Download Sentence Patterns

Sentence Patterns
Good writers vary sentence patterns. Just as a football quarterback varies his play selection according to
game circumstances, a good writer varies his/her choice of sentence patterns. You must learn to use
each of the 35 different sentence patterns that follow.
1. Use strong, active verbs: One of the most effective ways to improve your writing style is to use
strong verbs. As much as possible, avoid using any form of to be. Also, avoid using passive
voice. PASSIVE VOICE = FORM OF “TO BE” + A PAST PARTICIPLE.
EX: The student submitted her report. (ACTIVE VOICE: Subject performs the action)
The report was submitted by the student (PASSIVE VOICE: action is performed on
the subject. See page 558 for more examples of passive voice.
2. Ask a question: A paragraph may begin with a question that expresses the main idea of the
paragraph. Also, a question may be used effectively in the middle of a paragraph to force the
reader to think. At times, a writer may use a rhetorical question as a way to make a statement.
Remember to punctuate a question with a question mark!
3. Imperative sentence: An imperative sentence gives a command and addresses the reader
directly. It is used most frequently to give directions or explain a process.
EX: Click the icon to open the file.
4. Exclamatory sentence: An exclamatory sentence expresses a strong, genuine feeling or
surprise. In formal writing an exclamatory sentence is seldom ued because a powerful idea
should be communicated through forceful style rather than an artificial exclamation point.
Nevertheless, exclamatory sentences are useful in dialogue.
5. Open with an adverb: (See page 429 for definition of an adverb) Use a comma after an adverb
used to open a sentence if the adverb receives special stress. EX: Heroically, the passerby dove
into the frigid river to save a little girl.
EX: Tomorrow I have two final exams.
6. Open with a prepositional phrase: (See page 435 for a list of common prepositions and page
481 for more examples of prepositional phrases) Prepositional phrases connect different parts
of the structure of a sentence by describing nouns and verbs. Use a comma after a long
introductory prepositional phrase or if the prepositional phrase requires special stress. Omit the
comma after relatively short phrases.
7. Have a verb precede the subject: The normal word order in the English language is subject then
verb (ie. The batter hit the ball.) Reversing the normal order can catch the reader’s attention..
But use this sentence type sparingly or your writing will be awkward.
EX: Beside the house grew a large maple tree.
Closer and closer floated the blimp.
8. Use Quotations: Narrative writing may benefit from dialogue. (See pages 714-717 for
punctuation of Quotations) Quotations add zest to the style of any purpose. Avoid triteness.
Use quotations that express thought in an interesting style.
9. Open with an adjective: Typically, single word adjectives precede the words they modify;
however, pulled away from those words and placed in the front of a sentence and followed by a
comma, they gain emphasis. EX: Excited, the freshman looked forward to his first frat party.
Anxious, the patient awaited the results of the test.
10. Open with an adjective phrase: Adjective phrases consist of an adjective plus a group of words,
often a prepositional phrase, without a subject and verb. Adjective phrases at the beginning of
a sentence need a comma. EX: Passionate on the subject, he spoke for an hour.
White with fear, the student entered the principal’s office.
11. Use apposition: Appositives repeat a noun or pronoun. An appositive is an excellent pattern to
reduce language, especially eliminating being words.
EX: The professor, an expert in cultural anthropology, has
studied tribes in New Guinea.
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Sentence patterns #12-18 illustrate various uses of verbals: Verbals, formed from verbs but
no longer verbs, make infinitives, participles, and gerunds. ( See pps 485-488 for thorough
explanation of different types of verbals ).
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12. Open with a present infinitive: A present infinitive is created by putting to before the present
tense verb. (To be or not to be…..)
EX: To improve his mind became his goal.
13. Open with a perfect infinitive: The present infinitive to have + the past participle = the
perfect infinitive (to have written)
EX: To have passed the test, I would have needed to study.
14. Open with a present participle: A participle acts as an adjective; thus, a writer must place the
participle next to the noun or pronoun it describes. Misplaced participles can lead to
outrageous statements.
EX: Writing hurriedly, I finished the test.
15. Open with a past participle: A past participle is the third principle part of the verb (satisfied,
gone). Past participles form participial phrases either by combining with adverbs (deeply
grieved) or by combining with prepositional phrases (disturbed by the events).
EX: Scarred by years of strip mining, the land lay desolate.
16. Open with a perfect participle: Form the perfect participle by combining having and the third
principle part of the verb (having begun).
EX: Having sent his resume and letter of application to the
company, he waited for a job interview.
