{"id":939,"date":"2016-04-14T15:58:10","date_gmt":"2016-04-14T15:58:10","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&#038;p=939"},"modified":"2016-08-29T18:30:01","modified_gmt":"2016-08-29T18:30:01","slug":"outcome-sentence-structure-4-7","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-mcc-college-composition\/chapter\/outcome-sentence-structure-4-7\/","title":{"raw":"Sentence Structure","rendered":"Sentence Structure"},"content":{"raw":"<h2>Introduction<\/h2>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>identify common sentence structures<\/li>\r\n \t<li>identify sentence punctuation patterns<\/li>\r\n \t<li>identify run-on sentences<\/li>\r\n \t<li>identify sentence fragments<\/li>\r\n \t<li>identify parallel structure<\/li>\r\n<\/ul>\r\n<\/div>\r\nIt's important to have variety in your sentence length and structure. This quote\u00a0from\u00a0Gary Provost illustrates why:\r\n<blockquote>This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It's like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals--sounds that say listen to this, it is important.\r\n\r\nSo write with a combination of short, medium, and long sentences. Create a sound that pleases the reader's ear. Don't just write words. Write music.[footnote]Provost, Gary. <i>100 Ways to Improve Your Writing<\/i>,\u00a0Signet:1985, pp. 60\u201361.[\/footnote]<\/blockquote>\r\nYou can also listen to the difference in the video below:\r\n\r\nhttps:\/\/youtu.be\/k7ccnFw84cQ\r\n\r\nIn order to create this variety, you need to know how sentences work and how to create them. In this outcome we will\u00a0identify the parts of sentences and learn how they fit together to create music in writing.\r\n\r\n<hr \/>\r\n\r\n<h2>Basic Parts of a Sentence<\/h2>\r\nEvery sentence has\u00a0a subject and a predicate.\u00a0The subject of a sentence is the noun, pronoun, or phrase or clause the sentence is about:\r\n<ul>\r\n \t<li>Einstein's general <strong>theory<\/strong> of relativity has been subjected to many tests of validity over the years.<\/li>\r\n \t<li>Although a majority of caffeine drinkers think of it as a stimulant, heavy <strong>users<\/strong> of caffeine say the substance relaxes them.<\/li>\r\n \t<li>In a secure landfill, the <strong>soil<\/strong> on top and the <strong>cover<\/strong> block storm water intrusion into the landfill.\u00a0<em>(compound subject)<\/em><\/li>\r\n<\/ul>\r\nThe predicate is the rest of the sentence after the subject:\r\n<ul>\r\n \t<li>The pressure in a pressured water reactor <strong>varies from system to system.<\/strong><\/li>\r\n \t<li>The pressure <strong>is maintained at about 2250 pounds per square inch to prevent steam from forming.<\/strong><\/li>\r\n \t<li>The pressure <strong>is then lowered to form steam at about 600 pounds per square inch.<\/strong><\/li>\r\n \t<li>In contrast, a boiling water reactor <strong>operates at constant pressure.<\/strong><\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the subject and predicate of each sentence:\r\n<ol>\r\n \t<li>Daniel and I are going to go to Hawaii for three weeks.<\/li>\r\n \t<li>Raquel will\u00a0watch the dogs while we're on vacation.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"510252\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"510252\"]\r\n<ol>\r\n \t<li>\"Daniel and I\" is the subject. The rest of the sentence, \"are going to go to Hawaii for three weeks,\" is the predicate.<\/li>\r\n \t<li>\"Raquel\" is the subject. The rest of the sentence, \"will\u00a0watch the dogs while we're on vacation,\" is the predicate.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\nA predicate\u00a0can include the verb, a direct object, and an indirect object.\r\n<h3>Direct Object<\/h3>\r\nA direct object\u2014a noun, pronoun, phrase, or clause acting as a noun\u2014takes the action of the main verb. A direct object can be identified by putting <em>what?<\/em>, <em>which?<\/em>, or <em>whom?<\/em> in its place.\r\n<ul>\r\n \t<li>The housing assembly of a mechanical pencil contains the mechanical <strong>workings<\/strong> of the pencil.\r\n<ul>\r\n \t<li>The action (<em>contains<\/em>) is directly happening to the object (<em>workings<\/em>).<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Lavoisier used curved glass <strong>discs<\/strong> fastened together at their rims, with wine filling the space between, to focus the sun's rays to attain temperatures of 3000\u00b0 F.\r\n<ul>\r\n \t<li>The action (<em>used<\/em>) is directly happening to the object (<em>discs<\/em>).<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>A 20 percent fluctuation in average global temperature could reduce biological <strong>activity<\/strong>, shift weather <strong>patterns<\/strong>, and ruin <strong>agriculture<\/strong>.\u00a0<em>(compound direct object)<\/em>\r\n<ul>\r\n \t<li>The actions are\u00a0directly happening to multiple\u00a0objects:\u00a0<em>reduce activity<\/em>,\u00a0<em>shift patterns<\/em>, and\u00a0<em>ruin agriculture<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>On Mariners 6 and 7, the two-axis scan platforms provided much more <strong>capability<\/strong> and <strong>flexibility<\/strong> for the scientific payload than those of Mariner 4.\u00a0<em>(compound direct object)<\/em>\r\n<ul>\r\n \t<li>The action (<em>provided<\/em>) is directly happening to multiple\u00a0objects (<em>capability\u00a0<\/em>and<em> flexibility<\/em>).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Indirect Object<\/h3>\r\nAn indirect object\u2014a noun, pronoun, phrase, or clause acting as a noun\u2014receives the action expressed in the sentence. It can be identified by inserting <em>to<\/em> or <em>for<\/em>.\r\n<ul>\r\n \t<li>The company is designing\u00a0senior <strong>citizens<\/strong> a new walkway to the park area.\r\n<ul>\r\n \t<li>The company is not designing new models of senior citizens; they are designing a new walkway\u00a0<em>for<\/em> senior citizens. Thus, senior citizens is the indirect object of this sentence.<\/li>\r\n \t<li><em>Walkway<\/em>\u00a0is the direct object of this sentence, since it is the thing being designed.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Please\u00a0send\u00a0the personnel <strong>office<\/strong> a resume so we can further review your candidacy.\r\n<ul>\r\n \t<li>You are not being asked to send the office somewhere; you're being asked to send a resume\u00a0<em>to<\/em> the office. Thus, the personnel office is the indirect object of this sentence.<\/li>\r\n \t<li><em>Resume<\/em>\u00a0is the direct object of this sentence, since it is the thing you should send.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nAre the bolded words in the\u00a0sentences below direct or indirect objects?\r\n<ol>\r\n \t<li>We all got together to throw <strong>Caitlin<\/strong>\u00a0a surprise birthday <strong>party<\/strong>.<\/li>\r\n \t<li>Francisco\u00a0was in charge of getting <strong>decorations<\/strong>.<\/li>\r\n \t<li>Harrison distracted <strong>her<\/strong> while we hid.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"963665\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"963665\"]\r\n<ol>\r\n \t<li><em>Caitlin<\/em> is an indirect object;\u00a0<em>party<\/em> is a direct object.<\/li>\r\n \t<li><em>Decorations <\/em>is a direct object.<\/li>\r\n \t<li><em>Her<\/em>\u00a0is a direct object.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h3>Phrases and Clauses<\/h3>\r\nPhrases and clauses are groups of words that act as a unit and perform a single function within a sentence. A phrase may have a partial subject or verb but not both; a dependent clause has both a subject and a verb (but is not a complete sentence). Here are a few examples (not all phrases are highlighted because some are embedded in others):\r\n<table>\r\n<thead>\r\n<tr>\r\n<th>Phrases<\/th>\r\n<th>Clauses<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td valign=\"top\">Electricity has to do <strong>with those physical phenomena<\/strong> involving electrical charges and their effects when <strong>in motion<\/strong> and when <strong>at rest<\/strong>.(<em>involving electrical charges and their effects<\/em> is also a phrase.)<\/td>\r\n<td valign=\"top\">Electricity manifests itself as a force of attraction, independent of gravitational and short-range nuclear attraction, <strong>when two oppositely charged bodies are brought close to one another<\/strong>.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td valign=\"top\"><strong>In 1833<\/strong>, Faraday's experimentation\u00a0<strong>with electrolysis<\/strong> indicated a natural unit <strong>of electrical charge<\/strong>, thus\u00a0<strong>pointing to a discrete rather than continuous charge<\/strong>.\u00a0(<em>to a discrete rather than continuous charge<\/em> is also a phrase.)<\/td>\r\n<td valign=\"top\"><strong>Since the frequency is the speed of sound divided by the wavelength<\/strong>, a shorter wavelength means a higher wavelength.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td valign=\"top\">The symbol that denotes a connection <strong>to the grounding conductor<\/strong> is three parallel horizontal lines, each of the lower ones <strong>being shorter than the one above it<\/strong>.