CONTROLLING YOUR WRITING WITH STYLE

TWENTY SENTENCE PATTERNS

2

PATTERN 1C O M P O U N D S E N T E N C E W I T H A S E M I C O L O N

( N O C O N J U N C T I O N )

3

DEFINITION OF TERMS

Independent Clause—a group of words containing a subject and a verb; also known as a complete thought or a sentence

Coordinating Conjunction—one of seven words which are used to join independent clauses; known by the acronym “fanboys”, they are “for, and, nor, but, or, yet, so”; always preceded by a comma (,)when joining clauses

Semicolon (;)—a punctuation mark used instead of a conjunction when joining two independent clauses

4

WHAT IS A COMPOUND SENTENCE ?(ONE POSSIBLE ARRANGEMENT)

combine to create

a compoun

d sentence

1. an independent

clause followed by

2. either a comma (,) and one of seven

possible conjunctions (for, and, nor, but, or, yet,

so),

3. or a semicolon (;) without any conjunction

4. plus a second

independent clause, related in idea to the

first

5

EXAMPLES OF COMPOUND SENTENCES

“They may take our lives, but they will never take our freedom.”–Mel Gibson, Braveheart

“The drought had lasted now for ten million years, and the reign of the terrible lizards had long since ended.” – Arthur C. Clark “Arguments are to be avoided; they are always vulgar and often convincing.”– Oscar Wilde

• The compound sentence contains two ideas, each represented by an independent clause.

• The ideas are balanced and of equal importance.• The relationship between the two ideas is suggested by the

particular coordinating conjunction used.

6

SENTENCE PATTERN 1S V ; S V

1. Each sentence (independent clause) must be related in idea to the other.

2. Each sentence is joined to the other with a semicolon (;).

3. The resulting compound sentence matches the pattern symbolized

above.

“It was dawn outside, a glowing ray, and birds had plenty to say out in the bare trees; at the big window was a face and a windmill of arms.”

How does the above sentence violate the rules of Pattern 1 while still managing to adhere to them?

7

QUESTIONS

1. Explain the relationship created between two independent clauses joined by each of the following coordinating conjunctions:• and• but• or• a semicolon (;)

2. Explore the functional differences in a sentence between a colon (:) and

a semicolon (;). • When would a colon be appropriate to join two

independent clauses?• Speculate as to the origin of each mark based on the

need to convey exact information in a sentence.3. What is a conjunctive adverb? How does it allow for

variation to Pattern 1?

8

EXERCISESPATTERN 1 AND VARIATIONS

1. A variation of Pattern 1 is the use of a conjunctive (connecting) adverb after the semicolon. Create three original sentences using just such a combination.

2. A second variation allows for the use of a coordinating (creates relationships) conjunction—remember “fanboys”?--within the independent clauses separated by a semicolon. This arrangement makes for longer independent clauses. Create three original sentences using such a combination.

3. A third variation allows a connection between a series of independent clauses (more than just two), using the semicolon instead of a coordinating conjunction or a conjunctive adverb. Create three such original sentences.

4. Does a semicolon act more like a coordinating conjunction or more like a conjunctive adverb?

9

PATTERN 2C O M P O U N D S E N T E N C E W I T H E L L I P T I C A L C O N S T R U C T I O N

( C O M M A I N D I C AT E S T H E O M I TT E D V E R B )

10

DEFINITION OF TERMS

Direct Object• A NOUN that appears after a

transitive verb in a sentence.• Always answers the question

“what?”

Subjective Complement• A NOUN or an ADJECTIVE that

appears after a LINKING VERB in a sentence.

• Provides information about the SUBJECT

11

EXAMPLE OF A DIRECT OBJECT

The superstitious student

always brings a rabbit’s foot to

school on test days.

subject

transitive verb what? direct

object

12

EXAMPLE OF A SUBJECTIVE COMPLEMENT

The classroom was unbearable on the

ninety-eight degree day.

In many clinics the nurse practitioner

is the caretaker for all patients.

subject

LV

subjective complement

subject LV

subjectivecomplement

13

SENTENCE PATTERN 2S V DO OR SC ; S , DO OR SC

1. Pattern 2 is similar to Pattern 1—two independent clauses joined by a semi-colon.

2. The difference is the verb in the second sentence is omitted if and only if it is the same verb as in the first sentence.

3. The wording in each independent clause must be parallel.

4. The comma tells the reader to supply the exact same verb.

14

BEFORE USING

Make sure the verbs in each sentence are identical.

