Engaging Sentence Structure

1. The Walden University Writing Center Staff Engaging Sentence Structure

2. Webinar Overview In the following slides, we will cover • Syntax • Parts of a Sentence and Sentence Types • Punctuation • Sentence Variation Strategies • 10 Tips for Sound (and Exciting!) Sentences

3. Syntax: the rules that govern sentence structure in any given language; the way words are put together to form a sentence Mix it up! Understanding Syntax

4. Varying Syntax The subjects had 15 minutes to take the test. The subjects then had to seal the test in an envelope. The subjects did this to protect their anonymity. The subjects then handed the envelope to the moderator. • Pros • Clear, correct grammar • Specific description of subjects’ steps • Cons • Boring • Repetitive • Clunky

5. Varying Syntax The subjects had 15 minutes to take the test. Once completed, the subjects sealed their test in an envelope to protect their anonymity and then handed the envelope to the moderator. It’s all about the variation: Avoid several consecutive sentences that are about the same length and structured in the same way.

6. Parts of a Sentence For a sentence to be complete, it must have a subject (what or whom the sentence is about) and a verb (an action, or what the subject does). Jones wrote. Jones = the subject Wrote = the verb Most sentences also have a direct object (what receives the action). Jones wrote an article. an article = direct object

7. Parts of a Sentence In academic writing, we also often have a modifier (a clause that modifies a noun or a verb). Because of a gap in the literature, Jones (2010) wrote an article. We might also add an appositive (a clause that defines a noun). Jones (2010), the famed social scientist, wrote an article. Finally, sentences often have prepositions (clauses that indicate the relationship of a noun or pronoun). Jones (2010) wrote an article about Mexican culture.

8. Dependent clause: a group of words that contains a subject and verb but does not express a complete thought (not a full sentence). Common dependent clause markers: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while. Although Jones was a brilliant scientist Independent clause: a group of words that contains a subject and verb and expresses a complete thought (can stand alone as a complete sentence). Jones did not consider his own biases when conducting the study. Parts of a Sentence

9. Sentence Types Simple Sentence • An independent clause with no conjunction or dependent clause Jones was a brilliant scientist. Compound Sentence • Two independent clauses joined by a conjunction (for, and, nor, but, or, yet, so). Jones was a brilliant scientist, but he did not consider his own biases when conducting the study.

10. Sentence Types Complex Sentence • One independent clause and at least one dependent clause. Combine them with subordinators referring to the subject (who, which), the sequence/time (since, while), or the causal elements (because, if) of the independent clause. Although Jones was a brilliant scientist, he did not consider his own biases when conducting the study. Compound-Complex Sentence • Multiple independent clauses and at least one dependent clause. Although Jones was a brilliant scientist, he did not consider his own biases when conducting the study, and this oversight showed in his skewed results.

11. Punctuation • In order to make all the parts of sentences work correctly, you need punctuation. • You also often need punctuation to join clauses. • Commas • Semicolons • Colons

12. Punctuation According to APA (2010), use a comma “between elements (including before and and or) in a series of three or more items” (p. 88). In the forest, there are lions, tigers, and bears. You can make the pie with apples, pears,or bananas. At practice today, the players will work on catching the ball, shooting with accuracy, and defending set plays.

13. Punctuation Also use commas to • set off nonessential information Jamie has a date with John, who is the nicest guy she has ever met, and she wants to make him dinner. • link two independent clauses with a conjunction Jamie went to the grocery store, and she bought dinner. • set off an introductory phrase When Jamie went to the grocery store, she bought dinner. • separate nonessential clauses at the end of a sentence Jamie went to the grocery store, which was three blocks away.

14. Punctuation Use semicolons to • separate two independent clauses Jamie went to the grocery store; she bought dinner. • separate two independent clauses with a sentence modifier Jamie went to the store; however, she forgot to buy candles. • separate elements in a series that already contain commas Jamie went to the store to buy lettuce, tomatoes, and croutons for a salad; pasta, chicken, and sauce for an entrée; and ice cream and brownies for dessert.

15. Punctuation Use colons to • Introduce a list at the end of an independent clause Jamie had everything she needed to make the perfect dinner: a salad, an entrée, and a dessert. • Introduce an illustrative or amplifying phrase or clause at the end of an independent clause Jamie knew there were just two things she needed to complete her meal: candlelight and romantic music. Do not use a colon immediately after a verb Jamie went to the store to get: a salad, an entrée, and a dessert.

