sentence-variety.pdf, Lecture notes of English Literature

Download sentence-variety.pdf and more Lecture notes English Literature in PDF only on Docsity! Sentence Style and Variety What happens when you listen to a speaker who never varies his tone or sentence length? You get bored. And what happens when speakers emphasize the wrong words? You get confused. When you revise, think about ways to vary the structure and length of your sentences so that you can properly emphasize key ideas and maintain your reader’s interest. Since sentence variety helps to clarify relationships between ideas and to maintain the reader’s interest, consider using non-conventional ways to express your thoughts. The conventional sentence in English is structured with the subject first and then the verb. Example: Puppies are cute. [Puppies is the subject; are is the verb.] This subject-first sentence structure is perfectly suitable, but if it’s the only way you structure your sentences, you’ll bore your readers and miss opportunities to emphasize more important ideas. Since first and last words are the key places for emphasis in a sentence, think about opening your sentences with a different part of speech, especially verbs, adverbs, adjectives, and prepositions. • If you want to emphasize action, place a form of the verb first. Example: Chasing puppies is fun. • If you want to emphasize the nature of the action, begin with an adverb. Example: Loudly barking dogs annoy me. • If you want to emphasize a descriptive element, put the adjective first. Example: Fluffy puppies feel soft. • If you want to emphasize location or orientation, place the preposition first. Example: Underneath the dog’s collar you’ll see a tick. The parts of speech above will help you with variety of openings, and they’ll also help you to combine for variety of length. There are many other ways to combine for variety of length, especially by combining sentences. Consider the following methods for varying the length of your sentences. 1. Vary length by combining sentences with a subordinating conjunction after, although, because, since, while, etc. 2. Vary length and openings by combining sentences with a relative pronoun who, whom, whoever, whomever, whose, which, that. . 1 . 3. Vary length and openings by combining sentences with a coordinating conjunction (FANBOYS) for, and, nor, but, or, yet, so. 4. Vary length and openings by combining sentences with a semicolon + conjunctive adverb + comma ; consequently, ; however, ; instead, ; therefore, Exercise A: Varying Sentence Openings Directions: In the following questions, use forms of the verb, adverbs, adjectives, and prepositional phrases at the beginning of sentences. Follow the directions to achieve variety of opening and length. Remember to avoid modifier errors and feel free to modify the wording, as needed, to create an effective sentence. Example: I failed my midterm. I disappointed my parents, my professor, and myself. [Begin with the verb failing and combine the two sentences to add variety of opening and length] Revised: Failing my midterm, I disappointed my parents, my professor, and myself. 1. He sped down the street. He lost control of his car. [Begin with the verb speeding (participle) and combine the two sentences to add variety of opening and length] 2. We have changed our opinion on the matter. We now believe that you are right. [Begin with the verb changing (participle) and combine the two sentences to add variety of opening and length] 3. I foolishly disregarded my professor’s suggestions. I ended up failing the exam and the course. [Begin with the adverb foolishly and combine the two sentences to add variety of opening and length] 4. The thug brutally smashed the victim’s skull. He was of no conscience the adverb and the two sentences to add variety of opening and length] . 2 . C. The creature was a reptile, yet I knew it would have scaly skin and be warm blooded. 6. The snake is likely dying. The reason may be that it has internal parasites or that you overfed it. A. The snake is likely dying, and the reason may be that it has internal parasites or that you overfed it. B. The snake is likely dying, yet the reason may be that it has internal parasites or that you overfed it. C. The snake is likely dying, but the reason may be that it has internal parasites or that you overfed it. 7. Crepuscular animals are active at dusk. I come right before sunset with my camera to photograph them. A. Crepuscular animals are active at dusk, for I come right before sunset with my camera to photograph them. B. Crepuscular animals are active at dusk, so I come right before sunset with my camera to photograph them. C. Crepuscular animals are active at dusk, nor do I come right before sunset with my camera to photograph them. 8. Some painted turtles survive harsh winters without breathing. They have developed the ability to exchange oxygen and carbon dioxide through their skin. A. Painted turtles survive harsh winters without breathing, but they have developed the ability to exchange oxygen and carbon dioxide through their skin. B. Painted turtles survive harsh winters without breathing, so they have developed the ability to exchange oxygen and carbon dioxide through their skin. C. Painted turtles survive harsh winters without breathing, for they have developed the ability to exchange oxygen and carbon dioxide through their skin. 9. Hatchling Alligator Snapping turtles are cute. Hatchling Mississippi Map turtles are cuter. A. The Hatchling Alligator Snapping turtles are cute, and hatchling Mississippi Map turtles are cuter. B. The Hatchling Alligator Snapping turtles are cute, so hatchling Mississippi Map turtles are cuter. C. The Hatchling Alligator Snapping turtles are cute, but hatchling Mississippi Map turtles are cuter. . 5 . 10. Researchers don’t know whether the great white shark was eaten by an enormous cannibal shark, or some other massive sea creature. They do know that whatever ate the great white has an internal body temperature of seventy degrees Fahrenheit. A. Researchers don’t know whether the great white shark was eaten by an enormous cannibal shark, or some other massive sea creature, and they do know that whatever ate the great white has an internal body temperature of seventy degrees Fahrenheit. B. Researchers don’t know whether the great white shark was eaten by an enormous cannibal shark, or some other massive sea creature, but they do know that whatever ate the great white has an internal body temperature of seventy degrees Fahrenheit. C. Researchers don’t know whether the great white shark was eaten by an enormous cannibal shark, or some other massive sea creature, for they do know that whatever ate the great white has an internal body temperature of seventy degrees Fahrenheit. Exercise C: Variety via Subordinating Conjunctions Directions: Combine the sentences by choosing from the word bank a subordinating conjunction that correctly expresses the relationship between the two sentences. Feel free to modify the wording as needed in order to create an effective sentence. Example: You didn’t come to Sunday dinner. Mom was disappointed. Revised: Because you didn’t come to Sunday dinner, Mom was disappointed. Common Subordinating Conjunctions after although in order now that though unless as because that once when whereas before even rather than while though since so that if than 1. I sprinted the entire way home. I passed out from exhaustion. 2. Kitty Genovese pleaded for help. Some bystanders did nothing to help her. 3. Our pitcher gave up only one earned run. We still lost the game. . 6 . 4. You didn’t show any gratitude. They think you’re rude. 5. Rick began racing competitively five years ago. He has won several medals. 6. My mother cleans the dishes. I wipe the countertops. 7. We ate dinner. Then we had dessert. 8. You are funny and rich. I don’t want to marry you. 9. My mother and father never saved a cent. They never had money for emergencies. 10. I love you very much. I don’t love the way your breath smells at this moment. Exercise D Variety via Conjunctive Adverbs: Directions: Combine the sentences by choosing a conjunctive adverb that correctly expresses the relationship between the two sentences. Example: I didn’t study very much or attend class. I failed. Revised: I didn’t study very much or attend class; consequently, I failed. In these exercises, use only the following conjunctive adverbs: consequently, however, instead, therefore . 7 .