17. Open with a present gerund: Gerunds act like nouns. To form the present gerund, add -ing
to the verb (drawing). The gerund looks identical to the participle.. But the participle functions
as an adjective; whereas, the gerund operates as a noun.
EX: Creating powerful sentences requires creativity and variety.
18. Open with a perfect gerund: The perfect gerund = having + the third principle part of the verb
(having come). Again, while it looks identical to the perfect participle, the perfect gerund
functions as a noun rather than as an adjective.
EX: After having rubbed the old lamp, the boy expected a genie
to emerge.
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Clauses
A clause is a group of words with a subject and predicate but dependent upon the rest of the
sentence to make sense.
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19. Open with an adverbial clause: When an adverb clause opens a sentence, use a comma at the
end of the clause. ( See page 439 for a list of words –subordinating conjunctions—that often
begin adverbial clauses.)
EX: If you try hard enough , you will succeed.
20. Use an adjective clause: These words—Who, whom, whose (referring to persons) and which
(things) and that (either)—open adjective clauses. An adjective clause that is essential to the
meaning of a sentence (restrictive) does not take commas. Nonrestrictive clauses—those that
provide additional information NOT essential to the meaning of a sentence—need commas.
THAT cannot introduce a non-restrictive adjective clause. ( See page 507 for more information
and examples).
EX: The team that makes the fewest mistakes often wins.
He introduced me to his girlfriend, whom he obviously
adores.
The car which was in the accident is totally destroyed.
21. Use a noun clause: A noun clause is a subordinate clause used as a noun within the main clause
of the sentence. It can be the subject, direct object , indirect object, or object of a preposition.
(See page 512 for more info on noun clauses).
EX: Whoever wins the election will speak ( used as subject)
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Compound Sentence
A compound sentence consists of two simple sentences joined together. Both ideas expressed
have equal importance.
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22. Write a compound sentence using a coordinating conjunction : ( and, but, or, nor, for, yet, so)
Use a comma before the conjunction. EX: The student expected to fail the course, for he had
plagiarized a paper.
23. Write a compound sentence with a semicolon, no conjunction: A compound sentence must
make two closely related statements about the same idea. Rather than using a coordinating
conjunction (and, but, etc.), use a semicolon between the two statements.
EX: The penalty for not turning work in on time is a
lowered grade; the penalty for not turning it in at all is
failure.
24. Write a compound sentence using the semicolon before a coordinating conjunction (and, but,
etc.) because commas already appear in the sentence.
EX; Penn State, Michigan, and Ohio State belong to the
Big Ten; but Pitt is a member of the Big East.
25. Write a compound sentence using the semicolon before and a comma after the conjunctive
adverbs: The relationship between the ideas being connected will determine the choice of the
conjunction.
a. These conjunctions mean the same as “and”—also, besides, furthermore, likewise,
moreover.
b. These conjunctions mean the same as “but”—however, nevertheless, still, on the other
hand, instead.
c. These conjunctions show result—accordingly, consequently, therefore, thus.
d. Other special connectives include---then, for example, finally, indeed, later.
EX: The mechanic failed to secure the oxygen containers; therefore they exploded.
26. Write a compound sentence with elliptical construction: Elliptical construction refers to the
omission from a sentence of a word or words that would complete the sentence. The semicolon
connects the two independent clauses; the comma indicates the word or words omitted in the
second independent clause that would be repeated exactly from the first independent clause.
EX: A red light means stop; a green light, go.
27. Write a compound sentence with an introductory or general statement followed by a colon
and a specific or explanatory statement. The first statement will contain a word or an idea that
needs explaining; the second statement gives some specific information or example about that
idea. *You may capitalize the first word after the colon.
EX: Darwin’s Origin of Species forcibly states a harsh truth: Only the fittest survive.
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Special Sentence Patterns
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28. Use a parenthetical expression between the subject and verb.: A parenthetical expression
consists of a word or word placed (in this case) between the subject and the verb to explain or
comment. Use a pair of commas or a pair of dashes to separate the expression from the main
elements of the sentence. The dash serves as a more emphatic way of setting off parenthetical
expressions.
EX: The Nittony Lions football team –talented, experienced, and well-coached—will
challenge for a national title.
An emergency room doctor, looking very sorrowful, approached the waiting family
members.
29. Open with an introductory series of appositives, with a dash and a summarizing subject: A
highly stylized sentence, this pattern becomes effective when you want to squeeze a lot of
information into the same slot. A summary word must occur at the beginning of the main
clause. Summarizing words may include: such, all, those, these, this, many, each, which, what,
something, someone.