Say the new sentence to yourself: does it sound rhythmical? Balanced?

Remember: a semi-colon NEVER goes with a coordinating conjunction (FANBOYS).

15

PATTERN 3C O M P O U N D S E N T E N C E W I T H E X P L A N AT O RY S TAT E M E N T

( C L A U S E S S E PA R AT E D BY A C O L O N )

16

DEFINITION OF TERMS

Colon (:)A mark of punctuation produced by placing two equal sized dots one over the other.

A colon always signifies that the information following will clarify, define or sum up what came before.A colon also separates groups of numbers referring to different categories (i.e. 8:30—hours and minutes), or members of a ratio or proportion (i.e. 1 : 2 = 3 : 6).A colon also introduces a quotation or a series of elements in a sentence.

17

SENTENCE PATTERN 3GENERAL STATEMENT (IDEA) : SPECIFIC STATEMENT

(EXAMPLE)

The first statement (before the colon) contains a word or an idea that needs explaining.

The second statement (after the colon) provides an example or more information about that word or idea.

18

EXAMPLES

Darwin’s The Origin of Species forcibly states a harsh truth: Only the fittest survive. (what harsh truth?)

Superman has extraordinary powers: He flies like a bird and has X-ray vision. (what extraordinary powers?)

Note: capitalizing the first word after the colon is optional.

19

REVIEW OF PATTERNS 1, 2, AND 3

Pattern 1 makes two closely related statements about the same idea. The statements occur in two separate sentences joined by a semi-colon.

Pattern 2 omits the exact same verb that occurs in the first sentence from the second sentence by placing a comma instead of the verb. A semi-colon joins the two clauses.

Pattern 3 states an idea in the first independent clause and then amplifies or explains that idea in the second independent clause. The clauses are joined by a colon.

20

PATTERNS DEALING WITH A SERIESPATTERNS 4 THROUGH 8

21

PATTERN 4A S E R I E S W I T H O U T A C O N J U N C T I O N

( A S E R I E S I N A N Y P L A C E I N T H E S E N T E N C E )

22

DEFINITION OF TERMS

A series is a list, usually longer than two elements, of words, phrases, or clauses related in content and form to the main clause and to each other.

In pattern 4, the elements in a series are separated by commas only. This construction is also known as ASYNDETON, a rhetorical device.

23

SENTENCE PATTERN 4

When to use:• to emphasize• to eliminate

wordiness• to provide details

24

EXAMPLES

The United States has a government, of the people, by the people, for the people.

I like burgers with everything on ‘em: pickles, onions, tomato, lettuce, plenty of mustard.

I have come to you without sin, without guile, without evil, without witness against me.

25

SENTENCE PATTERN 4AA S E R I E S W I T H A V A R I A T I O N

A O R B O R C ( A N Y P L A C E I N T H E S E N T E N C E )A A N D B A N D C ( A N Y P L A C E I N T H E S E N T E N C E )

26

RATIONALE

A series with a conjunction between each element in the series creates a different effect with the reader.

The different effect is due to the change of rhythm.

This pattern is also called POLYSYNDETON, a specific rhetorical technique.

27

EXAMPLES

“As long as rivers shall run down to the sea, or shadows touch the mountains, or stars graze in the vault of heaven [pattern 4a], so long as your honor, your name, your praises endure [pattern 4].”

Many ice hockey games lead to broken ribs, or sprained knees, or dislocated shoulders—or even worse.

28

PAY ATTENTION TO…

…the rhythm or sound or clarity of your sentence when using patterns 4 and 4a.

29

SENTENCE PATTERN 5A S E R I E S O F B A L A N C E D P A I R S

( A A N D B , C A N D D , E A N D F )T H E P A I R S M A Y F U L F I L L A N Y F U N C T I O N I N T H E S E N T E N C E

30

LISTEN TO THE MUSIC

• A well crafted sentence draws attention to what is communicated.

• The ear/brain pays attention to sound, especially deliberately arranged sound.

• The patterns in series 4 through 8 allow the writer to exert a definite influence on any reader.

31

CRAFTING PATTERN 5

1.What effect does a series of balanced pairs have on the sentence?

2.Which function would the balanced pairs fill? (subject, verb, object, complement?)

3.Are the elements in each pair progressing in an orderly fashion?

4.Upon reading, do the pairs sound rhythmical?

