Cleft Sentences in English: How to Add Emphasis in B2–C1 Writing

Cleft sentences in English are special sentence structures that help us emphasise one part of a sentence. They are very useful when you want to make your writing more varied, your speaking more expressive, or your ideas clearer and more powerful.

Compare these two sentences:

Normal sentence:
Leah passed the exam.

Cleft sentence:
It was Leah who passed the exam.

The basic meaning is the same, but the focus is different. In the second sentence, we strongly emphasise Leah. Perhaps someone thought another student had passed, but we want to make it clear that it was Leah.

Cleft sentences are especially useful for B2 First, C1 Advanced and advanced English writing because they help you add emphasis, contrast and style. They also make your language sound more natural and sophisticated.

In this lesson, you will learn what cleft sentences are, how to form them, when to use them, and how they can improve your writing and speaking.

What are Cleft Sentences in English?

A cleft sentence is a sentence that is divided into two parts in order to emphasise one piece of information.

The word cleft means “split” or “divided”. This is a helpful way to understand the grammar because a cleft sentence splits one idea into two clauses.

Look at this example:

Normal sentence:
I met Sarah at the station yesterday.

We can emphasise different parts of the sentence:

It was Sarah who I met at the station yesterday.
Emphasis: the person

It was at the station that I met Sarah yesterday.
Emphasis: the place

It was yesterday that I met Sarah at the station.
Emphasis: the time

The information is similar, but the focus changes.

This is the main purpose of cleft sentences in English: they help us guide the listener or reader towards the most important part of the message.

Why Do We Use Cleft Sentences?

We use cleft sentences when we want to:

• emphasise a person, thing, place, time or reason
• correct or contrast information
• make writing sound more varied
• make speaking sound more expressive
• add drama or focus to a story
• sound more advanced in essays, reports and formal writing

For example:

Normal:
I need more time.

Cleft:
What I need is more time.

The cleft sentence sounds stronger and more focused.

Another example:

Normal:
She forgot to send the email.

Cleft:
It was she who forgot to send the email.

This sounds more emphatic, especially if we are correcting someone.

In everyday English, cleft sentences are not rare or “fancy”. Native speakers use them naturally all the time:

• It was my brother who told me.
• What I really want is a quiet weekend.
• All I need is five minutes.
• The thing that annoys me is his attitude.

For advanced learners, cleft sentences are a powerful way to move beyond simple sentence patterns.

Quick Structure Guide

Type	Structure	Example	Emphasis
It-cleft	It + be + emphasised part + who/that + clause	It was Tom who broke the vase.	person
What-cleft	What + clause + be + emphasised part	What I need is a holiday.	thing/action
Reverse cleft	Emphasised part + be + what + clause	A holiday is what I need.	emphasised result
All-cleft	All + clause + be + emphasised part	All I want is some peace.	only thing
The thing/person/place/reason cleft	The thing/person/place/reason + clause + be + emphasised part	The reason I left was the noise.	specific information

Now let’s look at each type more carefully.

It-Cleft Sentences

Structure of It-Cleft Sentences

It-cleft sentences are probably the most common type of cleft sentence in English.

The structure is:

It + be + emphasised information + who/that + rest of the sentence

Examples:

• It was John who broke the window.
• It is freedom that she values most.
• It was in 2010 that they moved to London.
• It was at the station that I saw him.
• It was because of the rain that the match was cancelled.

We use who for people and that for things, places, times and reasons.

Using It-Clefts to Emphasise a Person

Normal sentence:
Anna solved the problem.

Cleft sentence:
It was Anna who solved the problem.

More examples:

• It was my father who taught me to drive.
• It was Olivia who organised the whole event.
• It was the manager who made the final decision.
• It was my neighbour who helped me carry the boxes.

This structure is useful when we want to say “this person, not someone else”.

For example:

It wasn’t Mark who sent the email. It was Lisa.

This sounds much stronger than simply saying:

Lisa sent the email.

Using It-Clefts to Emphasise an Object

Normal sentence:
She values honesty most.

