C1 · Advanced Chapter 16

Using Cleft Sentences to Highlight Information

7 Total Rules
81 examples
6 min
Rules in This Chapter Quick Practice

Chapter in 30 Seconds

Master the art of cleft sentences to command attention and highlight the most important information in your speech.

  • Identify the best cleft structure for your intended message.
  • Integrate emphatic markers to add emotional weight to your arguments.
  • Transform standard declarative sentences into persuasive, high-impact statements.
Command the spotlight with every sentence.

What You'll Learn

Discover how to truly make your points resonate. This chapter guides you in using powerful structures like It-clefts and Wh-clefts to strategically highlight information, enabling you to communicate with greater precision and persuasive flair.

Learning Objectives

By the end of this chapter, you will be able to:

  1. 1
    By the end you will be able to: Use It-clefts and Wh-clefts to rewrite flat sentences into dynamic, focused arguments.

Chapter Guide

Overview

As you advance in your English journey to C1 level, simply conveying information isn't enough; you need to express ideas fluently and spontaneously with impact and nuance. This chapter on English using cleft sentences to highlight information is your secret weapon for achieving just that. Far from being a mere grammatical curiosity, mastering cleft sentences – including It-clefts and Wh-clefts – empowers you to take control of your message, focusing your listener's attention precisely where you want it.
Imagine being able to subtly (or not so subtly!) correct a misunderstanding, add dramatic flair to a story, or emphatically state a truth. These advanced structures, like the Emphatic Do/Does/Did, the All-cleft, and those that spotlight 'when' or 'where' something happened, give your English a persuasive edge and C1-level sophistication. They're about more than just correctness; they're about communication strategy, making your points resonate deeply and transforming your speaking and writing from merely clear to truly compelling.

How This Grammar Works

At its heart, this grammar is about shifting the emphasis within a sentence. Instead of a straightforward statement, we restructure it to bring a specific piece of information into the spotlight. Think of it as putting a verbal spotlight on the most crucial part of your message. We begin with the foundational concept of emphasis: the Emphatic Do/Does/Did. When you say, "I *do* like it!" you're not just confirming; you're often contradicting an assumption or adding sincere warmth, almost like verbal bolding. This simple addition elevates the verb.
Building on this, It-clefts are structures like "It was X that Y" or "It is X who Y." They allow you to take any part of a sentence – the subject, object, time, or place – and place it directly after 'It is' or 'It was' for maximum impact. For example, instead of "My boss suggested the idea," you can say, "It was my boss who suggested the idea," clearly highlighting the person responsible. Similarly, "It was yesterday that the decision was made" puts the focus squarely on the timing. This is incredibly useful for clarification, contrast, or adding dramatic weight.
Then we have Wh-clefts, often starting with 'What', 'Who', 'Where', 'When', or 'Why'. These are fantastic for spotlighting actions or needs, making your statements more persuasive and dynamic. For instance, instead of "I need a long break," you can express it more forcefully as, "What I need is a long break." The All-cleft is a specific type of Wh-cleft that uses 'All' to indicate exclusivity, such as "All I want is a quiet evening," emphasizing that nothing else matters. By strategically employing these structures, you're not just speaking English; you're truly shaping your message with C1 precision.

Common Mistakes

  1. 1✗ Overuse in simple contexts: *It is that I went to the store yesterday.*
✓ Correction: *I went to the store yesterday.* (Clefts are for emphasis, not everyday simple statements.)
Explanation: While powerful, cleft sentences add formality and emphasis. Using them unnecessarily can make your speech sound unnatural or overly dramatic. Reserve them for moments when you genuinely want to highlight information.
  1. 1✗ Incorrect verb agreement or pronoun usage in It-clefts: *It was them who arrived late.*
✓ Correction: *It was they who arrived late.* (More formally correct, though 'them' is common informally). Or, *It was I who made the mistake.* (Not *It was me who...*)
Explanation: The pronoun after 'It is'/'It was' should ideally be in the subject form (I, he, she, we, they) in formal contexts, especially when followed by 'who' or 'that'. The verb in the relative clause should also agree with the highlighted subject, e.g., *It is the students who *are* protesting.*
  1. 1✗ Confusing structure of Wh-clefts with direct questions: *What did he do was steal the money.*
✓ Correction: *What he did was steal the money.*
Explanation: Wh-clefts are statements that use a 'wh'-word to introduce the emphasized clause, followed by a form of 'be'. They are not interrogative sentences, so avoid question word order in the first part of the cleft.