5. What conjunction will tie the pairs together?

32

EXAMPLES

“The textbook clearly showed the distinctions between prose and poetry, denotation and connotation, deduction and induction.”What is the function of the series of balanced pairs in the above sentence?

“Great artists often seem to occur in pairs: Michelangelo and da Vinci, Gaugin and van Gogh, Monet and Cezanne.”Analyze the above sentence as to the function of the balanced pairs.

33

SENTENCE PATTERN 6A N I N T R O D U C T O RY S E R I E S O F A P P O S I T I V E S

( W I T H A D A S H — A N D A S U M M A R I Z I N G S U B J E C T )A P P O S I T I V E , A P P O S I T I V E , A P P O S I T I V E — S U M M A R Y W O R D S V

34

WHAT IS AN APPOSITIVE?

Simply put, an appositive is a noun or a pronoun used to provide additional information for a particular noun appearing in a sentence.An appositive may either precede or followthe noun it explains.

Appositive, noun....

Noun, appositive….or

35

EXAMPLES

Farmers try to control the poinsettia whitefly, a pesticide-resistant superbug, by digging up entire fields of infested crops.

Bonnaroo, a music festival stretching from rap and blues to classic rock, originatedwith jam band music, a niche movement for neo-hippies.

36

A FURTHER EXAMPLE

My blind date turned out to be a wonderful person—honest, fun loving, and affectionate.

Notice the different ways to separate the appositives from the noun:

commas or a dash.

What else do you notice about the type of appositive and punctuation

used?

37

MORE EXAMPLES OF APPOSITIVES

Stark, forbidding, awesome, spectacular—Death Valley is a hauntingly beautiful place to visit, despite its name.

More European, more cosmopolitan—Shanghai is different from other Chinese cities.

38

APPOSITIVES USED TO LINK SENTENCES

High on the list of America’s most successful food industries stands Duncan Hines. A man who never baked a cake in his life, Hines founded a multimillion-dollar food products company that names its line of premium cake mixes after him.• Where is the appositive?• How does the appositive link the

sentences?

39

PATTERN 6APPOSITIVE, APPOSITIVE, APPOSITIVE— SUMMARY WORD

S V.

A summary word–-a specific pronoun that comes before the subject--can be any of the following:

such, all, those, this, many, each, which, what, these, something,

someone

The summary word may be the subject of the sentence or may simply modify the subject.

40

PATTERN 6ANOTHER WAY TO PUT WORDS IN A SERIES

Use any of the previous patterns for a series:• A series without a conjunction (A, B, C)• A series with a conjunction (A or B or C)• A series of balanced pairs (A and B , C and D , E and F)Bull riding, camel racing, bronc riding,

roping—these events mean rodeo to many people; they mean money to the

cowboys.

41

PATTERN 7AN INTERNAL SERIES OF APPOSITIVES OR MODIFIERS

42

VARIATIONS ON A SERIES

Appositives can appear anywhere in a sentence—as long as the noun that they rename is immediately before or after.

In this pattern use appositives (“re-namers”) or modifiers (“describers”) in a series anywhere in the sentence (see above).

43

A DRAMATIC INTERRUPTION

Dramatic in the sense that an unexpected focus is directed at a particular noun, the “Pattern 7” series infuses a sentence with interest.

Keep in mind this distinction: appositives RENAME; modifiers

DESCRIBE.

44

PUNCTUATION IN PATTERN 7 SENTENCES

• This dramatic interruption is designed to be a series.

• A series needs commas between each element.

• Consequently, dashes (--) must set off the appositives or modifiers.

• An option to the dash is the parenthesis.

• The parenthetical remark is stylistically considered as less important information.

45

EXAMPLES OF APPOSITIVES

“Professor Knowsit described the political climate in three countries—Germany, Italy, Spain—that embraced the fascist movement.”

“Jason cited three major qualities—anticipation, agility, fearlessness—that helped him as varsity goalie this year.”

46

EXAMPLE OF APPOSITIVE WITH PARENTHESIS

The parenthesis suggests that the information is provided as a reminder, or is not required.

“Remember the three components of a strong TES paragraph (topic, evidence, significance) when writing your final assignments.”

47

PATTERN 7AA SINGLE APPOSITIVE OR A PAIR

48

PUNCTUATING PATTERN 7A

• Instead of a full series, this pattern uses only one or two appositives.

• The interruption occurs immediately after the subject.

• The effect can be altered depending on the punctuation used.