<\/td>\r\n<td valign=\"top\">Nuclear units planned or in construction have a total capacity of 186,998 KW, <strong>which, if current plans hold, will bring nuclear capacity to about 22% of all electrical capacity by 1995<\/strong>.\u00a0(<em>if current plans hold<\/em> is a clause within a clause)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThere are two types of clauses: dependent and independent. A dependent clauses is dependent on something else: it cannot stand on its own. An independent clause, on the other hand, is free to stand by itself.\r\n\r\nSo how can you tell if a clause is dependent or independent?\u00a0Let's take a look at the clauses from the table above:\r\n<ul>\r\n \t<li>when two oppositely charged bodies are brought close to one another<\/li>\r\n \t<li>Since the frequency is the speed of sound divided by the wavelength<\/li>\r\n \t<li>which, if current plans hold, will bring nuclear capacity to about 22% of all electrical capacity by 1995<\/li>\r\n<\/ul>\r\nAll of these clauses are dependent clauses. We can tell because of the words\u00a0<em>when<\/em>,\u00a0<em>since<\/em>, and <em>which<\/em>.\u00a0Words like\u00a0<em>since<\/em>,\u00a0<em>when<\/em>, and\u00a0<em>because<\/em> turn an independent clause into a dependent clause. For example \"I was a little girl in 1995\" is an independent clause, but \"Because I was a little girl in 1995\" is a dependent clause. This class of word includes the following:\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td>after<\/td>\r\n<td>although<\/td>\r\n<td>as<\/td>\r\n<td>as far as<\/td>\r\n<td>as if<\/td>\r\n<td>as long as<\/td>\r\n<td>as soon as<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>as though<\/td>\r\n<td>because<\/td>\r\n<td>before<\/td>\r\n<td>even if<\/td>\r\n<td>even though<\/td>\r\n<td>every time<\/td>\r\n<td>if<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>in order that<\/td>\r\n<td>since<\/td>\r\n<td>so<\/td>\r\n<td>so that<\/td>\r\n<td>than<\/td>\r\n<td>though<\/td>\r\n<td>unless<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>until<\/td>\r\n<td>when<\/td>\r\n<td>whenever<\/td>\r\n<td>where<\/td>\r\n<td>whereas<\/td>\r\n<td>wherever<\/td>\r\n<td>\u00a0while<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nAre the following items phrases, dependent clauses, or independent clauses?\r\n<ol>\r\n \t<li>Because Dante\u00a0won the classical performance\u00a0competition<\/li>\r\n \t<li>That thing over there looks really suspicious<\/li>\r\n \t<li>Why I can't I do that<\/li>\r\n \t<li>Swimming across the English Channel in nearly twenty-three hours<\/li>\r\n \t<li>Whenever I\u00a0see Alice and Armando's Instagram account,\u00a0<em>The Two of Us<\/em><\/li>\r\n<\/ol>\r\n[reveal-answer q=\"674149\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"674149\"]\r\n<ol>\r\n \t<li>This is a dependent clause; the conjunction\u00a0<em>because<\/em>\u00a0turns an independent clause into a dependent.<\/li>\r\n \t<li>This is an independent clause. It can stand as its own as a sentence, which means there should be a period at the end.<\/li>\r\n \t<li>This is an independent clause. It can stand as its own as a sentence. It is also a question, which means it should have a question mark at the end.<\/li>\r\n \t<li>This is a phrase; there is only a subject, not a verb. (Remember, <em>swimming<\/em> in this phrase is a gerund, which acts as a noun!)<\/li>\r\n \t<li>This is a dependent clause; the conjunction <em>whenever<\/em>\u00a0turns an independent clause into a dependent.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Common Sentence Structures<\/h2>\r\n<h3>Basic Sentence Patterns<\/h3>\r\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span><\/h4>\r\nThe simplest of sentence patterns is composed of a <span style=\"color: #0000ff;\"><strong>subject<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>verb<\/strong><\/span> without a direct object or subject complement. It uses an <strong>intransitive verb<\/strong>, that is, a verb requiring no direct object:\r\n<ul>\r\n \t<li>Control <span style=\"color: #0000ff;\"><strong>rods<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>remain<\/strong><\/span> inside the fuel assembly of the reactor.<\/li>\r\n \t<li>The <span style=\"color: #0000ff;\"><strong>development<\/strong><\/span> of wind power practically <span style=\"color: #ff0000;\"><strong>ceased<\/strong><\/span> until the early 1970s.<\/li>\r\n \t<li>The <span style=\"color: #0000ff;\"><strong>cross-member<\/strong><\/span> exposed to abnormal stress eventually <span style=\"color: #ff0000;\"><strong>broke<\/strong><\/span>.<\/li>\r\n \t<li>Only two <span style=\"color: #0000ff;\"><strong>types<\/strong><\/span> of charge <span style=\"color: #ff0000;\"><strong>exist<\/strong><\/span> in nature.<\/li>\r\n<\/ul>\r\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span> + <span style=\"color: #800080;\">direct object<\/span><\/h4>\r\nAnother common sentence pattern uses the <span style=\"color: #800080;\"><strong>direct object<\/strong><\/span>:\r\n<ul>\r\n \t<li><span style=\"color: #0000ff;\"><strong>Silicon<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>conducts<\/strong><\/span> <span style=\"color: #800080;\"><strong>electricity<\/strong><\/span> in an unusual way.<\/li>\r\n \t<li>The anti-reflective <span style=\"color: #0000ff;\"><strong>coating<\/strong><\/span> on the the silicon cell <span style=\"color: #ff0000;\"><strong>reduces<\/strong><\/span> <span style=\"color: #800080;\"><strong>reflection<\/strong><\/span> from 32 to 22 percent.<\/li>\r\n<\/ul>\r\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span> + <span style=\"color: #339966;\">indirect object<\/span> + <span style=\"color: #800080;\">direct object<\/span><\/h4>\r\nThe sentence pattern with the <span style=\"color: #339966;\"><strong><span style=\"color: #339966;\">indirect<\/span> object<\/strong><\/span> and <span style=\"color: #800080;\"><strong>direct object<\/strong><\/span> is similar to the preceding pattern:\r\n<ul>\r\n \t<li><span style=\"color: #0000ff;\"><strong>I<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>am writing<\/strong><\/span> <span style=\"color: #339966;\"><strong>her<\/strong><\/span> about a number of <span style=\"color: #800080;\"><strong>problems<\/strong><\/span> that I have had with my computer.<\/li>\r\n \t<li><span style=\"color: #0000ff;\"><strong>Austin, Texas<\/strong><\/span>, <span style=\"color: #ff0000;\"><strong>has<\/strong><\/span> recently <span style=\"color: #ff0000;\"><strong>built<\/strong><\/span> its <span style=\"color: #339966;\"><strong>citizens<\/strong><\/span> a <span style=\"color: #800080;\"><strong>system<\/strong><\/span> of bike lanes.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the basic sentence pattern of the sentences below:\r\n<ol>\r\n \t<li>All amplitude-modulation (AM) receivers work in the same way.<\/li>\r\n \t<li>The supervisor mailed the applicant a description of the job.<\/li>\r\n \t<li>We have mailed the balance of the payment in this letter.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"77635\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"77635\"]\r\n<ol>\r\n \t<li>This is a subject + verb sentence:\r\n<ul>\r\n \t<li>All amplitude-modulation (AM) <span style=\"color: #0000ff;\"><strong>receivers<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>work<\/strong><\/span> in the same way.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This is a\u00a0subject + verb + indirect object + direct object sentence:\r\n<ul>\r\n \t<li>The <span style=\"color: #0000ff;\"><strong>supervisor<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>mailed<\/strong><\/span> the <span style=\"color: #339966;\"><strong>applicant<\/strong><\/span> a <span style=\"color: #800080;\"><strong>description<\/strong><\/span> of the job.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This is a\u00a0subject + verb + direct object sentence:\r\n<ul>\r\n \t<li><span style=\"color: #0000ff;\"><strong>We<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>have mailed<\/strong><\/span>\u00a0the <strong><span style=\"color: #800080;\">balance<\/span><\/strong> of the payment in this letter.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h3>Sentence Types<\/h3>\r\n<h4>Simple Sentences<\/h4>\r\nA simple sentence is one that contains a\u00a0<span style=\"color: #0000ff;\"><strong>subject<\/strong><\/span> and a\u00a0<span style=\"color: #ff0000;\"><strong>verb<\/strong><\/span>\u00a0and no other independent or dependent clause.\r\n<ul>\r\n \t<li><span style=\"color: #0000ff;\"><strong>One<\/strong><\/span> of the tubes <span style=\"color: #ff0000;\"><strong>is attached<\/strong><\/span> to the manometer part of the instrument indicating the pressure of the air within the cuff.<\/li>\r\n \t<li>There <span style=\"color: #ff0000;\"><strong>are<\/strong><\/span> basically two <span style=\"color: #0000ff;\"><strong>types<\/strong><\/span> of stethoscopes.