Real Conversations

A

A

I thought Sarah was going to present her findings today.
B

B

Oh, she *did* present them! You must have stepped out. It was David who forgot to update the schedule.
A

A

This report is a mess. I can't understand the main point.
B

B

I agree. What this report needs is a clear executive summary at the beginning. Otherwise, it's just a wall of text.
A

A

So, you're saying the project failed because of budget cuts?
B

B

Not entirely. It was the lack of communication that truly undermined the project, more than anything else.

Quick FAQ

Q

When should I use a cleft sentence instead of a simple sentence?

You should use a cleft sentence when you want to put particular emphasis on one part of your message, to clarify, correct, contrast, or add drama. For example, to correct a misunderstanding or to highlight a specific detail that's crucial to your point.

Q

Are cleft sentences always formal?

While they can lend a more formal tone, especially in writing, many cleft structures, like "What I mean is..." or "It's you I'm talking to," are very common in spoken, informal English to add emphasis or clarity. The choice depends on the specific structure and context.

Q

What's the main difference between It-clefts and Wh-clefts?

It-clefts (e.g., "It was John who left") emphasize a specific noun or pronoun (person, object, time, place). Wh-clefts (e.g., "What John did was leave") typically emphasize an action or a generalized idea, often focusing on the 'what' of a situation.

Q

Can I use clefts in writing as well as speaking?

Absolutely! Cleft sentences are excellent tools for both written and spoken English. In writing, they can make your arguments more persuasive and highlight key information for the reader. In speaking, they add natural emphasis and allow you to guide your listener's attention dynamically.

Cultural Context

Native English speakers instinctively use these patterns not just for grammatical correctness, but for their communicative impact. They're masters of strategic emphasis. In everyday conversation, you'll hear emphatic do and Wh-clefts (especially "What I need is...") frequently to express strong opinions or needs. It-clefts are common for correcting misinformation or adding weight to a statement, often with a slight pause for dramatic effect. While formal writing might prefer "It was I who...", casual speech often opts for "It was me who...", showcasing the flexibility and natural evolution of these structures. They are key to sounding truly fluent and spontaneous.

Key Examples (8)

1

I **do** love that new Netflix series.

Emphasis: I *do* like it! (Emphatic Do/Does/Did)
2

She **does** have a point about the budget.

Emphasis: I *do* like it! (Emphatic Do/Does/Did)
3

`All I want is a break` from studying.

Universal Emphasis: Using 'All' to Focus (All-Cleft)
4

`All he did was send` a quick text, not a lengthy email.

Universal Emphasis: Using 'All' to Focus (All-Cleft)
5

What I really want for my birthday is a new gaming console.

What you need is... (Wh-Clefts for Emphasis)
6

What she does every morning is meditate for ten minutes.

What you need is... (Wh-Clefts for Emphasis)
7

What I *really* want is a break from studying.

Wh-Clefts: Adding Drama to Actions
8

What she *did* was completely ignore my message.

Wh-Clefts: Adding Drama to Actions

Tips & Tricks (4)

🎯

The 'But' Test

If you can follow your sentence with 'but...', you are likely using the concessive 'do'. (e.g., 'I did like the movie, but it was too long.')
frontend.learn_grammar.from_rule: Emphasis: I *do* like it! (Emphatic Do/Does/Did)
⚠️

The 'What' Trap

Never say 'All what I want'. It's the #1 mistake. Just say 'All I want' or 'All that I want'.
frontend.learn_grammar.from_rule: Universal Emphasis: Using 'All' to Focus (All-Cleft)
🎯

The 'Correction' Trick

Use a wh-cleft when you need to correct someone politely. 'Actually, what I said was...' sounds less aggressive than 'I didn't say that!'
frontend.learn_grammar.from_rule: What you need is... (Wh-Clefts for Emphasis)
🎯

The 'All' Variation

Use 'All' instead of 'What' to mean 'The only thing'. Example: 'All I want is you' sounds more romantic than 'What I want is you'.
frontend.learn_grammar.from_rule: Wh-Clefts: Adding Drama to Actions

Key Vocabulary (5)

Emphatic expressing something with force Cleft a split or divided structure Declarative a statement of fact Temporal relating to time Focus the center of interest or activity

Real-World Preview

briefcase

The Persuasive Pitch

Review Summary

  • Subject + do/does/did + Verb
  • All + [clause] + is + [focus]
  • What + [clause] + is/was + [focus]
  • What + Subject + did + was + [action]
  • It + be + [focus] + that/who + [clause]
  • It + be + [object] + that + [subject+verb]
  • It + be + [time/place] + that + [clause]

Common Mistakes

Wh-clefts often require singular agreement even if the focus is plural.