49

DASH, PARENTHESIS, OR COMMA?

Dashes indicate something dramatic.

Parenthesis suggest less important information or an aside.

Commas surrounding appositives provide a smoother connection to the rest of the sentence.

50

EXAMPLES

“Half an hour after the first diver surfaced empty handed, the second police diver returned with the same report—nothing.”“Satirist Al Yankovic (known as “Weird Al”) writes and performs many song and music video parodies.”

In 1904, a St Louis doctor introduced peanut butter, a favorite of children, as a health food for the elderly.

51

PATTERN 8DEPENDENT CLAUSES IN A PAIR OR

SERIES

52

THE FINAL PATTERN USING SERIES

All the clauses in the pattern 8 series must be• dependent,• parallel, and• related to the main clause either in

condition, situation, or provision.

The series may come at the beginning or at the end of a sentence.

53

THE PATTERN 8 FORMAT

If . . . , if . . . , if . . . , then S V.

With . . . , with . . . , with . . . , S V.

S V that . . . , that . . . , that . . . .

(Using two dependent clauses is also fine; however, remain aware

of the overall rhythm of the sentence.)

54

USE WITH SPECIAL OCCASIONS,

such as• ending a paragraph to summarize

major points;• constructing a thesis containing two or

three points; or• bringing together the main points of an

essay in one sentence (in the introduction or conclusion).Strive for a natural, relaxed , graceful,

and smooth sentence rhythm.

55

EXAMPLE

“Whether Orwell wanted to mock society, whether he wanted to ridicule politicians, or whether he wanted to criticize communism, Animal Farm remains one of the best known works of allegorical literature.”

(dependent, parallel, related in situation)

56

ANOTHER EXAMPLE

“When Napoleon took over, when Snowball accepted exile, when Manor Farm fell, the element of dictatorship reared its ugly head.”

(dependent, parallel, related in condition)

57

A FURTHER EXAMPLE

“With no equality, and with insufficient food, the animals decided to revolt against the humans.”

(dependent, parallel, related in condition)

58

PATTERNS DEALING WITH REPETITION

WHAT, WHY, HOW, WHERE

59

WHAT ARE REPETITIONS?

Simply put, repetition is the restatement of a particular element in a sentence.

The element may be repeated once or more than once.

The repetition may occur in a sentence or within a paragraph.

60

WHY REPEAT?

Repeated words emphasize ideas the writer believes are important.

Done well, the repeated words serve as echoic reminders for the reader, something like “I have seen that word before, connected with….”

Skillfully placed within a paragraph, the repetitions serve to connect and emphasize ideas, as well as achieve unity and coherence.

61

Careful!

Needless repetition suggests laziness on the writer’s part (did not bother to think of a synonymous word).

Needless repetition also suggests the writer has a limited vocabulary (did not know a synonymous word existed).

Both affect the credibility of the writer.

62

HOW TO REPEAT

Choose a word that bears repeating. The repeated word should purposefully carry an important idea through one or more paragraphs.

The repeated word may be used in any position in the sentences: as subject, as verb, as adjective, as adverb, as participle.

Obviously, if used in different situations, the repeated word will change its form.

63

A repeated word that changes form adds interest to the writing

while still serving the task.

64

WHERE TO REPEAT

• in the same sentence, but functioning differently (The repeated word comes after a dash [--] or a comma [,].)

The repeated word may have a different form as a result of its different function in the sentence. (For example, the repeated word is first used as the subject, then as an adjective, or participle, or adverb in the same sentence.)

65

• in the same sentence, but used in the same function throughout (For example, the repeated word is used as the object of a series of prepositional phrases.)

66

THE IMPACT OF PUNCTUATION

A comma signals a very brief pause.A dash signifies a dramatic, purposeful interruption. (use two hyphens --)A semi colon signifies a connection between two independent clauses.A colon suggests a series of explanatory terms or a defining or clarifying statement follows.Parentheses suggest the information contained within is more of a reminder than something new.

67

PATTERN 9REPETITION OF A KEY TERM IN A

SENTENCE

68

S V KEY TERM --/, REPEATED KEY TERM

Select a term with high importance. The term may be acting as the subject or as a modifier.

Following a dash (--) or a comma, the word may change form depending on its use.

Be careful! A comma splice error is created by separating two independent clauses with a comma. Following the comma or dash, the repeated term should be part of a dependent clause.

