Conjunctions - Coordinating Conjunctions - FANBOYS

There are seven basic coordinating conjunctions—For, And, Nor, But, Or, Yet, So.

FOR

Sethu must have been sick, for he was looking very pale.

Here, ‘for’ joins ‘Sethu must have been sick’ with ‘he was looking very pale’. Both the joined parts have the same importance. This conjunction expresses inference. It shows the reasoning involved (‘he was looking pale’) in drawing the conclusion (‘Sethu must have been sick’).

AND

The jewel thief was hiding in the basement, and the police was looking for him on the ground floor.

Here, ‘and’ joins ‘the jewel thief was hiding in the basement’ with ‘the police was looking for him on the ground floor’. Both the joined parts have the same importance. This conjunction expresses addition. It merely adds one statement (‘the police was looking for him on the ground floor’) to another (‘the jewel thief was hiding in the basement’).

At the circus, I saw a lion, a python, a hippopotamus, a giraffe and a chimpanzee.

Here, ‘and’ joins all the items in the series (lion, python, hippopotamus, giraffe, chimpanzee). Each item has the same importance as the others. Once again, the conjunction expresses addition. It adds together all the animals seen by the speaker at the circus.

NOR

Honey does not want to go to school, nor does he wish to study at home.

Here, ‘nor’ joins ‘Honey does not want to go to school’ with ‘does he wish to study at home’. Both the joined parts are given the same emphasis in the sentence, i.e., they are of equal importance. This conjunction joins two negative alternatives—does not want to go to school and does not wish to study at home.

BUT

The bowlers managed to beat the batsmen many times, but they could not take a wicket.

Here, ‘but’ joins ‘the bowlers managed to beat the batsmen many times’ with ‘they could not take a wicket’. Both the joined parts have equal importance. In this case, the idea that follows the conjunction (failing to take a wicket) serves to show its contrast to the idea that comes before the conjunction (beating the batsmen).

He is experienced but out of form.

Here, ‘but’ joins ‘experienced’ with ‘out of form’. Both the joined parts are given the same emphasis in the sentence, i.e., they are of equal importance. Once again, this conjunction joins two opposing ideas—experience and lack of form.

OR

I could do this work by myself, or we could do it together.

Here, ‘or’ joins ‘I could do this work by myself’ with ‘we could do it together’. Both the joined parts have equal importance. This conjunction joins two alternatives—doing the work alone and doing the work together.

Use a fork or a spoon, but do not use your hands.

Here, ‘or’ joins ‘a fork’ with ‘a spoon’. Both the joined parts are given the same emphasis in the sentence, i.e., they are of equal importance. Once again, the conjunction represents a choice—between the fork and the spoon.

YET

The two actors are fierce rivals, yet they respect each other’s work.

Here, ‘yet’ joins ‘the two actors are fierce rivals’ with ‘they respect each other’s work’. Both the joined parts have the same importance. In this case, the idea that follows the conjunction (respect for each other’s work) serves to show its contrast to the idea that comes before the conjunction (fierce rivalry). Note: This conjunction is similar to ‘but’. They can be used interchangeably when the part following the conjunction is of an unexpected or a surprising nature. However, when the part following the conjunction is not of a surprising nature, it is always safe to use ‘but’. For example: I would like to go for the wedding, but I have important work to complete. They would like to play the game, but they have to sit on the bench today. Let us replace ‘but’ with ‘yet’ in these sentences. I would like to go for the wedding, yet I have important work to complete. They would like to play the game, yet they have to sit on the bench today. These sentences do not make the same sense as the previous two sentences. Hence, whenever in doubt, use ‘but’ instead of ‘yet’.

SO

The boys were making a lot of noise, so the teacher had to punish them.

Here, ‘so’ joins ‘the boys were making a lot of noise’ with ‘the teacher had to punish them’. Both the joined parts have the same importance. In this case, the idea that follows the conjunction (punishment) shows that it is the result of the idea that comes before the conjunction (making a lot of noise).