Cleft sentence:
It is honesty that she values most.

More examples:

• It was the old photograph that made her cry.
• It is patience that you need in this job.
• It was his attitude that annoyed me.
• It is the final chapter that I found most interesting.

This is a very useful structure for essay writing because it helps you emphasise an important idea.

Example:

It is education that gives young people more opportunities in life.

That sentence sounds more powerful than:

Education gives young people more opportunities in life.

Both are correct, but the cleft sentence adds emphasis.

Using It-Clefts to Emphasise Time

Normal sentence:
They moved to London in 2015.

Cleft sentence:
It was in 2015 that they moved to London.

More examples:

• It was last summer that I started learning Spanish.
• It was after the meeting that she changed her mind.
• It was during the pandemic that many people began working from home.
• It was only when I arrived that I realised my mistake.

This structure is excellent for storytelling and formal writing.

Example:

It was only after I had sent the message that I noticed the mistake.

This is a very natural advanced sentence.

Using It-Clefts to Emphasise Place

Normal sentence:
I found the missing book in the library.

Cleft sentence:
It was in the library that I found the missing book.

More examples:

• It was at university that they first met.
• It was in Paris that she discovered her love of art.
• It was in the kitchen that we heard the strange noise.
• It was outside the hotel that the argument started.

This structure can make narrative writing more dramatic and precise.

Using It-Clefts to Emphasise Reason

Normal sentence:
The flight was cancelled because of bad weather.

Cleft sentence:
It was because of bad weather that the flight was cancelled.

More examples:

• It was because of his rude behaviour that she left.
• It was because of the delay that we missed the connection.
• It was because of the high cost that they rejected the plan.
• It was because of her experience that she got the job.

This is very useful in essays, reports and formal explanations.

What-Cleft Sentences

Structure of What-Cleft Sentences

What-cleft sentences are used when we want to emphasise an action, idea, need, feeling or result.

The structure is:

What + subject + verb + be + emphasised information

Examples:

• What I need is a good rest.
• What surprised me was his honesty.
• What she loves most is teaching.
• What they want is a fair solution.
• What made me angry was the way he spoke to her.

These sentences often sound natural, fluent and expressive.

What-Clefts with “Need”, “Want” and “Like”

What-clefts are very common with verbs such as need, want, like, love and hate.

Examples:

• What I need is more time.
• What she wants is a proper apology.
• What they need is better communication.
• What I like most about the city is its atmosphere.
• What he hates is being interrupted.

Compare:

Normal:
I need more time.

Cleft:
What I need is more time.

The cleft sentence sounds stronger because it focuses clearly on the thing needed.

What-Clefts with Feelings and Reactions

We often use what-clefts to explain emotional reactions.

Examples:

• What annoyed me was his lack of respect.
• What worried her was the cost of the course.
• What impressed us was the quality of the service.
• What shocked everyone was the sudden announcement.
• What disappointed me was the ending of the film.

These structures are very useful in reviews, articles and stories.

Example for a review:

What impressed me most was the way the actors brought the characters to life.

This sounds much more advanced than:

I was impressed by the actors.

What-Clefts in Essay Writing

What-clefts can also make essay sentences more sophisticated.

Examples:

• What many young people need today is practical financial education.
• What governments should focus on is improving public transport.
• What schools often fail to teach is how to manage stress.
• What matters most is not the amount of homework, but its quality.

These sentences are useful because they create a strong topic sentence or conclusion.

Reverse Cleft Sentences

What Are Reverse Cleft Sentences?

A reverse cleft sentence puts the emphasised information at the beginning and the what-clause at the end.

Compare:

What-cleft:
What I need is a holiday.

Reverse cleft:
A holiday is what I need.

Both sentences are correct, but the emphasis feels slightly different.

The structure is:

Emphasised information + be + what + clause

Examples:

• A good rest is what I need.
• Patience is what helped him succeed.
• A lack of confidence is what holds many learners back.
• Clear communication is what every successful team needs.
• Getting accepted into the programme was what made her so happy.

Reverse clefts are useful when you want to finish a sentence with a strong, clear point.

