Download 3__Answering_on_sentence_structure

Answering questions about sentence structures
Questions will sometimes ask you about sentence structures. Questions
of this type will ALWAYS need you to do the following:
 Identify a feature of STRUCTURE – this means the way the sentence
is organised, for example: punctuation, word order, use of
conjunctions, word-types used (or left out)
 Explain HOW this structure is linked to the meaning of the sentence,
or key ideas in the sentence.
Be on the lookout for STRUCTURE questions which do not actually
mention sentence structure. For example, you might be asked to explain
the writer’s technique or style of writing. This might involve explaining a
type of sentence, use of particular punctuation, etc.
You may also be asked questions about a specific (i.e. named) aspect of
sentence structure or grammar: for example, the use of dashes
(parenthesis), use of three dots (ellipsis). In questions of this type, you
must also:
 Explain the FUNCTION of the grammatical feature of the sentence this means WHY it is used.
You can prepare yourself for questions on STRUCTURE by being clear
about different grammatical points and how you recognise them. Here are
key grammatical features that you should be able to explain. Revise them
and why they are used:
Exclamation mark ( ! ) – to indicate a strong feeling or mood
Question mark ( ? ) – to indicate uncertainty or questioning
Semi-colon ( ; ) – to divide a complex sentence consisting of two (or more)
simple sentences in place of using a conjunction OR a full stop.
Colon ( : ) – to divide a sentence with a major punctuation break. This is
usually a statement followed by ONE of the following after the colon: a
list of points/ examples; a quotation; further information which develops
the main point before the colon; or, a definition.
Comma ( , ) – to subdivide a complex sentence into phrases or clauses, to
allow the sentence to make clear sense; also it can be used in lists, or
marking parenthesis by a pair of commas (see below).
Ellipsis ( . . . ) – to indicate uncertainty or open-endedness or
incompleteness in a statement. It also can suggest a long pause.
Dash ( - ) – to indicate a long pause between two statements within the
same complex sentence. This pause usually is used to indicates a long
pause to highlight a key idea in the statement after the pause. It can also
be used to suggest an afterthought which is being added onto the main
statement before the dash. [note: some writers will also use a dash at the
end of a sentence to indicate incompleteness, in the same way as . . . is
used]
Questions about sentence structures may also involve an explanation of
the following sentence types.
Commands (instructions, advice, orders etc) - here the verb comes first,
for example: Go to the school office.
Rhetorical questions – here there is a question which the writer then
goes on to answer. It s used to introduce an n idea which the writer wants
you to think about, for example: Do we agree that identity cards will
help to reduce crime? The evidence from other countries is that …
Parenthesis – here the writer inserts an additional comment, piece of
information, or personal response. It is marked by brackets, or a pair of
dashes, or a pair of commas, for example: Cromwell (known as Old
Ironsides) created the New Model Army in the 1640s.
Complex sentences listing points – here the writer builds up information,
or develops a point, or highlights an idea, or sets out an argument by
including TWO or more points in the same sentence. Sometimes the
writer will also end on a conclusion. For example: Brightly coloured fish
darted, twisted and turned, and a large shark swam towards the
glass, then veered away while tourists peered in wonder.
Sentences beginning with conjunctions – here the writer highlights a key
idea by making a new sentence where a conjunction happens (rather than
continuing as one sentence) for example: Mr McDonald glared at Susan
for what seemed an age. And then he growled, “What do you mean
you’ve lost your homework?”
Sentences using repetition to highlight an idea – here a particular word
or phrase is used more than once, for example: She ran to the office,
she ran to the French classroom, and then she ran to the auditorium,
but she still could not find where she had left her schoolbag.
Short sentences - used to state an idea in a simple way, and also to make
a clear assertion or declaration of an idea. This is sometimes also used by
writers as a contrast with longer, complex sentences. You may be
tempted to leave revision to the night before, and then cram it all
into one concentrated effort. Don’t!
One last point about sentences: you might be asked to explain what is
unusual or unexpected about a particular sentence (or even just asked to
comment on a sentence where you have to explain WHAT is unusual etc.).
Here you should do the following:
 Compare the sentence(s) in question to the typical (usual) sentence
structure of SUBJECT + VERB + OBJECT. For example:
The dog [SUBJECT] chased [VERB] the cat [OBJECT].
The cat [SUBJECT]
ran away [VERB] .
 Now look for anything unusual. For example, does the sentence have
the usual main components? Example:
The clink of glasses, popping corks, handshakes all round, broad
smiles on faces. [Note - NO VERB}
There are many other possibilities: for example, using a lot of adjectives
or adverbs, using verbs without a subject, an unusual word order. You
need to be on the look-out for any striking feature of the writer’s style
of writing. You can do this by looking at what types of words and
structures are used, and comparing them to the basic sentence structure
of SUBJECT + VERB (+ OBJECT).