\r\n<ul>\r\n \t<li>In this sentence, the subject and verb are inverted; that is, the verb comes before the subject. However, it is still classified as a simple sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>To measure blood pressure, a\u00a0<span style=\"color: #0000ff;\"><strong>sphygmomanometer<\/strong><\/span> and a <span style=\"color: #0000ff;\"><strong>stethoscope<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>are needed<\/strong><\/span>.\r\n<ul>\r\n \t<li>This\u00a0sentence has a compound subject\u2014that is, there are two subjects\u2014but it is still classified as a simple sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nCommand sentences are a\u00a0subtype of simple sentences. These sentences are unique because they don't actually have a subject:\r\n<ul>\r\n \t<li><span style=\"color: #ff0000;\"><strong>Clean<\/strong><\/span> the dishes.<\/li>\r\n \t<li><span style=\"color: #ff0000;\"><strong>Make<\/strong><\/span> sure to take good notes today.<\/li>\r\n \t<li>After completing the reading, <span style=\"color: #ff0000;\"><strong>answer<\/strong><\/span> the following questions.<\/li>\r\n<\/ul>\r\nIn each of these sentences, there is an implied subject:\u00a0<em>you<\/em>. These sentences are instructing the\u00a0reader to complete a task.\u00a0Command sentences are the only sentences in English that are complete without a subject.\r\n<h4>Compound Predicates<\/h4>\r\nA <span style=\"color: #ff0000;\"><strong>predicate<\/strong><\/span> is everything in the verb part of the sentence after the subject (unless the sentence uses inverted word order). A <em>compound predicate<\/em> is two or more predicates joined by a coordinating conjunction. Traditionally, the conjunction in a sentence consisting of just two compound predicates is not punctuated.\r\n<ul>\r\n \t<li>Another library media specialist <span style=\"color: #ff0000;\"><strong>has been using Accelerated Reader for ten years<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>has seen great results<\/strong><\/span>.<\/li>\r\n \t<li>This cell phone app lets users <span style=\"color: #ff0000;\"><strong>share pictures instantly with followers<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>categorize photos with hashtags<\/strong><\/span>.<\/li>\r\n<\/ul>\r\n<h4>Compound Sentences<\/h4>\r\nA compound sentence is made up of two or more <em>independent clauses<\/em> joined by a <span style=\"text-decoration: underline;\">coordinating conjunction<\/span> (and, or, nor, but, yet, for) and a comma, an adverbial conjunction and a semicolon, or just a semicolon.\r\n<ul>\r\n \t<li>In sphygmomanometers, too narrow a cuff can result in erroneously high readings, <span style=\"text-decoration: underline;\">and<\/span> too wide a cuff can result in erroneously low readings.<\/li>\r\n \t<li>Some cuff hook together<span style=\"text-decoration: underline;\">;<\/span> others wrap or snap into place.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the type of each sentence below:\r\n<ol>\r\n \t<li>The sphygmomanometer is usually covered with cloth and has two rubber tubes attached to it.<\/li>\r\n \t<li>There are several types of sentences; using different types can keep your writing lively.<\/li>\r\n \t<li>Words, sentences, and paragraphs are all combined to create a book.<\/li>\r\n \t<li>Read the following examples.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"745490\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"745490\"]Put Answer Here\r\n<ol>\r\n \t<li>This sentence has a compound predicate\u2014that is, there are two predicates, joined with the conjunction <em>and<\/em>:\r\n<ul>\r\n \t<li>is usually covered with cloth<\/li>\r\n \t<li>has two rubber tubes attached to it<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This is a compound sentence. There are two independent clauses joined together by a semicolon.<\/li>\r\n \t<li>This is a simple sentence with a compound subject.\r\n<ul>\r\n \t<li>Subject:\u00a0Words, sentences, and paragraphs<\/li>\r\n \t<li>Predicate:\u00a0are all combined to create a book<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This is a command sentence. It has\u00a0the implied (not stated) subject\u00a0<em>you<\/em>.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Sentence Punctuation Patterns<\/h2>\r\nWhile there are infinite possibilities for sentence construction, let's take a look at some of the most common punctuation\u00a0patterns in sentences. In order to do this, let's first look at this passage about Queen Elizabeth I. You don't need to pay attention to the words: just look at the punctuation.\r\n\r\n[caption id=\"attachment_2384\" align=\"alignright\" width=\"300\"]<img class=\"wp-image-2384\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21235204\/410px-Darnley_stage_3-e1466553143849.jpg\" alt=\"a painting of queen elizabeth the first.\" width=\"300\" height=\"353\" \/> The \"Darnley Portrait\" of Elizabeth I of England[\/caption]\r\n<p style=\"padding-left: 30px;\">Elizabeth I was Queen of England and Ireland from 17 November 1558 until her death on March 24, 1603. Elizabeth was the daughter of Henry VIII and Anne Boleyn, his second wife, who was executed two and a half years after Elizabeth's birth.\u00a0Sometimes called The Virgin Queen, the childless Elizabeth was the fifth and last monarch of the Tudor dynasty.<\/p>\r\n<p style=\"padding-left: 30px;\">Elizabeth's reign is known as the Elizabethan era. The period is famous for the flourishing of English drama, led by playwrights (such as William Shakespeare and Christopher Marlowe) and for the seafaring prowess of English adventurers (such as Francis Drake). Towards the end of her reign, a series of economic and military problems weakened her popularity. Elizabeth is acknowledged as a charismatic performer and a dogged survivor in an era when government was ramshackle and limited, and when monarchs in neighboring countries faced internal problems that jeopardized their thrones. After the short reigns of Elizabeth's half-siblings, her 44 years on the throne provided welcome stability for the kingdom and helped forge a sense of national identity.<\/p>\r\nNow let's look at the passage\u00a0with the words removed:\r\n<p style=\"padding-left: 30px;\">____________________________________________________________________, ____. ____________________________,\u00a0__________, ______________________________________. _________________, ___________________________________________________.<\/p>\r\n<p style=\"padding-left: 30px;\">__________________________________. ________________________________________, ___________ (____________________________________)\u00a0____________________________________ (________________). ________________, _______________________________________________. _________________________________________________________________________________, __________________________________________________________________. ________________________, __________________________________________________.<\/p>\r\nAs you can see, this passage\u00a0has a fairly simple punctuation structure. It simply uses periods, commas, and parentheses. These three marks are the most common punctuation you will see. Some other common sentence patterns include the following:\r\n<ul>\r\n \t<li>________; ________.\r\n<ul>\r\n \t<li>Elizabeth was baptized on 10 September; Archbishop Thomas Cranmer stood as one of her godparents.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>________; however, ________.\r\n<ul>\r\n \t<li>The English took the defeat of the armada\u00a0as a symbol of God's favor;\u00a0however, this\u00a0victory was not a turning point in the war.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>________: ____, ____, and ____.\r\n<ul>\r\n \t<li>The period is famous for the flourishing of English drama, led by several well-known playwrights: William Shakespeare, Christopher Marlowe, and\u00a0Francis Beaumont.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>Run-on Sentences<\/h2>\r\nA\u00a0<i>run-on<\/i> sentence is a sentence that goes on and on and needs to be broken up.\u00a0Run-on sentences occur when\u00a0two or more independent clauses\u00a0are improperly joined. (We talked about\u00a0clauses in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/chapter\/text-parts-of-a-sentence\/\" target=\"_blank\">Text: Parts of a Sentence<\/a>.)\u00a0One type of run-on that you've probably heard of is the <i>comma splice<\/i>, in which two independent clauses\u00a0are joined by a comma without a coordinating conjunction (<i>and<\/i>, <i>or<\/i>,\u00a0<i>but<\/i>, etc.).\r\n\r\nLet's look at a few examples of run-on sentences:\r\n<ul>\r\n \t<li>Often,\u00a0choosing a topic for a paper is the hardest part\u00a0it's a lot easier after that.<\/li>\r\n \t<li>Sometimes, books do not have the most complete information, it is a good idea then to look for articles in specialized periodicals.<\/li>\r\n \t<li>She loves skiing but he doesn't.<\/li>\r\n<\/ul>\r\nAll three of these have two independent clauses. Each clause should be separated from another with a period, a semicolon, or a comma and a coordinating conjunction:\r\n<ul>\r\n \t<li>Often,\u00a0choosing a topic for a paper is the hardest part. It's a lot easier after that.<\/li>\r\n \t<li>Sometimes, books do not have the most complete information; it is a good idea then to look for articles in specialized periodicals.