69

EXAMPLE 1

“There are couples who dislike one another furiously for several hours at a time; there are couples who dislike one another permanently; and there are couples who never dislike one another; but these last people are incapable of disliking anybody.” – George Bernard Shaw

70

EXAMPLE 2

“A kleptomaniac is a person who helps himself because he can’t help himself.”–Henry Morgan

71

EXAMPLE 3

“The man who stood, who stood on sidewalks, who stood facing streets, who stood with his back against store windows or against the walls of buildings, never asked for money, never begged, never put his hand out.” --Gordon Lish

72

AND FINALLY, EXAMPLE 4

“She’s safe, just like I promised. She’s all set to marry Norrington, just like I promised. And you get to die for her, just like you promised.” --Jack Sparrow, Pirates of the Caribbean

73

PATTERN 9ASAME WORD REPEATED IN PARALLEL

STRUCTURE

74

DIFFERENT FORMS OF REPETITIONS V REPEATED KEY WORD

(SAME FUNCTION IN THE SENTENCE)

1.Repeat an effective adjective or adverb in parallel construction.

2.Repeat the same preposition in a series.

3.Repeat the same noun as objects of different prepositions.

4.Repeat the same modifying word in phrases beginning with different prepositions.

5.Repeat the same intensifiers.6.Repeat the same verb in the same or

alternate forms.

75

EXAMPLES

1. Repeating an effective adjective or adverb in parallel construction.

She has an incredibly satisfying life, satisfying because of her career and satisfying because of her family.

2. Repeat the same preposition in a series.

He has known her for many years, before she went to college, before she was a star, before she won the Oscar.

3. Repeat the same noun as objects of different prepositions.

The government is of the people, by the people, and for the people.

76

EXAMPLES, CONTINUED

4. Repeat the same modifying word in phrases with different prepositions.

Sidney devoted his life to those selfish people, for their selfish cause, but clearly with his own selfish motives dominating his every action.

5. Repeat the same intensifiers.

The baseball game was very exciting, very enjoyable, but very long.

6. Repeat the same verb in the same or alternate forms.

In order to survive in a war, a person needs training, a person needs courage, and, most of all, a person needs luck.

77

A LONGER EXAMPLE

Read the following excerpt from Ernest Hemingway’s short story, “In Another Country”.

Locate instances of Hemingway’s use of repetition.

78

“We were all at the hospital every afternoon, and there were different ways of walking across the town through the dusk to the hospital. Two of the ways were alongside canals, but they were long. Always, though, you crossed a bridge across a canal to enter the hospital. There was a choice of three bridges. On one of them a woman was selling roasted chestnuts. It was warm standing in front of her charcoal fire, and the chestnuts were warm after- ward in your pocket. The hospital was very cold and very beautiful, and you entered through a gate and walked across a courtyard and out a gate on the other side. There were usually funerals starting from the courtyard. Beyond the old hospital were the new brick pavilions, and there we met every afternoon and were all very polite and interested in what was the matter, and sat in the machines that were to make so much difference.”--Ernest Hemingway, In Another Country

79

What is the effect of the prose crafted by Hemingway?

What is missing from Hemingway’s prose?

What various examples of repetition can you locate?

80

PATTERN 10EMPHATIC APPOSITIVE AFTER A COLON

81

A COUPLE OF DEFINITIONS

Emphatic -- adjective: from the Greek, which originally meant “to present” or “to show” and later evolved to mean “giving extra stress to a word or a phrase” to imply meaning beyond the literal.

82

Appositive: a noun or a noun phrase placed next to another noun in a sentence. The appositive and the first noun are syntactically related; that is, they share the same function. The appositive restates, or amplifies the meaning of the first noun.

83

Colon: a mark of punctuation which follows a word or a sentence. The colon introduces additional information in a sentence, information in the form of a quotation, a definition, an explanation, or a series.

84

Pattern 10 stylistically saves the additional information until the end of a sentence.The resulting delay creates a slightly heightened sense of expectation. The delay also emphasizes the word or phrase after the colon.

85

When using a colon in Pattern 10, remember that the colon functions as a period, or “full stop.” A complete sentence must precede the colon.The colon then alerts the reader to the information that follows.

86

SIMILAR PATTERNS

Pattern 3 also uses a colon; however,Pattern 3 requires a complete sentence after the colon.Pattern 10 allows for a single word or a phrase after the colon .

