A simple sentence can start with part of the predicate. This might be a prepositional phrase, and adverb, or a question.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can start with part of the predicate. This might be a prepositional phrase, and adverb, or a question.

5. Is the following example a simple sentence?

After eating breakfast, Hayley went to dance practice, and she prepared for her performance.

• Correct Explanation: That’s right! A simple sentence can have more than one predicate when that predicate shares the same subject. In this sentence, there are two independent clauses: After eating breakfast, Hayley went to dance practice. She prepared for her performance.
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have more than one predicate when that predicate shares the same subject. In this sentence, there are two independent clauses: After eating breakfast, Hayley went to dance practice. She prepared for her performance.

6. Is the following example a simple sentence?

Jim and Amy thoroughly cleared out the basement and hired contractors for a remodel.

• Correct Explanation: That’s right! A simple sentence can have compound subjects and compound predicates as long as they form one complete thought. The subjects share the predicates, and the predicates share the subjects . In this case, the compound subject “Jim and Amy” share the compound predicates “thoroughly cleared out the basement” and “hired contractors for a remodel.”
• Incorrect Explanation: Sorry, that’s not right. A simple sentence can have compound subjects and compound predicates as long as they form one complete thought. The subjects share the predicates, and the predicates share the subjects . In this case, the compound subject “Jim and Amy” share the compound predicates “thoroughly cleared out the basement” and “hired contractors for a remodel.”

For additional practice with simple sentences, check out our completely free practice on Albert.io: Simple Sentences .

Teacher’s Corner for Simple Sentences

While it’s true that simple sentences 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 simple sentences, check out the Common Core State Standards site! 

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Summary on Simple Sentences

Simple sentences are sentences containing one independent clause, with a subject and a predicate.

Modifiers, compound subjects, and compound verbs/predicates can be used in simple sentences.

The standard arrangement of a simple sentence is subject + verb + object, or SVO order. This can vary by arranging parts of the predicate before the subject.

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A Revised Definition of Left Bundle Branch Block Using Time to Notch in Lead I

• 1 Center for Arrhythmia Care, Section of Cardiology, University of Chicago Pritzker School of Medicine, Chicago, Illinois

Question   How does the performance of a new left bundle branch block (LBBB) criterion developed based on intracardiac recordings of patients compare with that of current strict criteria?

Findings   In this diagnostic study of 75 patients, LBBB pattern on surface electrocardiography (ECG) was categorized as being due to complete conduction block or intraventricular conduction delay based on assessment of intracardiac recordings. After correlation with surface ECGs, a time to notch in lead I longer than 75 milliseconds was proposed as a new ECG criterion for LBBB, and this criterion demonstrated improved specificity compared with conventional criteria in the derivation population as well as good performance in an independent validation population.

Meaning   Improving the specificity for LBBB criteria to identify patients with conduction block can aid in decision-making for corrective pacing procedures, including biventricular pacing or conduction system pacing.

Importance   Current left bundle branch block (LBBB) criteria are based on animal experiments or mathematical models of cardiac tissue conduction and may misclassify patients. Improved criteria would impact referral decisions and device type for cardiac resynchronization therapy.

Objective   To develop a simple new criterion for LBBB based on electrophysiological studies of human patients, and then to validate this criterion in an independent population.

Design, Setting, and Participants   In this diagnostic study, the derivation cohort was from a single-center, prospective study of patients undergoing electrophysiological study from March 2016 through November 2019. The validation cohort was assembled by retrospectively reviewing medical records for patients from the same center who underwent transcatheter aortic valve replacement (TAVR) from October 2015 through May 2022.

Exposures   Patients were classified as having LBBB or intraventricular conduction delay (IVCD) as assessed by intracardiac recording.

Main Outcomes and Measures   Sensitivity and specificity of the electrocardiography (ECG) criteria assessed in patients with LBBB or IVCD.

Results   A total of 75 patients (median [IQR] age, 63 [53-70.5] years; 21 [28.0%] female) with baseline LBBB on 12-lead ECG underwent intracardiac recording of the left ventricular septum: 48 demonstrated complete conduction block (CCB) and 27 demonstrated intact Purkinje activation (IPA). Analysis of surface ECGs revealed that late notches in the QRS complexes of lateral leads were associated with CCB (40 of 48 patients [83.3%] with CCB vs 13 of 27 patients [48.1%] with IPA had a notch or slur in lead I; P  = .003). Receiver operating characteristic curves for all septal and lateral leads were constructed, and lead I displayed the best performance with a time to notch longer than 75 milliseconds. Used in conjunction with the criteria for LBBB from the American College of Cardiology/American Heart Association/Heart Rhythm Society, this criterion had a sensitivity of 71% (95% CI, 56%-83%) and specificity of 74% (95% CI, 54%-89%) in the derivation population, contrasting with a sensitivity of 96% (95% CI, 86%-99%) and specificity of 33% (95% CI, 17%-54%) for the Strauss criteria. In an independent validation cohort of 46 patients (median [IQR] age, 78.5 [70-84] years; 21 [45.7%] female) undergoing TAVR with interval development of new LBBB, the time-to-notch criterion demonstrated a sensitivity of 87% (95% CI, 74%-95%). In the subset of 10 patients with preprocedural IVCD, the criterion correctly distinguished IVCD from LBBB in all cases. Application of the Strauss criteria performed similarly in the validation cohort.

Conclusions and Relevance   The findings suggest that time to notch longer than 75 milliseconds in lead I is a simple ECG criterion that, when used in conjunction with standard LBBB criteria, may improve specificity for identifying patients with LBBB from conduction block. This may help inform patient selection for cardiac resynchronization or conduction system pacing.

Read More About

Treger JS , Allaw AB , Razminia P, et al. A Revised Definition of Left Bundle Branch Block Using Time to Notch in Lead I. JAMA Cardiol. Published online March 27, 2024. doi:10.1001/jamacardio.2024.0265

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