16. Now What? Build a successful paragraph with this knowledge. Mix it up!

17. Putting the Sentences Together Varying Sentence Length The company reported that profit growth stabilized in 2009, though it had steadily increased by more than 7% since 1989. (20) In 2010, the year the company launched the OWN project, profit growth decreased from the previous year. (17) This announcement stunned Wall Street analysts. (6) According to Smith, however, this decrease is indicative of a trend across profit growth worldwide; it also supports future predictions for the industry. (23)

18. Putting the Sentences Together Varying Sentence Type and Syntax Although Jones was a brilliant scientist, he did not consider his own biases when conducting the study. (complex) This oversight showed in his skewed results. (simple w/ prep phrase) When he analyzed the findings, Jones determined that the fifth graders needed more mathematics and less art instruction. (complex) Being a math teacher caused him to favor that subject. (simple) Therefore, the study is not valid, and I cannot use it to support my own research. (compound w/ trans. word)

19. 1. Avoid wordiness 2. Avoid redundancy 3. Use pronouns sparingly 4. Employ transitional words and phrases 5. Use the active voice 6. Be consistent with point of view 7. Avoid casual language 8. Avoid unnecessary adverbs (very, really) Use economy of expression 10. Avoid circumlocution Ten Tips for Sound Sentences

20. 1. Avoid Wordiness Sometimes the best means of expression is also the simplest. Instead of ThisUse This Based on the fact that Because At the present time Now For the purpose of For or To There were several Several people stated people who stated * These and the following suggestions adapted from the APA manual.

21. 2. Avoid Redundancy Instead of ThisUse This They were both alike They were alike One and the same The same A total of 68 participants 68 participants In close proximity In proximity Four different groups Four groups Has been previously found Has been found Summarize briefly Summarize

22. 3. Use Pronouns Sparingly While pronouns are useful to help writers avoid repetition, pronouns should be used sparingly to keep the meaning of the sentence clear. • An example of an unclear pronoun: When Jeff and Brian joined the team members, they were scared. • An example of pronoun overload: Effective teachers create plans for their lessons while they teach them so that students can benefit from them and develop their minds.

23. 4. Employ Transitions Use transitions to guide the reader from one sentence to the next. • Time: then, next, after, while, since • Cause-effect: therefore, consequently, as a result • Addition: in addition, moreover, furthermore, similarly • Contrast: but, conversely, nevertheless, however, although

24. The active voice means the subject of the sentence performs the action that the verb expresses. On the other hand, using the passive voice puts the emphasis on the object. Too much of the passive voice can weaken your scholarly voice. Why? There is no set subject or “doer” of the action in passive voice, leading to ambiguity. 5. Use the Active Voice

25. Write lively, active sentences where the subject initiates an action that affects the direct object. In other words, put the subject of the sentence at the beginning, immediately followed by an action verb. Passive Voice: The apple was eaten. Active Voice: Snow White ate the apple. Passive Voice: The survey was conducted after school. Active Voice: The researchers conducted the survey after school. 5. Use the Active Voice

26. 6. Be Consistent With Point of View “To avoid ambiguity, use a personal pronoun rather than the third person when describing steps taken in your experiment” (APA, 2010, p. 69). Therefore, instead of This researcher or This author, use I First Person I completed a meta-analysis of infectious disease trends in Thailand. I found… Third Person The researchers discussed the outcomes of their study… First Person Plural (used only for yourself & coauthor[s] of a paper) We concluded that … Do not use the second person “you.”

27. 7. Avoid Casual Language Clichés and colloquialisms cannot be universally translated and might confuse some readers. Be straightforward. Instead of ThisUse This The doors were closed to advancement There was no way to advance In light of recent research Based on recent research It was a slippery slope to failure Failure occurred easily The researchers were getting results The researchers collected results My journey through the literature has led to Based on the articles I read

28. 8. Avoid Unnecessary Adverbs Adverbs like very and really often give a sentence an informal, embellished tone. Instead of This Use This The research was very thorough The research was thorough The participants were really responsive The participants were responsive

29. According to APA (2001), “The author who is frugal with words not only writes a more readable manuscript but also increases the chances that the manuscript will be accepted for publication…You can tighten long papers by eliminating redundancy, wordiness, jargon, evasiveness, overuse of the passive voice, circumlocution, and clumsy prose.” In other words, write in clear, concise statements and aim for logical communication: the simpler the better. 9. Use Economy of Expression

30. Circumlocution is a roundabout way of saying what you want to say (using several words to say something simple). Instead of This The participants in the study were six young people who have completed 3 years of elementary education and are not living in an urban area. Use This The study included 6 fourth grade students from a rural elementary school. 10. Avoid Circumlocution

31. Other Resources • Writing Center: http://writingcenter.waldenu.edu/ • Library: http://library.waldenu.edu/ • Residencies: http://residencies.waldenu.edu/ • Grammarly: http://www.grammarly.com/edu/students/ • Writing Center Blog: http://waldenwritingcenter.blogspot.com/

32. Questions?You can email us anytime!For questions about course papers: writingsupport@waldenu.eduFor questions about dissertations and doctoral studies: editor@waldenu.edu