87

EXAMPLES

“On the inside, the Valero store looked like a cornucopia of imitation, heavily processed food items: pink ‘Twinkies’, bright yellow corn chips, neon orange ‘Cheetos’, steaming red ‘Red Hots’, and other like entities that we eat too much of.”“Her suitcases had been filled to the top with what she considered necessities: cosmetics, jewelry, and other expensive accessories.”

88

PATTERN 10AAN APPOSITIVE AFTER A DASH

89

A DASH OF EMPHASIS

• As in Pattern 9, the dash precedes a repetition or a renaming of the key term or noun in the independent clause.

• In Pattern 10a, the “renaming” appositive, following the dash, is short and emphatic.

• In a word processing program, always construct a dash by using two hyphens (--).

90

CAREFUL!

• What precedes the dash is a full sentence.

• What follows the dash is a single word, a phrase, or a series.

• A “dash-splice” error occurs by joining two independent clauses (sentences) with a dash.

• A “comma-splice” error occurs by joining two independent clauses (sentences) with a comma.

91

EXAMPLES

“A person’s teenage years are filled with exciting challenges and haunted by only a single, ugly specter -- homework.”

“My favorite color is the color of the sky -- blue.”

“In The Hunger Games there are only two true warriors -- Katniss Everdeen and Peeta Mellark.”

92

PATTERNS DEALING WITH MODIFIERS

ADDING CLARITY

93

RECALL THE FOLLOWING:

• Modifiers can be a single word, or a phrase, or a clause.

• Modifiers work well to create a sensory image or to include a figurative element in a sentence.

94

• Place any modification immediately before or after the word being clarified.

• Appositives are modifiers. (see Patterns 6, 7, and 7a, 10 and 10a)

95

PATTERN 11A N I N T E R R U P T I N G M O D I F I E R

B E T W E E N T H E S U B J E C T A N D T H E V E R B

96

DRAMATIC SIGNALINGS, MODIFIER, VS –MODIFIER– V

S (WHISPERED MODIFIER) V

• This Pattern is similar to Patterns 10 and 10a; however, in Pattern 11 a variety of possible modifiers, rather than just appositives, intensify the sentence.

• A choice of punctuation sets off the modifier: a comma, a dash, or a pair of parentheses.

97

EXAMPLES

• A small drop of ink, falling like dew upon a thought, can make millions think.

• The Tularosa country is a parched desert where everything, from cactus to cowboy, carries a weapon of some sort, and the only creatures who sleep with both eyes closed are dead.

98

PATTERN 11AA FULL SENTENCE AS INTERRUPTING

MODIFIER

99

INTERRUPTING WITH A STATEMENT, A QUESTION, OR AN EXCLAMATION

• This variation does not require placement between the subject and the verb.

• A full sentence question interrupter requires a question mark; a full sentence exclamation interrupter requires an exclamation mark (!).

• The comma, the dash, and the parenthesis--each can be used with its different effect.

100

QUOTATIONS AS INTERRUPTERS

• A full quotation as interrupter is set off with dashes, and requires quotation marks as well as a period before the second dash.

• The captain's famous last words— “Iceberg? I don’t see any iceberg.”—has gained notoriety as a punch line in many a comedian’s monologue.

101

PATTERN 12INTRODUCTORY OR CONCLUDING

PARTICIPLES

102

WHAT IS A PARTICIPLE?

• A participle is a word which is derived from a verb

• A participle is a verb form used as an adjective in a sentence.

• A participle may also be found together with a non-inflected verb.

103

THE TASK OF AN ADJECTIVE

• An adjective provides information as to “which one”, “how many”, or “what kind” of a noun is in a phrase or clause.

Which one: the green bookHow many: fifteen pencilsWhat kind: the marvelous dessert

104

PARTICIPLE AS ADJECTIVE

• Since a participle is derived from a verb, the participle provides a little action along with the job of an adjective.

• He ate a boiled egg for breakfast.• I like to see smiling faces.• The broken window was repaired.

105

PARTICIPIAL FORMS

• The participle/adjective requires one of two endings:

an “ing” ending (present)oran “ed” or “en” (past)

• Use either ending, but remain consistent with the main verb of the sentence.

106

PARTICIPLE PLUS VERB

• A verb and participle combination is common.

She is running.He has eaten dinner already.You are singing a good song.

• Notice that only certain verbs combine with participles.

107

PARTICIPIAL PHRASE , S VS V , PARTICIPIAL PHRASE

• A participle can be used alone or as a phrase.

• The single participle or participial phrase modifies a noun.