Reverse Clefts in Writing

Reverse clefts can be especially effective in conclusions or reflective writing.

Examples:

• Better planning is what this project needs most.
• More support for teachers is what would improve the system.
• Regular practice is what helps learners make real progress.
• Confidence is what many students lack before speaking exams.

These sentences sound firm and polished.

For example, in an essay conclusion, you could write:

In the end, a balanced approach is what schools need most.

That is a strong and natural closing sentence.

All-Cleft Sentences

Structure of All-Cleft Sentences

All-cleft sentences are used when we want to emphasise that something is the only thing involved.

The structure is:

All + subject + verb + be + emphasised information

Examples:

• All I want is some peace and quiet.
• All she needs is a little encouragement.
• All they did was complain.
• All he wanted was a second chance.
• All we can do now is wait.

These sentences are common in spoken English and often express strong feelings.

All-Clefts for Strong Emotion

All-clefts are often used when someone feels frustrated, tired, disappointed or desperate.

Examples:

• All I asked for was a simple explanation.
• All she ever talks about is her job.
• All they did was criticise my idea.
• All he needed was someone to listen.
• All I wanted was a quiet evening at home.

These sentences sound natural because they express emotion clearly.

Compare:

Normal:
I wanted a quiet evening.

Cleft:
All I wanted was a quiet evening.

The second sentence sounds more emotional and emphatic.

Cleft Sentences with The Thing, The Person, The Place and The Reason

Another common way to create emphasis is to use phrases such as:

• the thing that
• the person who
• the place where
• the reason why
• the way that

These structures are useful because they sound natural and clear.

The Thing That

Examples:

• The thing that worries me is the cost.
• The thing that impressed me most was her confidence.
• The thing that annoys me is people talking loudly on their phones.
• The thing that matters most is your progress.

The Person Who

Examples:

• The person who helped me most was my English teacher.
• The person who inspired her was her grandmother.
• The person who made the final decision was the director.

The Place Where

Examples:

• The place where I feel most relaxed is my garden.
• The place where they first met was a small café.
• The place where we had the best meal was a restaurant near the river.

The Reason Why

Examples:

• The reason why I left was the lack of opportunities.
• The reason why she refused the offer was the salary.
• The reason why many people prefer online learning is flexibility.

In formal writing, you can often use the reason without why:

• The reason I left was the lack of opportunities.

This is more concise and often sounds better.

Cleft Sentences in Speaking

Cleft sentences are very useful in speaking because they help you stress the most important part of your answer.

For example, in a speaking exam, you might say:

• What I enjoy most about learning English is discovering new expressions.
• The thing I find most difficult is speaking fluently under pressure.
• It was my first teacher who made me interested in languages.
• All I need is a bit more confidence.

These structures make your answers sound more developed and natural.

Speaking Example

Question: What do you find difficult about learning English?

Basic answer:
I find speaking difficult.

Better answer:
The thing I find most difficult about learning English is speaking fluently, especially when I have to answer quickly.

The second answer is more detailed and more natural.

Cleft Sentences in Writing

Cleft sentences are also useful in writing because they add variety and emphasis.

If every sentence has the same basic structure, your writing may sound simple or repetitive.

Compare:

Basic paragraph:
Many students struggle with essay writing. They do not know how to organise their ideas. They need more practice.

Improved paragraph:
Many students struggle with essay writing, but it is not usually grammar that causes the biggest problem. What they often need is a clearer way to organise their ideas and more regular practice.

The improved paragraph sounds more mature and controlled.

Essay Examples

• What many cities need is better public transport.
• It is education that gives young people the best chance of success.
• The reason many people move abroad is the search for better opportunities.
• All governments can do is try to balance economic growth with environmental protection.

These sentences are useful for B2 First and C1 Advanced writing because they show a wider range of grammar.

Cleft Sentences for B2 First and C1 Advanced

Cleft sentences are very useful for Cambridge English exams because they help you demonstrate grammatical range.

In B2 First, they can help you improve essays, articles, reviews and stories.