<\/li>\r\n \t<li>She loves skiing, but he doesn't.<\/li>\r\n<\/ul>\r\n<h3>Common Causes of\u00a0Run-Ons<\/h3>\r\nWe often write run-on sentences because we sense that the sentences involved are closely related and dividing them with a period just doesn't seem right. We may also write them because the parts seem to short to need any division, like in \"She loves skiing but he doesn't.\" However, \"She loves skiing\" and \"he doesn't\" are both independent clauses, so they need to be divided by a comma and a coordinating conjunction\u2014not just a coordinating conjunction by itself.\r\n\r\nAnother common cause of run-on sentences is mistaking\u00a0adverbial conjunctions for\u00a0coordinating conjunctions. For example if we were to write, \"She loved skiing, however he didn't,\" we would have produced a comma splice. The correct sentence would be \"She loved skiing; however, he didn't.\"\r\n<h3>Fixing\u00a0Run-On Sentences<\/h3>\r\nBefore you can fix a run-on sentence, you'll need to identify the problem. When you write, carefully look at each part of every\u00a0sentence. Are the parts independent\u00a0clauses,\u00a0or are they dependent clauses or\u00a0phrases? Remember, only independent clauses can stand on their own. This also means they have to stand on their own; they can't run together without correct punctuation.\r\n\r\nLet's take a look at a few run-on sentences and their revisions:\r\n<ol>\r\n \t<li>Most of the hours I've earned toward my associate's degree do not transfer, however, I do have at least some hours the University will accept.<\/li>\r\n \t<li>The opposite is true of stronger types of stainless steel they tend to be more susceptible to rust.<\/li>\r\n \t<li>Some people were highly educated professionals, others were from small villages in underdeveloped countries.<\/li>\r\n<\/ol>\r\nLet's start with the first sentence. This is a comma-splice sentence. The\u00a0adverbial conjunction\u00a0<em>however<\/em> is being treated like a coordinating conjunction. There are two easy fixes to this problem. The first is to turn the comma before\u00a0<em>however<\/em> into a period. If this feels like too\u00a0hard of a stop between ideas, you can change the comma into a semicolon instead.\r\n<ul>\r\n \t<li>Most of the hours I've earned toward my associate's degree do not transfer. However, I do have at least some hours the University will accept.<\/li>\r\n \t<li>Most of the hours I've earned toward my associate's degree do not transfer; however, I do have at least some hours the University will accept.<\/li>\r\n<\/ul>\r\nThe second sentence is a run-on as well. \"The opposite is true of stronger types of stainless steel\" and \"they tend to be more susceptible to rust.\" are both independent clauses. The two clauses\u00a0are very closely related, and the second clarifies the information provided in the first. The best solution is to insert a colon between the two clauses:\r\n<p style=\"padding-left: 30px;\">The opposite is true of stronger types of stainless steel: they tend to be more susceptible to rust.<\/p>\r\nWhat about the last example? Once again we have two independent clauses. The two clauses provide contrasting information. Adding a conjunction could help the reader move from one kind of information to another. However, you may want that sharp contrast. Here are two\u00a0revision options:\r\n<ul>\r\n \t<li>Some people were highly educated professionals, while others were from small villages in underdeveloped countries.<\/li>\r\n \t<li>Some people were highly educated professionals. Others were from small villages in underdeveloped countries.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the run-on sentences in the following paragraph:\r\n<p style=\"padding-left: 30px;\">I had the craziest dream the other night. My cousin Jacob and I were on the run from the law. Apparently we were wizards\u00a0and the law was cracking down on magic. So, we obviously had to go into hiding but I lost track of Jacob and then I got picked up by a cop. But I was able to convince him that the government was corrupt and that he should take me to my escape boat.<\/p>\r\n[reveal-answer q=\"877848\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"877848\"]The first two sentences are\u00a0grammatically sound. The next sentence, however, is not.\r\n<p style=\"padding-left: 30px;\">Apparently we were wizards\u00a0and the law was cracking down on magic.<\/p>\r\nThis sentence just needs a comma inserted before the word <em>and<\/em>:\u00a0Apparently we were wizards<strong>,<\/strong> and the law was cracking down on magic.\r\n\r\nLet's look at the next sentence:\r\n<p style=\"padding-left: 30px;\">So, we obviously had to go into hiding but I lost track of Jacob and then I got picked up by a cop.<\/p>\r\nThis is also a run-on sentence. While <em>So<\/em> at the beginning of the sentence is technically fine, it's unnecessary,\u00a0and many teachers dislike it as a transition word. There are three clauses in this run-on sentence, so there are a few different ways you could rework it:\r\n<ul>\r\n \t<li>We obviously had to go into hiding<strong>,<\/strong> but I lost track of Jacob. After that,\u00a0I got picked up by a cop.<\/li>\r\n \t<li>We obviously had to go into hiding. Unfortunately,\u00a0I had lost track of Jacob and had gotten picked up by a cop.<\/li>\r\n<\/ul>\r\nLet's look at the final sentence:\r\n<p style=\"padding-left: 30px;\">But I was able to convince him that the government was corrupt and that he should take me to my escape boat.<\/p>\r\nThis sentence is technically okay, but the\u00a0<em>but<\/em> at the start of the sentence is unnecessary, and it could be removed without affecting\u00a0the meaning of the sentence. Additionally, it may be helpful to clarify who\u00a0<em>he<\/em> is:\r\n<p style=\"padding-left: 30px;\">I was able to convince the cop that the government was corrupt and that he should take me to my escape boat.<\/p>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Sentence Fragments<\/h2>\r\nFragments are simply grammatically incomplete sentences\u2014they are phrases and dependent clauses. We talked about phrases and clauses a bit in the section \"Basic Parts of a Sentence\" above. These are\u00a0grammatical structures that cannot stand on their own: they need to be connected to an independent clause to\u00a0work in writing. So how can we tell the difference between a sentence and a sentence fragment? And how can we fix fragments when they already exist?\r\n<h3>Common Causes of Fragments<\/h3>\r\nPart of the reason we write in fragments is because we often speak that way. However, there is a difference between writing and speech, and it is important to write in full sentences. Additionally, fragments often\u00a0come about in writing because a\u00a0fragment\u00a0may already seem too long.\r\n\r\nNon-finite verbs\u00a0(gerunds, participles, and infinitives)\u00a0can often trip people up as well. Since non-finite verbs don't act like verbs, we don't count them as verbs when we're deciding if we have\u00a0a phrase or a clause.\u00a0Let's look at a few\u00a0examples of these:\r\n<ul>\r\n \t<li>Running away from my mother.<\/li>\r\n \t<li>To ensure your safety and security.<\/li>\r\n \t<li>Beaten down since day one.<\/li>\r\n<\/ul>\r\nEven though all of the above have non-finite verbs, they're phrases, not clauses. In order for these to be clauses, they would need an additional verb that acts as a verb in the sentence.\r\n\r\nWords like\u00a0<em>since<\/em>,\u00a0<em>when<\/em>, and\u00a0<em>because<\/em> turn an independent clause into a dependent clause. For example \"I was a little girl in 1995\" is an independent clause, but \"Because I was a little girl in 1995\" is a dependent clause. This class of word includes the following:\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td>after<\/td>\r\n<td>although<\/td>\r\n<td>as<\/td>\r\n<td>as far as<\/td>\r\n<td>as if<\/td>\r\n<td>as long as<\/td>\r\n<td>as soon as<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>as though<\/td>\r\n<td>because<\/td>\r\n<td>before<\/td>\r\n<td>even if<\/td>\r\n<td>even though<\/td>\r\n<td>every time<\/td>\r\n<td>if<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>in order that<\/td>\r\n<td>since<\/td>\r\n<td>so<\/td>\r\n<td>so that<\/td>\r\n<td>than<\/td>\r\n<td>though<\/td>\r\n<td>unless<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>until<\/td>\r\n<td>when<\/td>\r\n<td>whenever<\/td>\r\n<td>where<\/td>\r\n<td>whereas<\/td>\r\n<td>wherever<\/td>\r\n<td>\u00a0while<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe\u00a0words\u00a0<em>that\u00a0<\/em>and\u00a0<em>which<\/em> do the same type of thing as those listed above.\r\n\r\nCoordinating conjunctions (our FANBOYS) can also cause problems. If you start a sentence with a coordinating conjunction, make sure that it is followed\u00a0a complete clause, not just a phrase!\r\n<h3>Fixing Sentence Fragments<\/h3>\r\nLet's take a look at a couple of examples:\r\n<ol>\r\n \t<li>Ivana appeared at the committee meeting last week. And made a convincing presentation of her ideas about the new product.