• Exact placement in a sentence, therefore, is important for two reasons:

--to make sure the reader understands which noun is being modified

--to control the emphasis of the modification in the sentence

108

EXAMPLES

Throwing rocks across the water, my friend smiled.

• What is the participle?• What noun is the participle

modifying?• What is “across the water”?• Which word answers “what”? Which

POS (part of speech) answers the question “what”?

109

A FURTHER EXAMPLE

Food frozen for over five years tastes icky.

• What is the participial phrase?• What is the main clause?• What noun is the participial phrase

modifying?

110

FOR ANALYSIS

Appearing on television talk shows, crisscrossing the country on the campus

lecture circuit, invited to be on important programs, fad theorists and former

criminals become the darlings of our society before we forget and discard

them for others.

• Locate the participial modifiers.• Determine their effectiveness.

111

PATTERN 13A SINGLE MODIFIER OUT OF PLACE FOR EMPHASIS

112

SENTENCE INVERSIONS

• The traditional format of beginning a sentence with a subject and a verb followed by an object or a complement is not cast in stone.

• Variations to this pattern add interest to writing.

• Variations include beginning a sentence with any modifier, or with an object or complement.

• The inverted section can be a word, a phrase, or a clause.

113

A WORD OF CAUTION

• Every sentence should conform to a writer’s initial purpose.

• With purpose always in mind, the overuse of any unique structure, including Pattern 13, is minimized.

• Season your writing sparingly but effectively.

114

(MODIFIER…………., S V .)THE MODIFIER MAY BE IN OTHER POSITIONS

Elfish green, the aurora borealis danced hypnotically across the northern sky.

Empty, grotesque, the zombie’s eyes stared directly at me.

115

PRECAUTIONS PUNCTUATING

• When inverting, a comma may be necessary after the modifier to avoid ambiguity.

• Some words may appear as a different part of speech than the one you intended.

116

“Inside the child was noisy.”

• The above is an example of a sentence with an out of place

modifier•

• However, lacking a comma after “inside”, the reader must

determine if “inside” is used as a preposition or as an adverb.

• Which did the writer mean?

117

THE INFINITIVE SPLITGOOD, BAD, INDIFFERENT?

“To be or not to be, that is the question.”

“To sometimes be, or not to always be, that is the question.”

(The above infinitives are split.)

118

Rule of thumb: when writing with a formal purpose, don’t split the infinitive. (Don’t let a modifier get between “to” and the verb form.)

To make quickly…To ask politely…To sever quickly…To indulge completely…To thank whole heartedly…To mistake completely…To walk stealthily…To admonish critically…To forsake utterly…

119

INVERSION ADDS RHYTHM

• Poets make judicious use of sentence inversion.

• Check out this famous first line from Robert Frost’s “Stopping By A Woods On A Snowy Evening”:

120

“Whose woods these are I think I know,His house is in the village though.”

I think I know whose woods these are, (even) though his house is in the village.

121

PATTERN 14A PREPOSITIONAL PHRASE BEFORE S

AND V

122

PREPOSITION--DEFINITION AND FUNCTION

• From the Greek: “to put in front” (pre-position)

• A preposition shows the connection/relationship between the noun that follows it and other words in a sentence.

• The combination of a preposition and a noun phrase is called a prepositional phrase.

123

DEFINITION AND FUNCTION,CONTINUED

• Prepositions may be single words (simple) or word groups (complex).(after, against, behind, beyond, down, during, for, into,

like, near, of, over, through, under, with, etc.)

• Prepositional word groups may be two or three words in length.

(along with, as well as, because of, by means of, close to, due to, in back of, on account of, such as, together with,

thanks to, up until, with respect to, etc.)

124

EXAMPLES OF SENTENCES WITH SINGLE WORD PREPOSITIONAL PHRASES

• “We must not confuse dissent with disloyalty.”

• “To this day, I remain impressed by the ability of Britons of all ages and social backgrounds to get genuinely excited by the prospect of a hot beverage.”

• “For sixty years the ring lay quiet in Bilbo’s keeping, prolonging his life, delaying old age.”

125

EXAMPLES OF SENTENCES WITH COMPLEX PREPOSITIONS

• “Up until Pearl Harbor, half of the forty eight states had laws making it illegal to employ a married woman.”

• Thanks to the Interstate Highway System, it is now possible to travel from coast to coast without seeing anything.”

• Juan’s car is parked in front of the store.”