EX: To struggle, to exist, and so to create his own soul—this becomes man’s great task.
Reveille, roll call, and orders to march—these sounds begin the day at boot camp.
30. Use an emphatic appositive at the end of a sentence, following a colon: Withholding an idea
that you wish to repeat until the end builds a sentence to a climax and provides a pattern for a
forceful, emphatic appositive at the end of the sentence. Where it practically shouts for the
reader’s attention. Use the colon in this pattern. It has more formality, and it usually comes
before a rather long appositive.
EX: Anyone learning to drive a standard transmission should learn one thing first: how
to let the clutch out slowly.
31. Use an emphatic appositive at the end of a sentence, following a dash: For variation from
pattern #30, especially for a more informal construction, you may use a dash instead of the
colon before a short, emphatic appositive at the end of a sentence. Dashes almost always
precede a short, climactic appositive: whereas, a colon will generally precede longer
appositives.
EX: High School students dread one test above all others—the SATs.
32. Use an internal series of appositives or modifiers, enclosed by a pair of dashes: Appositives
will re-name and modifiers will describe something named elsewhere in the sentence. Because
this kind of series serves as a dramatic interruption within the sentence and may even have
commas, you must use the dash before it and a dash after it.
EX: Young Gerald—handsome, dashing, debonair—kept all the ladies’ attention.
33. Open with a nominative absolute: A nominative absolute consists of a noun + a participle. In
its absolute capacity, it has no grammatical connection to the rest of the sentence. It operates
as a separate entity and provides further information without modifying anything. A comma
always separates the nominative absolute from the main part of the sentence. Writers use the
nominative absolute effectively in descriptive and narrative prose for adding detail or
parenthetical material.
EX: His blanket torn and his finger burnt, Linus cried on Charlie Brown’s
shoulder.
34. Use parallel structure in words, phrases, clauses, and sentences: Creating parallel construction
shows the reader that two or more elements are equally important. Be certain to use the same
grammatical elements in a series. Parallelism expresses symmetry.
EX: “Ask not what your country can do for you but what you can do for your
country.”
“………a government of the people, by the people, and for the
people shall not perish…”
35. Use a periodic sentence: In a periodic sentence, pushing the complete thought to the end of
the sentence. This pattern proves quite effective for emphasis or suspense. This sentence can
be used effectively to summarize ideas in a conclusion.
EX: Because professors’ salaries have increased, because buildings are costly to
build and maintain, and because government funding has decreased,
universities have raised tuition.
Practice Exercises: SENTENCE CONSTRUCTION REVIEW
A. Combine these sentences by using appositives, verbals, (participals, gerunds, infinitives), or
single word modifiers.
1. Lake Placid was the site of the 1980 Winter Olympics. It is a popular resort in both summer
and winter.
2. Wayne was chosen for a role in the play. He learned his character’s lines quickly.
3. I discussed the issue with the guest lecturer. I disagreed with her position.
4. The children were fascinated. They watched the deer feed by the edge of the field.
5. The golfer lost. He walked slowly back to the clubhouse.
6. Ned’s hobby is collecting baseball cards. His hobby has been very profitable.
7. The trapeze artist received a standing ovation. He completed an incredible feat.
8. The boy proudly blew his trumpet. It was his most treasured possession.
9. The document was yellowed with age. It contained the information we needed.
10. The reporter interviewed several people. He felt ready to write the article.
11. Her responsibility was handling all incoming calls and correspondence. These jobs took a
good portion of each working day.
12. Anne glanced at the line of clouds. The clouds looked threatening.
B. Coordinate these sentences by writing a compound sentence without using “and”, “but”, “so”.
1. Usually the lake is still. Today it is in constant motion.
2. Katherine looked after the children. Her mother was sick.
3. On Tuesday I must study science. On Wednesday I must study English.
4. Stewart had never learned to swim. He drowned when the boat overturned.
5. The audience waited expectantly. The rock group did not appear.
6. Boy Scouts have a fine motto. Boy Scouts believe that they should “Be Prepared”.
7. My uncle collects classic cars. He owns a ’55 T Bird in mint condition.
C. Subordinate these sentences. Do NOT use “so”.
1. The match suddenly came to an end. The weary challenger fell against the rope.
2. The scaffolding had been set up beside the church. A workman had fallen off the
scaffolding.
3. Jack Ham is enshrined in the Professional Football Hall of Fame. He is from Johnstown. He
played for the Pittsburgh Steelers.
4. I should be able to get a good job. I have gotten good grades in school.
5. The man was our insurance agent. I hit his car.