<\/li>\r\n \t<li>The committee considered her ideas for a new marketing strategy quite powerful. The best ideas that they had heard in years.<\/li>\r\n \t<li>She spent a full month evaluating his computer-based instructional materials. Which she eventually sent to her supervisor with the strongest of recommendations.<\/li>\r\n<\/ol>\r\nLet's look at the phrase \"And made a convincing presentation of her ideas about the new product\" in example\u00a0one. It's just that: a phrase. There is no subject in this phrase, so the easiest fix is to simply delete the period and combine the two statements:\r\n<p style=\"padding-left: 30px;\">Ivana appeared at the committee meeting last week and made a convincing presentation of her ideas about the new product.<\/p>\r\nLet's look at example\u00a0two. The phrase \"the best ideas they had heard in years\" is simply a phrase\u2014there is no verb contained in the phrase. By adding \"they were\" to the beginning of this phrase, we have turned the fragment into an independent clause, which can now stand on its own:\r\n<p style=\"padding-left: 30px;\">The committee considered her ideas for a new marketing strategy quite powerful; they were the best ideas that they had heard in years.<\/p>\r\nWhat about example\u00a0three? Let's look at the clause\u00a0\"Which she eventually sent to her supervisor with the strongest of recommendations.\" This is a\u00a0dependent clause; the word\u00a0<em>which<\/em>\u00a0signals this fact. If we change \"which she eventually\" to \"eventually, she,\" we also turn the dependent clause into an independent clause.\r\n<p style=\"padding-left: 30px;\">She spent a full month evaluating his computer-based instructional materials. Eventually, she sent the evaluation to her supervisor with the strongest of recommendations.<\/p>\r\n\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the fragments in the sentences below. Think about ways to fix the problem:\r\n<ol>\r\n \t<li>The corporation wants to begin a new marketing push in educational software. Although the more conservative executives of the firm are skeptical.<\/li>\r\n \t<li>In a proposal, you must include a number of sections. For example, a discussion of your personnel and their qualifications, your expectations concerning the schedule of the project, and a cost breakdown.<\/li>\r\n \t<li>The research team has completely reorganized the workload. Making sure that members work in areas of their own expertise and that no member is assigned proportionately too much work.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"361665\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"361665\"]Look at these revised sentences. Do they look about the way you think they should?\r\n<ol>\r\n \t<li>Although the more conservative executives of the firm are skeptical, the corporation wants to begin a new marketing push in educational software.\r\n<ul>\r\n \t<li>We moved the\u00a0dependent clause \"Although the more conservative executives of the firm are skeptical\" to the beginning of the sentence and linked it to the independent clause with a comma after it.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>In a proposal, you must include a number of sections: for example, a discussion of your personnel and their qualifications, your expectations concerning the schedule of the project, and a cost breakdown.\r\n<ul>\r\n \t<li>We simply changed the period before \"for example\" to a colon. Colons can be followed by a phrase or dependent clause.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>The research team has completely reorganized the workload. They made sure that members work in areas of their own expertise and that no member is assigned proportionately too much work.\r\n<ul>\r\n \t<li>Changing the gerund\u00a0<em>making<\/em> to the\u00a0subject-verb \"they made\" is a simple way to change a phrase into a independent clause. Remember that gerunds act like nouns, and therefore cannot be the main verbs of a sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Parallel Structure<\/h2>\r\nWhat exactly is parallel structure? It's simply the practice of using the same structures or forms multiple times: making sure the parts are parallel to each other.\u00a0Parallel structure can be applied to a single sentence, a paragraph, or even multiple paragraphs. Compare the two following sentences:\r\n<ul>\r\n \t<li>Yara\u00a0loves running,\u00a0to swim, and biking.<\/li>\r\n \t<li>Yara\u00a0loves running, swimming, and biking.<\/li>\r\n<\/ul>\r\nWas the second sentence\u00a0easier to comprehend than the first? The second sentence uses parallelism\u2014all three verbs are gerunds, whereas in the first sentence two are gerunds and one is an infinitive. While the first sentence is technically correct, it's easy to trip up over the mismatching items.\u00a0The application of parallelism improves writing style and readability, and it makes sentences easier to process.\r\n\r\nCompare the following examples:\r\n<ul>\r\n \t<li>Lacking parallelism: \"She likes cooking, jogging, and <i>to read<\/i>.\"\r\n<ul>\r\n \t<li>Parallel: \"She likes cooking, jogging, and reading.\"<\/li>\r\n \t<li>Parallel: \"She likes to cook, jog, and read.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Lacking parallelism: \"He likes to swim and <i>running<\/i>.\"\r\n<ul>\r\n \t<li>Parallel: \"He likes to swim and to run.\"<\/li>\r\n \t<li>Parallel: \"He likes swimming and running.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nOnce again, the examples above\u00a0combine\u00a0gerunds and infinitives. To make them parallel, the sentences should\u00a0be rewritten with just\u00a0gerunds or just\u00a0infinitives.\u00a0Note that the first nonparallel example, while inelegantly worded, is grammatically correct: \"cooking,\" \"jogging,\" and \"to read\" are all grammatically valid conclusions to \"She likes.\"\r\n<ul>\r\n \t<li>Lacking parallelism: \"The dog ran across the yard, jumped over the fence, and <b>down the alley sprinted<\/b>.\"<\/li>\r\n \t<li>Grammatical but not employing parallelism: \"The dog ran across the yard and jumped over the fence, and <strong>down the alley he sprinted<\/strong>.\"<\/li>\r\n \t<li>Parallel: \"The dog ran across the yard, jumped over the fence, and <b>sprinted down the alley<\/b>.\"<\/li>\r\n<\/ul>\r\nThe nonparallel example above is <i>not<\/i> grammatically correct: \"down the alley sprinted\" is not a grammatically valid conclusion to \"The dog.\" The second\u00a0example, which does not attempt to employ parallelism in its conclusion, is grammatically valid; \"down the alley he sprinted\" is an entirely separate clause.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nWhich of the following sentences correctly employ parallelism?\r\n<ol>\r\n \t<li>Kya is really good at writing poems and a good dancer.<\/li>\r\n \t<li>Don't forget to let the dog out or to feed the cats.<\/li>\r\n \t<li>Whenever\u00a0he\u00a0drives, Reza\u00a0pays attention to what he's doing\u00a0and is watching the drivers around him.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"456006\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"456006\"]\r\n<ol>\r\n \t<li>No. While the sentence is grammatically correct, it is not parallel. The two following revisions are parallel versions of this sentence:\r\n<ul>\r\n \t<li>Kya is really good at writing poems and dancing.<\/li>\r\n \t<li>Kya is a\u00a0good poet and a good dancer.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Yes. This sentence is parallel. The two phrases \"to let the dog out\" and \"to feed the cats\"\u00a0are both infinitives.<\/li>\r\n \t<li>No. While the sentence is grammatically correct, it is not parallel. The two following revisions are parallel versions of this sentence:\r\n<ul>\r\n \t<li>Whenever he drives, Reza pays attention to what he's doing and watches\u00a0the drivers around him.<\/li>\r\n \t<li>Whenever he drives, Reza is paying\u00a0attention to what he's doing and watching the drivers around him.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Rhetoric and Parallelism<\/h3>\r\nParallelism can also involve\u00a0repeated words\u00a0or\u00a0repeated phrases. These uses are part of \"rhetoric\" (a field that focuses on persuading readers)\u00a0Here are a few examples of repetition:\r\n<ul>\r\n \t<li>\"<strong>The inherent vice<\/strong> of capitalism is the unequal sharing of blessings; <strong>the inherent virtue<\/strong> of socialism is the equal sharing of miseries.\" \u2014Winston Churchill<\/li>\r\n \t<li>\"Let every nation know, whether it wishes us well or ill, that we shall <strong>pay any price, bear any burden, meet any hardship, support any friend, oppose any foe<\/strong> to assure the survival and the success of liberty.\" \u2014John F. Kennedy<\/li>\r\n \t<li>\"And that government <strong>of the people, by the people, for the people<\/strong>, shall not perish from the earth.\" \u2014Abraham Lincoln, <em>Gettysburg Address<\/em><\/li>\r\n<\/ul>\r\nWhen used this way, parallelism makes your writing or speaking much stronger.\u00a0These repeated phrases seem to bind the work together and make it more powerful\u2014and more inspiring.