Cleft sentence: What it is and how to form one

A cleft sentence splits a single idea into two parts so that one piece of information stands out, as in It was Maria who called, not Tom. It is a useful tool for emphasis, contrast and correcting information, and it appears often in spoken English, formal writing and exams. Learners, however, often find the structure confusing because it looks like a longer, more complicated way of saying something simple.

This article explains the meaning of a cleft sentence, the main structures, how to form a cleft sentence with “what,” when to use each type, and gives exercises with answers.

Cleft sentence meaning

Definition

A cleft sentence is a sentence in which a single clause is divided (“cleft”) into two parts, usually with the verb be and a relative-like clause, in order to put emphasis on one particular piece of information.

Basic sentence: John broke the window. Cleft sentence: It was John who broke the window.

Both sentences describe the same event, but the cleft version places the focus on who did it. This is a simple cleft sentence example, and more examples follow in each section below.

Why use a cleft sentence

A cleft sentence helps you:

• emphasize a particular person, thing, time or place
• contrast one piece of information with another
• correct a misunderstanding
• introduce new information in a way that draws attention to it

Cleft sentence structure: The main types

There are several ways to form a cleft sentence, and each uses a slightly different pattern. Two common patterns are it-clefts and wh-clefts.

It – cleft sentences

Structure of an It-Cleft Sentence

The pattern is It + be + focused element + that/who/which + rest of the clause. The verb be is usually in the same tense as the original sentence’s time reference, often present or past.

Using It-Cleft Sentences to Focus on the Subject

Basic: Maria called me yesterday. It-cleft: It was Maria who called me yesterday.

For people, “who” or “that” can be used. For things, “that” or “which” is used.

Focusing the object

Basic: John broke the window. It-cleft: It was the window that John broke.

Focusing a time or place

Basic: We met in Paris last summer. It-cleft (place): It was in Paris that we met last summer. It-cleft (time): It was last summer that we met in Paris.

Using it – clefts for contrast or correction

It-clefts are especially common when correcting something someone has said.

“Did Tom call you?” – “No, it was Maria who called me.”

Cleft sentence with what

A cleft sentence with what, also called a wh-cleft or pseudo-cleft, begins with a clause starting with “what” and then uses be to introduce the focused information.

Basic pattern

What + subject + verb + be + focus

Examples:

• What I need is a holiday.
• What she wants is more time.
• What surprised me was his honesty.

Wh-clefts with “do”

When the focus is an action, the wh-cleft often uses “do,” and the focused verb follows “be” in the infinitive form, with or without “to.”

Examples:

• What I did was call the police. (also What I did was to call the police.)
• What she does is teach English.

Wh-clefts with “happened”

Example: What happened was that the power went out.

Reverse wh-clefts

A reverse wh-cleft flips the order, putting the focused element first and the “what” clause second.

Examples:

• A holiday is what I need.
• His honesty was what surprised me.

This version often sounds more conversational and can place emphasis at the start of the sentence.

All-clefts and other patterns

All-cleft

Example: All I want is a quiet evening.

Other cleft-like patterns

Similar structures use nouns such as thing, reason, place, person or way in the first part.

Examples:

• The thing I like about this city is the food.
• The reason why I called is to ask for advice.
• The place where we met was a small café.
• The person who helped me was a stranger.

When to use cleft sentences

• To emphasize one element in speech or writing, especially when intonation or italics alone would not be enough.
• To correct or contrast information, as in “It wasn’t John, it was Maria.”
• To introduce new information after a topic has been established: What we need now is a plan.
• To add variety to sentence structure in longer pieces of writing, such as essays.

A cleft sentence is longer than its basic version, so using it for every statement can make writing sound heavy or repetitive. It is useful when the emphasis serves a clear purpose.

Common mistakes with cleft sentences

• Using the wrong relative word in an it-cleft. Writing It was Maria whom called instead of It was Maria who called.
• Using the wrong verb form after “do” in a wh-cleft. Writing What I did was calling the police instead of What I did was call the police.
• Forgetting the verb “be.” Writing What I need a holiday instead of What I need is a holiday.
• Making the clause too long to follow. If the first part of a cleft sentence becomes complicated, the emphasis is lost.
• Using a cleft sentence when no emphasis is needed. A simple sentence is usually clearer when there is nothing to contrast or highlight.

Cleft sentence exercises with answers

Exercise 1: Rewrite as an it-cleft

1. Tom painted the room last week. (focus: Tom)
2. We went to Italy in July. (focus: in July)
3. She lost her keys at the station. (focus: at the station)

Sample answers:

1. It was Tom who painted the room last week.
2. It was in July that we went to Italy.
3. It was at the station that she lost her keys.

Exercise 2: Rewrite as a wh-cleft

1. I need a cup of coffee.
2. He wants a new job.
3. She enjoys walking in the park.

Sample answers:

1. What I need is a cup of coffee.
2. What he wants is a new job.
3. What she enjoys is walking in the park.

Exercise 3: Find and correct the error

1. What I did was calling the manager. → correct to What I did was call the manager.
2. It was Sarah whom told me. → correct to It was Sarah who told me.
3. What she wants a day off. → correct to What she wants is a day off.

Using cleft sentences in speaking and writing

In spoken English, cleft sentences help speakers stress a point naturally, often with a stronger stress on the focused element. In academic or formal writing, they can introduce a key point or contrast: What this study shows is that early intervention matters. In exams such as IELTS Speaking and Writing, a well-used cleft sentence can demonstrate range in sentence structure, though accuracy matters more than frequency.

A cleft sentence divides a clause into two parts to put the spotlight on one piece of information. Two common types are the it-cleft, which uses It + be + focus + that/who, and the wh-cleft, which starts with What and uses be before the focus. Choosing the right type, keeping the verb forms accurate and using these structures only when emphasis is needed will make your English sound more natural and varied.

See also: Complex sentence in English: How it works, how to punctuate it and how to use it well

Frequently asked questions

What is a cleft sentence?

A cleft sentence is a sentence in which one clause is divided into two parts, usually with the verb be, to put emphasis on a particular piece of information. For example, “It was John who broke the window” emphasizes who broke the window.

What is the difference between an it-cleft and a wh-cleft?

An it-cleft begins with “It” and follows the pattern It + be + focus + that/who clause, as in “It was Maria who called.” A wh-cleft begins with “What” and follows the pattern What + clause + be + focus, as in “What I need is a holiday.”

When should I use a cleft sentence?

Use a cleft sentence when you want to emphasize a specific person, thing, time or place, to contrast one piece of information with another, or to correct a misunderstanding. Using them too often can make writing feel heavy, so they are useful when there is a clear reason for the emphasis.

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