Download The secret to good writing is VARIATION! You should attempt to use

SENTENCE STRUCTURES
A well-written sentence, as a minimum, MUST fulfill the following two criteria which you should constantly check
when you are proofreading and editing your own work. It must be:
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Grammatically correct (language) AND
Semantically correct (meaning)
In order to build a sentence in English that is grammatically correct and makes sense, it is important to firstly
understand the basic principles of sentence structures. Essentially, sentence formations can be divided into four
types:
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Simple
Compound
Complex
Compound-complex sentences
The secret to good writing is VARIATION!
A simple sentence is one independent clause in a subject-verb pattern:
The Australian government introduced an official carbon tax on 1 July 2012.
A compound sentence is two independent clauses connected by a coordinating conjunction:
The Australian government introduced an official carbon tax on 1 July 2012, but this was met with opposition from
the general public.
A complex sentence consists of an independent clause and a dependent clause:
As the Australian government recognised the necessity to significantly reduce greenhouse gas emissions, it
introduced an official carbon tax on 1 July 2012.
A compound-complex sentence consists of more than one independent clause and one or more dependent clauses:
As the Australian government recognised the necessity to significantly reduce greenhouse gas emissions, it
introduced an official carbon tax on 1 July 2012, but this was met with opposition from the general public.
You should attempt to use a combination of the above sentence structures in your writing.
Two errors that are commonly found in students’ work are:
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Sentence fragments
Run-on sentences
Sentence fragments
A sentence fragment is missing some of its parts. There are three main reasons why a sentence may be
incomplete.
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Missing subject
 Becoming extinct because of rising sea temperatures.
 Phytoplankton could become extinct because of rising sea temperatures.
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Missing verb
 Significantly, one particular form of Western Australian finch.
 Significantly, one particular form of Western Australian finch has decreased in numbers.
TRANSITION SIGNALS
What are transition signals?
Transition signals are linking words or phrases that connect your ideas and add cohesion to your
writing. They signpost or indicate to the reader the relationships between sentences and between
paragraphs, making it easier for the reader to understand your ideas. We use a variety of
transition signals to fulfill a number of functions. Some of these functions include: to show the
order or sequence of events; to indicate that a new idea or an example will follow; to show that a
contrasting idea will be presented, or to signal a summary or a conclusion.
How are transition signals useful?
Transition signals will:
• make it easier for the reader to follow your ideas.
• create powerful links between sentences and paragraphs to improve the flow of information
across the whole text. The result is that the writing is smoother.
• help to carry over a thought from one sentence to another, from one idea to another or from
one paragraph to another.
How are transition signals used?
• Transition signals are usually placed at the start of sentences; however, they may also appear
in the middle or end of sentences.
• A transition signal, or the clause introduced by a transition signal, is usually separated from the
rest of the sentence by commas.
• You DO NOT need to use transition signals in every sentence in a paragraph; however, good
use of transition words will help to make the relationship between the ideas in your writing
clear and logical.
Which transition signals can I use?
Before choosing a particular transition signal to use, be sure you understand its meaning and usage
completely and be sure that it's the right match for the logic in your paper. Transition signals all
have different meanings, nuances, and connotations.
• To introduce an example:
specifically
in this case
to illustrate
for instance
for example
one example of this is
to demonstrate
on this occasion
• To introduce an opposite idea or show exception:
alternatively
in contrast
on the other hand
but
despite
in spite of
still
instead
whereas
even though
nevertheless
while
however
one could also say
yet
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• To show agreement:
accordingly
in accordance with
• To introduce an additional idea:
additionally
as well as
in addition
again
also
besides
moreover
equally important
and
furthermore
one could also say
further
and then
• To indicate sequence or order, or logically divide an idea:
after
eventually
previously
next
finally
first
second
third
at this point
followed by
subsequently
simultaneously
at this time
last
concurrently
ultimately
before
meanwhile
and then
after
earlier
previously
later
at this point
finally
prior to
formerly
soon
at this time
immediately
then
before
initially
thereafter
during
likewise
like
just like
another way to view this
by comparison
balanced against
whereas
while
a different view is
even so
nevertheless
yet
balanced against
in contrast
still
however
but
on the contrary
unlike
notwithstanding
conversely
on the other hand
differing from
• To indicate time:
• To compare:
similarly
• To contrast:
• To show cause and effect:
and so
consequently
therefore
as a consequence
as a result
for this reason
thus
hence
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• To summarise or conclude:
as a result
in conclusion
therefore
as shown
in other words
thus
consequently
in summary
to conclude
finally
on the whole
to summarise
hence
summing up
ultimately
in brief
Example
The example below illustrates how transition signals can be used to improve the quality of a piece
of writing. Note how the ideas flow more smoothly and the logical relationships between the ideas
are expressed clearly.