\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Self-Check<\/h2>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/1278","rendered":"<h2>Introduction<\/h2>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>identify common sentence structures<\/li>\n<li>identify sentence punctuation patterns<\/li>\n<li>identify run-on sentences<\/li>\n<li>identify sentence fragments<\/li>\n<li>identify parallel structure<\/li>\n<\/ul>\n<\/div>\n<p>It&#8217;s important to have variety in your sentence length and structure. This quote\u00a0from\u00a0Gary Provost illustrates why:<\/p>\n<blockquote><p>This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It&#8217;s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals&#8211;sounds that say listen to this, it is important.<\/p>\n<p>So write with a combination of short, medium, and long sentences. Create a sound that pleases the reader&#8217;s ear. Don&#8217;t just write words. Write music.<a class=\"footnote\" title=\"Provost, Gary. 100 Ways to Improve Your Writing,\u00a0Signet:1985, pp. 60\u201361.\" id=\"return-footnote-939-1\" href=\"#footnote-939-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p><\/blockquote>\n<p>You can also listen to the difference in the video below:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"This Sentence Has Five Words\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/k7ccnFw84cQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>In order to create this variety, you need to know how sentences work and how to create them. In this outcome we will\u00a0identify the parts of sentences and learn how they fit together to create music in writing.<\/p>\n<hr \/>\n<h2>Basic Parts of a Sentence<\/h2>\n<p>Every sentence has\u00a0a subject and a predicate.\u00a0The subject of a sentence is the noun, pronoun, or phrase or clause the sentence is about:<\/p>\n<ul>\n<li>Einstein&#8217;s general <strong>theory<\/strong> of relativity has been subjected to many tests of validity over the years.<\/li>\n<li>Although a majority of caffeine drinkers think of it as a stimulant, heavy <strong>users<\/strong> of caffeine say the substance relaxes them.<\/li>\n<li>In a secure landfill, the <strong>soil<\/strong> on top and the <strong>cover<\/strong> block storm water intrusion into the landfill.\u00a0<em>(compound subject)<\/em><\/li>\n<\/ul>\n<p>The predicate is the rest of the sentence after the subject:<\/p>\n<ul>\n<li>The pressure in a pressured water reactor <strong>varies from system to system.<\/strong><\/li>\n<li>The pressure <strong>is maintained at about 2250 pounds per square inch to prevent steam from forming.<\/strong><\/li>\n<li>The pressure <strong>is then lowered to form steam at about 600 pounds per square inch.<\/strong><\/li>\n<li>In contrast, a boiling water reactor <strong>operates at constant pressure.<\/strong><\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the subject and predicate of each sentence:<\/p>\n<ol>\n<li>Daniel and I are going to go to Hawaii for three weeks.<\/li>\n<li>Raquel will\u00a0watch the dogs while we&#8217;re on vacation.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q510252\">Click to Show Answer<\/span><\/p>\n<div id=\"q510252\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>&#8220;Daniel and I&#8221; is the subject. The rest of the sentence, &#8220;are going to go to Hawaii for three weeks,&#8221; is the predicate.<\/li>\n<li>&#8220;Raquel&#8221; is the subject. The rest of the sentence, &#8220;will\u00a0watch the dogs while we&#8217;re on vacation,&#8221; is the predicate.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<p>A predicate\u00a0can include the verb, a direct object, and an indirect object.<\/p>\n<h3>Direct Object<\/h3>\n<p>A direct object\u2014a noun, pronoun, phrase, or clause acting as a noun\u2014takes the action of the main verb. A direct object can be identified by putting <em>what?<\/em>, <em>which?<\/em>, or <em>whom?<\/em> in its place.<\/p>\n<ul>\n<li>The housing assembly of a mechanical pencil contains the mechanical <strong>workings<\/strong> of the pencil.\n<ul>\n<li>The action (<em>contains<\/em>) is directly happening to the object (<em>workings<\/em>).<\/li>\n<\/ul>\n<\/li>\n<li>Lavoisier used curved glass <strong>discs<\/strong> fastened together at their rims, with wine filling the space between, to focus the sun&#8217;s rays to attain temperatures of 3000\u00b0 F.\n<ul>\n<li>The action (<em>used<\/em>) is directly happening to the object (<em>discs<\/em>).<\/li>\n<\/ul>\n<\/li>\n<li>A 20 percent fluctuation in average global temperature could reduce biological <strong>activity<\/strong>, shift weather <strong>patterns<\/strong>, and ruin <strong>agriculture<\/strong>.\u00a0<em>(compound direct object)<\/em>\n<ul>\n<li>The actions are\u00a0directly happening to multiple\u00a0objects:\u00a0<em>reduce activity<\/em>,\u00a0<em>shift patterns<\/em>, and\u00a0<em>ruin agriculture<\/em>.<\/li>\n<\/ul>\n<\/li>\n<li>On Mariners 6 and 7, the two-axis scan platforms provided much more <strong>capability<\/strong> and <strong>flexibility<\/strong> for the scientific payload than those of Mariner 4.\u00a0<em>(compound direct object)<\/em>\n<ul>\n<li>The action (<em>provided<\/em>) is directly happening to multiple\u00a0objects (<em>capability\u00a0<\/em>and<em> flexibility<\/em>).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Indirect Object<\/h3>\n<p>An indirect object\u2014a noun, pronoun, phrase, or clause acting as a noun\u2014receives the action expressed in the sentence. It can be identified by inserting <em>to<\/em> or <em>for<\/em>.<\/p>\n<ul>\n<li>The company is designing\u00a0senior <strong>citizens<\/strong> a new walkway to the park area.\n<ul>\n<li>The company is not designing new models of senior citizens; they are designing a new walkway\u00a0<em>for<\/em> senior citizens. Thus, senior citizens is the indirect object of this sentence.<\/li>\n<li><em>Walkway<\/em>\u00a0is the direct object of this sentence, since it is the thing being designed.<\/li>\n<\/ul>\n<\/li>\n<li>Please\u00a0send\u00a0the personnel <strong>office<\/strong> a resume so we can further review your candidacy.\n<ul>\n<li>You are not being asked to send the office somewhere; you&#8217;re being asked to send a resume\u00a0<em>to<\/em> the office. Thus, the personnel office is the indirect object of this sentence.<\/li>\n<li><em>Resume<\/em>\u00a0is the direct object of this sentence, since it is the thing you should send.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Are the bolded words in the\u00a0sentences below direct or indirect objects?<\/p>\n<ol>\n<li>We all got together to throw <strong>Caitlin<\/strong>\u00a0a surprise birthday <strong>party<\/strong>.<\/li>\n<li>Francisco\u00a0was in charge of getting <strong>decorations<\/strong>.<\/li>\n<li>Harrison distracted <strong>her<\/strong> while we hid.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q963665\">Click to Show Answer<\/span><\/p>\n<div id=\"q963665\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li><em>Caitlin<\/em> is an indirect object;\u00a0<em>party<\/em> is a direct object.<\/li>\n<li><em>Decorations <\/em>is a direct object.<\/li>\n<li><em>Her<\/em>\u00a0is a direct object.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h3>Phrases and Clauses<\/h3>\n<p>Phrases and clauses are groups of words that act as a unit and perform a single function within a sentence. A phrase may have a partial subject or verb but not both; a dependent clause has both a subject and a verb (but is not a complete sentence). Here are a few examples (not all phrases are highlighted because some are embedded in others):<\/p>\n<table>\n<thead>\n<tr>\n<th>Phrases<\/th>\n<th>Clauses<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td valign=\"top\">Electricity has to do <strong>with those physical phenomena<\/strong> involving electrical charges and their effects when <strong>in motion<\/strong> and when <strong>at rest<\/strong>.(<em>involving electrical charges and their effects<\/em> is also a phrase.)<\/td>\n<td valign=\"top\">Electricity manifests itself as a force of attraction, independent of gravitational and short-range nuclear attraction, <strong>when two oppositely charged bodies are brought close to one another<\/strong>.<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\"><strong>In 1833<\/strong>, Faraday&#8217;s experimentation\u00a0<strong>with electrolysis<\/strong> indicated a natural unit <strong>of electrical charge<\/strong>, thus\u00a0<strong>pointing to a discrete rather than continuous charge<\/strong>.\u00a0(<em>to a discrete rather than continuous charge<\/em> is also a phrase.)<\/td>\n<td valign=\"top\"><strong>Since the frequency is the speed of sound divided by the wavelength<\/strong>, a shorter wavelength means a higher wavelength.<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\">The symbol that denotes a connection <strong>to the grounding conductor<\/strong> is three parallel horizontal lines, each of the lower ones <strong>being shorter than the one above it<\/strong>.<\/td>\n<td valign=\"top\">Nuclear units planned or in construction have a total capacity of 186,998 KW, <strong>which, if current plans hold, will bring nuclear capacity to about 22% of all electrical capacity by 1995<\/strong>.