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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).