126

FUNCTIONS OF PREPOSITIONAL PHRASES

• The following relationships are commonly conveyed by a prepositional phrase:

• agency (by) • comparison (like) • direction (to, through)• place (at, by, on)• possession (of) • purpose (for) • source (from, out of) • time (at, before, on)

127

• Thus, one function of the prepositional phrase is to modify or provide additional information about specific elements in a sentence.

128

PUNCTUATING PREPOSITIONAL PHRASES

• A basic rule is to place a comma after a prepositional phrase that begins a sentence.

• Use common sense and your ability to hear

to determine if a comma may be left out.

“Under the table Jenny played with her dolls.” YES, a comma is needed? NO, a comma is not needed?

“In the park the ducks waddled toward the pond.” YES, a comma is needed? NO, a comma is not needed?

129

PATTERN 15OBJECTS OR COMPLEMENTS BEGINNING A SENTENCE

130

INVERTING THE NORMAL ORDER

• The first position in any sentence signifies “highest importance”.

• Whichever sentence element appears first emphasizes how the reader perceives that element.

• Elements that normally appear after the verb, when moved to the first position, create a sentence inversion.

131

• Patterns 15 and 15a are similar to “Yoda talk”*; always test the need as well as the sound and rhythm of an inverted sentence.

• Alongside euphony, the test will also indicate if a comma is needed after the inversion.

* allusion

132

EXAMPLES OF COMPLEMENTS BEFORE THE SUBJECT AND VERB

• Lighter than air the dirigible is. (Predicate Adjective)

• A mongrel that dog is. (Predicate Nominative)

• Bruce she named the baby. (Predicate Nominative)

Why is a comma not a good idea after “Bruce”?What is the grammatical function of “Bruce” in the un-inverted sentence? (She named the baby Bruce.)

133

PATTERN 15ACOMPLETE INVERSION OF NORMAL

PATTERN

TRADITIONAL PATTERNS

134

• In English, we depend on a handful of patterns to communicate our thoughts into words.

• These traditional patterns are:S V IT S V T DOS V T IO DOS LV PNS LV PA V IT = intransitive verb DO = Direct Object PN = Predicate

NominativeV T = transitive verb IO = Indirect Object PA = Predicate AdjectiveLV = linking verb

135

• Changing the order of a traditional pattern creates a unique emphasis

which cannot be overlooked by a discerning reader.

• Remain aware that overuse of any novel arrangement may create an undesired response.

• Always test the sound and sense of this pattern before publishing.

136

EXAMPLES

“Little have I read concerning nanotechnology.” DO V S V

“There on the tiny stoop sat Pecola in a light red ADVERBIAL PHRASE V S

sweater and blue cotton dress.”

137

PATTERN 16PAIRED CONSTRUCTIONS

138

THE CORRELATIVE CONJUNCTION

• Recall that a single conjunction (FANBOYS) joins two similar, grammatical structures:

two words (both the same part of speech) two phrases (both grammatically similar) two clauses (both dependent or independent)

139

Creating a paired construction

(useful in order to compare, to contrast, or to compare/contrast in a

single sentence)

requires a correlative conjunction.

140

• Correlative conjunctions that join phrases or clauses may look like the following:

“not only…but also…” “not only…but…”

“just as…so too…” “just as…so also…” “just as…so…”

“the more…the more…” “the more…the less…”

“the former…the latter…”

“if not…at least…” (“if not…at least” joins similar words—nouns, verbs, adjectives, prepositions, etc.)

141

Here are more correlative conjunctions:

“whether…or…” “such…that…”

“both…and…” “neither…nor…”

“so…that…” “not only…more than that…” “as…as…” “not so…as…”

142

EXAMPLES

“The more you pay attention to the richness of the world, the more you allow your interest to be absorbed by things outside of you, the more interesting a person you will become.”

“The less we deserve good fortune, the more we hope for it.”

143

PATTERN 16AA PAIRED CONSTRUCTION FOR CONTRAST

ONLY

144

“THIS, NOT THAT”, OR “NOT THIS, BUT THAT”

• This pattern is used to illustrate the differences between two ideas.

• The differences may show up as dramatic or ironic (unexpected).

• Correlative conjunctions are not involved here.

145

EXAMPLES OF “THIS, NOT THIS” CONSTRUCTIONS

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness….”

“We must learn to live together as brothers or perish together as fools.”

“The worst walls are never the ones you find in your way. The worst walls are the ones you put there—you build yourself.”