In C1 Advanced, they can help your writing sound more sophisticated and controlled.

They are especially useful when you want to:

• emphasise your main argument
• contrast two ideas
• add sentence variety
• write stronger introductions and conclusions
• avoid repeating simple sentence patterns

Exam-Style Examples

Basic:
The cost is the biggest problem.

Better:
What worries many people most is the cost.

Basic:
Governments should invest in education.

Better:
It is education that governments should invest in.

Basic:
I realised the mistake after I sent the email.

Better:
It was only after I had sent the email that I realised the mistake.

Basic:
Young people need practical skills.

Better:
What young people need is practical skills.

These structures are not necessary in every sentence. Too many cleft sentences can sound heavy. But one or two well-chosen examples can make your writing much stronger.

Common Mistakes

Mistake 1: Using the Wrong Verb Form

Incorrect:

• What I need are more time.

Correct:

• What I need is more time.

In many what-cleft sentences, the verb agrees with the emphasised information or the whole idea. In practical terms, learners often use is when the emphasised idea is singular or general.

More examples:

• What she wants is a better job.
• What they need is more support.
• What matters most is honesty.

Mistake 2: Forgetting the Second Clause in It-Clefts

Incorrect:

• It was John.

Correct:

• It was John who broke the window.

A full it-cleft usually needs the rest of the information.

Of course, in conversation, short answers are possible:

Who broke the window?
It was John.

But when you are forming a full cleft sentence, complete the structure.

Mistake 3: Using “When” Clefts Awkwardly

This sentence is awkward:

• When I realised the truth was too late.

Better:

• It was too late when I realised the truth.
• It was only later that I realised the truth.
• What I realised too late was the truth.
• It was when I realised the truth that everything changed.

Cleft sentences should make your meaning clearer, not more confusing.

Mistake 4: Overusing Cleft Sentences

Cleft sentences are useful, but you should not use them in every sentence.

Too much:

It was education that helps people. It is money that causes problems. What governments need is action. What people want is change.

Better:

Education can give people better opportunities, but financial inequality remains a serious problem. What governments need is a practical plan that supports both growth and fairness.

Use cleft sentences for important points, not every point.

Download the Cleft Sentences in English Practice Worksheet in PDF here

Final Thoughts

Cleft sentences in English are a powerful way to add emphasis, contrast and style to your communication.

They help you move from simple sentences like:

I need more time.

to more expressive sentences like:

What I need is more time.

They also help you make important information stand out:

It was after the meeting that everything changed.

For B2–C1 learners, cleft sentences are especially useful because they show grammatical range and help your writing sound more polished. You do not need to use them all the time, but when you use them well, they can make your English clearer, stronger and more advanced.

In short, cleft sentences help you say not just what happened, but what really matters.

FAQ

What are cleft sentences in English?

Cleft sentences in English are sentence structures that divide information into two parts in order to emphasise one part of the sentence.

Example:

It was Anna who solved the problem.

This sentence emphasises Anna.

Why do we use cleft sentences?

We use cleft sentences to add emphasis, correct information, create contrast, vary sentence structure and make writing or speaking sound more advanced.

What is an it-cleft sentence?

An it-cleft sentence begins with it + be and emphasises one part of the sentence.

Example:

It was in London that they first met.

What is a what-cleft sentence?

A what-cleft sentence begins with what and usually emphasises an action, need, feeling or idea.

Example:

What I need is a good night’s sleep.

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

An it-cleft often emphasises a person, place, time or reason.

Example:

It was John who called me.

A what-cleft often emphasises a thing, action or idea.

Example:

What I need is more practice.

Are cleft sentences useful for B2 First and C1 Advanced?

Yes. Cleft sentences are very useful for B2 First and C1 Advanced because they help learners show grammatical range, add emphasis and improve sentence variety in writing and speaking.

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Passive Voice 

Causative verbs in English: Let, Make, Have, Get, Help 

How to Write a Good Essay Introduction

How to Write a Good Essay Conclusion

Modal Verbs in English

How to Use Discourse Markers 

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