At HELPS, we endeavour to support UTS students in a number of ways. First, we offer 15-minute
‘drop in’ sessions with a HELPS Advisor. Making an appointment for these sessions is not
necessary. Here, students can gain assistance with their academic writing and presentation skills.
Specifically, students may ask for assistance with: understanding an assignment question;
understanding assessment criteria; clarifying an assignment type (e.g. what’s a literature review?);
planning for an assignment; strategies for effective reading/note-taking skills; and obtaining
information from self-study resources. During this time, the HELPS Advisor may refer students for
a longer, 40-minute consultation. Students cannot, however, book one-to-one advice sessions
online; only a HELPS Advisor can do that.
Getting one-to-one advice is an opportunity for an in-depth discussion with a HELPS Advisor in
relation to your specific needs on an assessment. For example, you may require assistance
preparing for an oral presentation. Alternatively, you may ask a HELPS Advisor to discuss a draft of
an assignment to ensure that you have addressed the assessment criteria. While HELPS Advisors
cannot edit your work, they can point out persistent errors in your text and show you how to
correct these. In other words, they can help you to edit your own work. In addition, they can help
you to prepare for an IELTS exam.
In brief, there are many ways that HELPS can support UTS students. Students are encouraged to
drop by the HELPS office which is situated in Building 1, level 3, room 8 (opposite the Careers
Service).
Sources:
The Learning Centre 2013, Transition signals in writing, UNSW, viewed 20 September 2013,
< https://student.unsw.edu.au/transition-signals-writing>.
UniLearning 2000, Transition signals, UOW, viewed 20 September 2013,
< http://unilearning.uow.edu.au/effective/6c.html>.
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Incomplete thought
 In a recent article about loss of habitat due to climate change.
 In a recent article about loss of habitat due to climate change, Australian animals were shown to be
particularly vulnerable.
Sentences beginning with words like so, as, because, who, which, that, are often incomplete.
Poor example containing sentence fragments:
Climate change is threatening flora and fauna around the world. As at-risk species become less populous and
eventually disappear from the planet (1) . The food chains in which they existed may become unsustainable
(1).
For example, organisms such as phytoplankton are affected by rising sea temperatures these are
essential food sources (2). According to Parry (2010), make up 50 percent of carbon-based matter on the
planet have been decreasing in numbers (3). The consequences of phytoplankton becoming extinct are of
major concern.
(1= Incomplete thought / 2 = Run-on / 3 = No subject)
Improved example:
Climate change is threatening flora and fauna around the world. As at-risk species become less populous and
eventually disappear from the planet, the food chains in which they existed may become unsustainable
(1).
For example, organisms such as phytoplankton are affected by rising sea temperatures. These are
essential food sources (2). According to Parry (2010), phytoplankton make up 50 percent of carbon-based
matter on the planet and have been decreasing in numbers (3). The consequences of phytoplankton
becoming extinct are of major concern.
(1 = Joined the fragment / 2 = Two sentences / 3 = Added subject)
Run-on sentences
A run-on sentence occurs when two simple sentences are incorrectly joined:
Poverty, famine and major public health problems around the developing world are important indicators
of a changing climate these issues are not being addressed globally.
There are two ways to resolve a run-on sentence:
1.
Use a joining or linking word such as and, but, or, nor, for, so, yet.
Poverty, famine and major public health problems around the developing world are an important
indicator of a changing climate, but these issues are not being addressed globally.
2.
Make two separate sentences.
Poverty, famine and major public health problems around the developing world are an important
indicator of a changing climate. These issues are not being addressed globally.
Sentence length
You need to vary the length of sentences in your paragraphs. This is important to add interest to your
writing, readability and to show relationships between ideas. Notice in the following example that all
sentences are similar in length and structure. The ideas are not linked, making the writing disjointed.
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Poor example:
Recent changes in the sea, land and atmosphere have made it more difficult for animals and plants to sustain
themselves. Derocher (2008), for example, claims that the ice cap in the Arctic is shrinking. This change
constitutes a loss of feeding and breeding areas for polar bears. Polar bears are not alone in their loss of
habitat. According to Walsh (2008) warming of the atmosphere in Costa Rica may have caused some species
to become extinct. As the atmosphere gradually warms, they have nowhere to go and may eventually die out
(Walsh 2008). These particular instances of an adversely affected environment may seem isolated and
inconsequential. They may have profound effects on the subtle natural balances that all life exists within.
Improved example:
Source:
RMIT University 2012, Learning Lab, viewed 19 September 2012 , <http://emedia.rmit.edu.au/learninglab/content/sentence-construction-0>.