Learner fronts an object or a complement for contrast, and recognises that the fronted element is a link backwards, not an emphasis by itself.
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Four parts, with the previous sentence given above.
The previous sentence was: *The committee considered two proposals.* Build the next sentence with the object fronted.
Six contexts. Three of them do not link back.
The government rejected two proposals. → The first proposal the government rejected. Does the front connect?
Where fronting works, and what happens to a fronted comparative.
Fronting moves something out of its usual place to the start of the sentence.
Chapter 1 said the front is where the reader expects information they already have.
So the fronted thing has to be old.
Ten contexts. Five resolve to plain order.
Sort each item into the correct category
Eight pairs. Four are leaves.
The council considered two schemes. It rejected the cheaper one. →
(paragraph opening) The council rejected the cheaper scheme. →
Twenty schools were offered the method. Only three adopted it. →
The trial ran for two years. Researchers published the results in March. →
Three regions were affected. The effect on rural areas was far more serious. →
(describing a process) The driver then compares the charge against a fare. →
The report made four recommendations. The government accepted the last one. →
(new topic, nothing mentioned yet) Housing costs have outpaced wages. →
Two things introduced, then contrasted with one fronted.
Introduce two things in your first sentence — two proposals, two regions, two years.
Then write a second sentence that contrasts them, with one element fronted.
The fronted element must be something the first sentence already established.
One per line.
One sentence.