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Enhancing Sentence Variety in Writing: A Practical Editing Guide

This guide provides a systematic approach to improving sentence variety in your writing through color-coded editing techniques. It outlines the use of blue markers for introductory phrases, green for introductory clauses, and red, orange, or yellow for simple and compound sentences that lack these introductions. By identifying and marking these elements, writers can better diversify their sentence structures, avoid repetition, and thus enhance the sophistication of their writing. Additionally, it offers tips on combining simple sentences to create more complex ideas.

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Enhancing Sentence Variety in Writing: A Practical Editing Guide

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Presentation Transcript

  1. Editing for Sentence Variety

  2. You will need: • A blue marker for intro phrases • A green marker for intro clauses • A red, orange, or yellow marker for simple and compound sentences that are not introduced by another phrase or clause • A pen or pencil to write explanations when necessary

  3. Blue for intro phrases • Read the text of the essay, minus any quotes included, and underline or highlight any intro phrases. • At work, Winston displays. . . • Understanding his role in the world, John. . . • To better understand human nature, Bernard studies. . . • From the moment of their creation, citizens of the world feel. . . • At the reservation, John and his mother. . .

  4. Green for intro clauses • Read the text of the essay, minus any quotes included, and underline or highlight any intro clauses. • When Lenina steps off of the helicopter at John’s lighthouse, she finds. . . • Because Bernard sees the world differently, he does not. . . • Until Winston pursues a relationship with Julia, he lives a life. . .

  5. Other clause beginners • after, before, once, since, until, when, whenever, while • as, because, since • so that, that • If, even if, provided that, unless • although, even though, though, whereas • wherever • whether

  6. Use red, orange, or yellow for: • Marking simple sentences. • Winston waits for O’Brien’s signal. • Similarly, Linda’s ugliness disgusts Lenina. • Orwell demonstrates Winston’s ideal of the free individual. • Marking compound sentences: • Winston reads the book himself, and then he shares the book with Julia. • The D.H.C. explains the creation of children to the reader, and later, Mustapha Mond explains the inner workings of the government.

  7. With the pencil or pen. . . • Put an arrow by any sentence beginning word that your partner has so far that repeats another beginning word.

  8. Now what? • The more green that you have, the more complex and sophisticated your writing is (in general).

  9. What else? • What you marked in the hot color should not take up a lot (more than 1/3 to ¼) of the writing.

  10. And…? • Look at the words that begin each sentence. • Are you alternating kinds of beginnings? • Are you using a variety to words to start the beginnings?

  11. Consider. . . • Making changes when you were repetitious. • Alternating sentence beginnings to vary the sentence structure. (Use more than just one or two sentence patterns.) • Combining simple sentence and their ideas into complex sentences to reflect the sophistication and complexity of your ideas.

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