\u00a0(<em>if current plans hold<\/em> is a clause within a clause)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>There are two types of clauses: dependent and independent. A dependent clauses is dependent on something else: it cannot stand on its own. An independent clause, on the other hand, is free to stand by itself.<\/p>\n<p>So how can you tell if a clause is dependent or independent?\u00a0Let&#8217;s take a look at the clauses from the table above:<\/p>\n<ul>\n<li>when two oppositely charged bodies are brought close to one another<\/li>\n<li>Since the frequency is the speed of sound divided by the wavelength<\/li>\n<li>which, if current plans hold, will bring nuclear capacity to about 22% of all electrical capacity by 1995<\/li>\n<\/ul>\n<p>All of these clauses are dependent clauses. We can tell because of the words\u00a0<em>when<\/em>,\u00a0<em>since<\/em>, and <em>which<\/em>.\u00a0Words like\u00a0<em>since<\/em>,\u00a0<em>when<\/em>, and\u00a0<em>because<\/em> turn an independent clause into a dependent clause. For example &#8220;I was a little girl in 1995&#8221; is an independent clause, but &#8220;Because I was a little girl in 1995&#8221; is a dependent clause. This class of word includes the following:<\/p>\n<table>\n<tbody>\n<tr>\n<td>after<\/td>\n<td>although<\/td>\n<td>as<\/td>\n<td>as far as<\/td>\n<td>as if<\/td>\n<td>as long as<\/td>\n<td>as soon as<\/td>\n<\/tr>\n<tr>\n<td>as though<\/td>\n<td>because<\/td>\n<td>before<\/td>\n<td>even if<\/td>\n<td>even though<\/td>\n<td>every time<\/td>\n<td>if<\/td>\n<\/tr>\n<tr>\n<td>in order that<\/td>\n<td>since<\/td>\n<td>so<\/td>\n<td>so that<\/td>\n<td>than<\/td>\n<td>though<\/td>\n<td>unless<\/td>\n<\/tr>\n<tr>\n<td>until<\/td>\n<td>when<\/td>\n<td>whenever<\/td>\n<td>where<\/td>\n<td>whereas<\/td>\n<td>wherever<\/td>\n<td>\u00a0while<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Are the following items phrases, dependent clauses, or independent clauses?<\/p>\n<ol>\n<li>Because Dante\u00a0won the classical performance\u00a0competition<\/li>\n<li>That thing over there looks really suspicious<\/li>\n<li>Why I can&#8217;t I do that<\/li>\n<li>Swimming across the English Channel in nearly twenty-three hours<\/li>\n<li>Whenever I\u00a0see Alice and Armando&#8217;s Instagram account,\u00a0<em>The Two of Us<\/em><\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q674149\">Click to Show Answer<\/span><\/p>\n<div id=\"q674149\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>This is a dependent clause; the conjunction\u00a0<em>because<\/em>\u00a0turns an independent clause into a dependent.<\/li>\n<li>This is an independent clause. It can stand as its own as a sentence, which means there should be a period at the end.<\/li>\n<li>This is an independent clause. It can stand as its own as a sentence. It is also a question, which means it should have a question mark at the end.<\/li>\n<li>This is a phrase; there is only a subject, not a verb. (Remember, <em>swimming<\/em> in this phrase is a gerund, which acts as a noun!)<\/li>\n<li>This is a dependent clause; the conjunction <em>whenever<\/em>\u00a0turns an independent clause into a dependent.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Common Sentence Structures<\/h2>\n<h3>Basic Sentence Patterns<\/h3>\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span><\/h4>\n<p>The simplest of sentence patterns is composed of a <span style=\"color: #0000ff;\"><strong>subject<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>verb<\/strong><\/span> without a direct object or subject complement. It uses an <strong>intransitive verb<\/strong>, that is, a verb requiring no direct object:<\/p>\n<ul>\n<li>Control <span style=\"color: #0000ff;\"><strong>rods<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>remain<\/strong><\/span> inside the fuel assembly of the reactor.<\/li>\n<li>The <span style=\"color: #0000ff;\"><strong>development<\/strong><\/span> of wind power practically <span style=\"color: #ff0000;\"><strong>ceased<\/strong><\/span> until the early 1970s.<\/li>\n<li>The <span style=\"color: #0000ff;\"><strong>cross-member<\/strong><\/span> exposed to abnormal stress eventually <span style=\"color: #ff0000;\"><strong>broke<\/strong><\/span>.<\/li>\n<li>Only two <span style=\"color: #0000ff;\"><strong>types<\/strong><\/span> of charge <span style=\"color: #ff0000;\"><strong>exist<\/strong><\/span> in nature.<\/li>\n<\/ul>\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span> + <span style=\"color: #800080;\">direct object<\/span><\/h4>\n<p>Another common sentence pattern uses the <span style=\"color: #800080;\"><strong>direct object<\/strong><\/span>:<\/p>\n<ul>\n<li><span style=\"color: #0000ff;\"><strong>Silicon<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>conducts<\/strong><\/span> <span style=\"color: #800080;\"><strong>electricity<\/strong><\/span> in an unusual way.<\/li>\n<li>The anti-reflective <span style=\"color: #0000ff;\"><strong>coating<\/strong><\/span> on the the silicon cell <span style=\"color: #ff0000;\"><strong>reduces<\/strong><\/span> <span style=\"color: #800080;\"><strong>reflection<\/strong><\/span> from 32 to 22 percent.<\/li>\n<\/ul>\n<h4><span style=\"color: #0000ff;\">Subject<\/span> + <span style=\"color: #ff0000;\">verb<\/span> + <span style=\"color: #339966;\">indirect object<\/span> + <span style=\"color: #800080;\">direct object<\/span><\/h4>\n<p>The sentence pattern with the <span style=\"color: #339966;\"><strong><span style=\"color: #339966;\">indirect<\/span> object<\/strong><\/span> and <span style=\"color: #800080;\"><strong>direct object<\/strong><\/span> is similar to the preceding pattern:<\/p>\n<ul>\n<li><span style=\"color: #0000ff;\"><strong>I<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>am writing<\/strong><\/span> <span style=\"color: #339966;\"><strong>her<\/strong><\/span> about a number of <span style=\"color: #800080;\"><strong>problems<\/strong><\/span> that I have had with my computer.<\/li>\n<li><span style=\"color: #0000ff;\"><strong>Austin, Texas<\/strong><\/span>, <span style=\"color: #ff0000;\"><strong>has<\/strong><\/span> recently <span style=\"color: #ff0000;\"><strong>built<\/strong><\/span> its <span style=\"color: #339966;\"><strong>citizens<\/strong><\/span> a <span style=\"color: #800080;\"><strong>system<\/strong><\/span> of bike lanes.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the basic sentence pattern of the sentences below:<\/p>\n<ol>\n<li>All amplitude-modulation (AM) receivers work in the same way.<\/li>\n<li>The supervisor mailed the applicant a description of the job.<\/li>\n<li>We have mailed the balance of the payment in this letter.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q77635\">Click to Show Answer<\/span><\/p>\n<div id=\"q77635\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>This is a subject + verb sentence:\n<ul>\n<li>All amplitude-modulation (AM) <span style=\"color: #0000ff;\"><strong>receivers<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>work<\/strong><\/span> in the same way.<\/li>\n<\/ul>\n<\/li>\n<li>This is a\u00a0subject + verb + indirect object + direct object sentence:\n<ul>\n<li>The <span style=\"color: #0000ff;\"><strong>supervisor<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>mailed<\/strong><\/span> the <span style=\"color: #339966;\"><strong>applicant<\/strong><\/span> a <span style=\"color: #800080;\"><strong>description<\/strong><\/span> of the job.<\/li>\n<\/ul>\n<\/li>\n<li>This is a\u00a0subject + verb + direct object sentence:\n<ul>\n<li><span style=\"color: #0000ff;\"><strong>We<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>have mailed<\/strong><\/span>\u00a0the <strong><span style=\"color: #800080;\">balance<\/span><\/strong> of the payment in this letter.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h3>Sentence Types<\/h3>\n<h4>Simple Sentences<\/h4>\n<p>A simple sentence is one that contains a\u00a0<span style=\"color: #0000ff;\"><strong>subject<\/strong><\/span> and a\u00a0<span style=\"color: #ff0000;\"><strong>verb<\/strong><\/span>\u00a0and no other independent or dependent clause.<\/p>\n<ul>\n<li><span style=\"color: #0000ff;\"><strong>One<\/strong><\/span> of the tubes <span style=\"color: #ff0000;\"><strong>is attached<\/strong><\/span> to the manometer part of the instrument indicating the pressure of the air within the cuff.<\/li>\n<li>There <span style=\"color: #ff0000;\"><strong>are<\/strong><\/span> basically two <span style=\"color: #0000ff;\"><strong>types<\/strong><\/span> of stethoscopes.\n<ul>\n<li>In this sentence, the subject and verb are inverted; that is, the verb comes before the subject. However, it is still classified as a simple sentence.<\/li>\n<\/ul>\n<\/li>\n<li>To measure blood pressure, a\u00a0<span style=\"color: #0000ff;\"><strong>sphygmomanometer<\/strong><\/span> and a <span style=\"color: #0000ff;\"><strong>stethoscope<\/strong><\/span> <span style=\"color: #ff0000;\"><strong>are needed<\/strong><\/span>.\n<ul>\n<li>This\u00a0sentence has a compound subject\u2014that is, there are two subjects\u2014but it is still classified as a simple sentence.