Wrong: What I need are a coffee.
Correct: What I need is a coffee.

Use 'that' for It-clefts, not 'where' or 'when'.

Wrong: It is in London where I met her.
Correct: It is in London that I met her.

Avoid repeating the subject after the 'all' clause.

Wrong: All I need, it is money.
Correct: All I need is money.

Next Steps

You have mastered one of the most powerful tools in the English language. Keep practicing these structures in your professional emails to see the difference in your impact!

Rewrite a news article using clefts to change the focus of each paragraph.

Continue to: Creating Drama with Negative Inversion

Quick Practice (10)

Complete the wh-cleft sentence.

What I really need ___ a cup of coffee.

✓ Correct! ✗ Not quite. Correct answer: is
The singular verb 'is' is used to link the wh-clause to the focus.

frontend.learn_grammar.from_rule: What you need is... (Wh-Clefts for Emphasis)

Identify the error: 'It was the rain what caused the flood.'

Find and fix the mistake:

It was the rain what caused the flood.

✓ Correct! ✗ Not quite. Correct answer: Change 'what' to 'that'
'What' cannot be used as a relative pronoun in an it-cleft.

frontend.learn_grammar.from_rule: English It-Clefts: Emphasizing the Object (It was the...)

Choose the correct verb form.

What I did was ___ the door.

✓ Correct! ✗ Not quite. Correct answer: lock
After 'What I did was', we use the base form of the verb.

frontend.learn_grammar.from_rule: Wh-Clefts: Adding Drama to Actions

Find the mistake in the sentence.

Find and fix the mistake:

I did went to the store yesterday.

✓ Correct! ✗ Not quite. Correct answer: went
After 'did', we must use the base form 'go'.

frontend.learn_grammar.from_rule: Emphasis: I *do* like it! (Emphatic Do/Does/Did)

Find the error in the sentence.

Find and fix the mistake:

All he did was to cry when he heard the news.

✓ Correct! ✗ Not quite. Correct answer: b
After 'did was', we use the bare infinitive 'cry'.

frontend.learn_grammar.from_rule: Universal Emphasis: Using 'All' to Focus (All-Cleft)

Fill in the correct form of 'do' for emphasis.

She ___ (does/do) look beautiful in that dress!

✓ Correct! ✗ Not quite. Correct answer: does
We use 'does' for third-person singular (she) in the present tense.

frontend.learn_grammar.from_rule: Emphasis: I *do* like it! (Emphatic Do/Does/Did)

Complete the cleft sentence focusing on the time.

I graduated in 2015. -> It was in 2015 ___ I graduated.

✓ Correct! ✗ Not quite. Correct answer: that
'That' is the standard relative pronoun for it-clefts.

frontend.learn_grammar.from_rule: It-Clefts for Time and Place: 'It was then that...'

Which sentence is most natural for a native speaker?

___

✓ Correct! ✗ Not quite. Correct answer: b
In All-Clefts, 'is' is preferred even with plural focuses.

frontend.learn_grammar.from_rule: Universal Emphasis: Using 'All' to Focus (All-Cleft)

Complete the sentence with the correct form of 'be' and the relative pronoun.

It ___ my brother ___ told me the news.

✓ Correct! ✗ Not quite. Correct answer: b
We use 'was' for a past event and 'who' for a person.

frontend.learn_grammar.from_rule: It-Clefts: Adding Strong Emphasis

Fill in the missing word.

___ I really want to know is why you lied.

✓ Correct! ✗ Not quite. Correct answer: What
Wh-clefts almost always start with 'What'.

frontend.learn_grammar.from_rule: Wh-Clefts: Adding Drama to Actions

Score: /10

Common Questions (6)

No. For modal verbs like will, can, should, or must, you simply stress the modal verb itself. For example: 'I *can* help you!'
Yes, but use it sparingly. It is effective for acknowledging a counter-argument (e.g., 'The study does suggest...') before presenting your own point.
Yes, 'All that I want' is perfectly correct and slightly more formal than 'All I want'. Both are much better than 'All what'.
Because 'All' is treated as a single concept meaning 'the only thing'. In English, we often prioritize the singular nature of the 'only thing' over the plurality of the items.
Usually, no. Instead of 'Who I need is you', we say 'The person I need is you'. 'What' is much more common for things and general situations.
Yes, the linking verb is almost always a form of 'to be'. You can use modals like 'What you need might be a rest', but 'is/was' are the standard.
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