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Command sentences are a\u00a0subtype of simple sentences. These sentences are unique because they don&#8217;t actually have a subject:<\/p>\n<ul>\n<li><span style=\"color: #ff0000;\"><strong>Clean<\/strong><\/span> the dishes.<\/li>\n<li><span style=\"color: #ff0000;\"><strong>Make<\/strong><\/span> sure to take good notes today.<\/li>\n<li>After completing the reading, <span style=\"color: #ff0000;\"><strong>answer<\/strong><\/span> the following questions.<\/li>\n<\/ul>\n<p>In each of these sentences, there is an implied subject:\u00a0<em>you<\/em>. These sentences are instructing the\u00a0reader to complete a task.\u00a0Command sentences are the only sentences in English that are complete without a subject.<\/p>\n<h4>Compound Predicates<\/h4>\n<p>A <span style=\"color: #ff0000;\"><strong>predicate<\/strong><\/span> is everything in the verb part of the sentence after the subject (unless the sentence uses inverted word order). A <em>compound predicate<\/em> is two or more predicates joined by a coordinating conjunction. Traditionally, the conjunction in a sentence consisting of just two compound predicates is not punctuated.<\/p>\n<ul>\n<li>Another library media specialist <span style=\"color: #ff0000;\"><strong>has been using Accelerated Reader for ten years<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>has seen great results<\/strong><\/span>.<\/li>\n<li>This cell phone app lets users <span style=\"color: #ff0000;\"><strong>share pictures instantly with followers<\/strong><\/span> and <span style=\"color: #ff0000;\"><strong>categorize photos with hashtags<\/strong><\/span>.<\/li>\n<\/ul>\n<h4>Compound Sentences<\/h4>\n<p>A compound sentence is made up of two or more <em>independent clauses<\/em> joined by a <span style=\"text-decoration: underline;\">coordinating conjunction<\/span> (and, or, nor, but, yet, for) and a comma, an adverbial conjunction and a semicolon, or just a semicolon.<\/p>\n<ul>\n<li>In sphygmomanometers, too narrow a cuff can result in erroneously high readings, <span style=\"text-decoration: underline;\">and<\/span> too wide a cuff can result in erroneously low readings.<\/li>\n<li>Some cuff hook together<span style=\"text-decoration: underline;\">;<\/span> others wrap or snap into place.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the type of each sentence below:<\/p>\n<ol>\n<li>The sphygmomanometer is usually covered with cloth and has two rubber tubes attached to it.<\/li>\n<li>There are several types of sentences; using different types can keep your writing lively.<\/li>\n<li>Words, sentences, and paragraphs are all combined to create a book.<\/li>\n<li>Read the following examples.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q745490\">Click to Show Answer<\/span><\/p>\n<div id=\"q745490\" class=\"hidden-answer\" style=\"display: none\">Put Answer Here<\/p>\n<ol>\n<li>This sentence has a compound predicate\u2014that is, there are two predicates, joined with the conjunction <em>and<\/em>:\n<ul>\n<li>is usually covered with cloth<\/li>\n<li>has two rubber tubes attached to it<\/li>\n<\/ul>\n<\/li>\n<li>This is a compound sentence. There are two independent clauses joined together by a semicolon.<\/li>\n<li>This is a simple sentence with a compound subject.\n<ul>\n<li>Subject:\u00a0Words, sentences, and paragraphs<\/li>\n<li>Predicate:\u00a0are all combined to create a book<\/li>\n<\/ul>\n<\/li>\n<li>This is a command sentence. It has\u00a0the implied (not stated) subject\u00a0<em>you<\/em>.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Sentence Punctuation Patterns<\/h2>\n<p>While there are infinite possibilities for sentence construction, let&#8217;s take a look at some of the most common punctuation\u00a0patterns in sentences. In order to do this, let&#8217;s first look at this passage about Queen Elizabeth I. You don&#8217;t need to pay attention to the words: just look at the punctuation.<\/p>\n<div id=\"attachment_2384\" style=\"width: 310px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2384\" class=\"wp-image-2384\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21235204\/410px-Darnley_stage_3-e1466553143849.jpg\" alt=\"a painting of queen elizabeth the first.\" width=\"300\" height=\"353\" \/><\/p>\n<p id=\"caption-attachment-2384\" class=\"wp-caption-text\">The &#8220;Darnley Portrait&#8221; of Elizabeth I of England<\/p>\n<\/div>\n<p style=\"padding-left: 30px;\">Elizabeth I was Queen of England and Ireland from 17 November 1558 until her death on March 24, 1603. Elizabeth was the daughter of Henry VIII and Anne Boleyn, his second wife, who was executed two and a half years after Elizabeth&#8217;s birth.\u00a0Sometimes called The Virgin Queen, the childless Elizabeth was the fifth and last monarch of the Tudor dynasty.<\/p>\n<p style=\"padding-left: 30px;\">Elizabeth&#8217;s reign is known as the Elizabethan era. The period is famous for the flourishing of English drama, led by playwrights (such as William Shakespeare and Christopher Marlowe) and for the seafaring prowess of English adventurers (such as Francis Drake). Towards the end of her reign, a series of economic and military problems weakened her popularity. Elizabeth is acknowledged as a charismatic performer and a dogged survivor in an era when government was ramshackle and limited, and when monarchs in neighboring countries faced internal problems that jeopardized their thrones. After the short reigns of Elizabeth&#8217;s half-siblings, her 44 years on the throne provided welcome stability for the kingdom and helped forge a sense of national identity.<\/p>\n<p>Now let&#8217;s look at the passage\u00a0with the words removed:<\/p>\n<p style=\"padding-left: 30px;\">____________________________________________________________________, ____. ____________________________,\u00a0__________, ______________________________________. _________________, ___________________________________________________.<\/p>\n<p style=\"padding-left: 30px;\">__________________________________. ________________________________________, ___________ (____________________________________)\u00a0____________________________________ (________________). ________________, _______________________________________________. _________________________________________________________________________________, __________________________________________________________________. ________________________, __________________________________________________.<\/p>\n<p>As you can see, this passage\u00a0has a fairly simple punctuation structure. It simply uses periods, commas, and parentheses. These three marks are the most common punctuation you will see. Some other common sentence patterns include the following:<\/p>\n<ul>\n<li>________; ________.\n<ul>\n<li>Elizabeth was baptized on 10 September; Archbishop Thomas Cranmer stood as one of her godparents.<\/li>\n<\/ul>\n<\/li>\n<li>________; however, ________.\n<ul>\n<li>The English took the defeat of the armada\u00a0as a symbol of God&#8217;s favor;\u00a0however, this\u00a0victory was not a turning point in the war.<\/li>\n<\/ul>\n<\/li>\n<li>________: ____, ____, and ____.\n<ul>\n<li>The period is famous for the flourishing of English drama, led by several well-known playwrights: William Shakespeare, Christopher Marlowe, and\u00a0Francis Beaumont.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<h2>Run-on Sentences<\/h2>\n<p>A\u00a0<i>run-on<\/i> sentence is a sentence that goes on and on and needs to be broken up.\u00a0Run-on sentences occur when\u00a0two or more independent clauses\u00a0are improperly joined. (We talked about\u00a0clauses in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/chapter\/text-parts-of-a-sentence\/\" target=\"_blank\">Text: Parts of a Sentence<\/a>.)\u00a0One type of run-on that you&#8217;ve probably heard of is the <i>comma splice<\/i>, in which two independent clauses\u00a0are joined by a comma without a coordinating conjunction (<i>and<\/i>, <i>or<\/i>,\u00a0<i>but<\/i>, etc.).<\/p>\n<p>Let&#8217;s look at a few examples of run-on sentences:<\/p>\n<ul>\n<li>Often,\u00a0choosing a topic for a paper is the hardest part\u00a0it&#8217;s a lot easier after that.<\/li>\n<li>Sometimes, books do not have the most complete information, it is a good idea then to look for articles in specialized periodicals.<\/li>\n<li>She loves skiing but he doesn&#8217;t.<\/li>\n<\/ul>\n<p>All three of these have two independent clauses. Each clause should be separated from another with a period, a semicolon, or a comma and a coordinating conjunction:<\/p>\n<ul>\n<li>Often,\u00a0choosing a topic for a paper is the hardest part. It&#8217;s a lot easier after that.<\/li>\n<li>Sometimes, books do not have the most complete information; it is a good idea then to look for articles in specialized periodicals.<\/li>\n<li>She loves skiing, but he doesn&#8217;t.<\/li>\n<\/ul>\n<h3>Common Causes of\u00a0Run-Ons<\/h3>\n<p>We often write run-on sentences because we sense that the sentences involved are closely related and dividing them with a period just doesn&#8217;t seem right. We may also write them because the parts seem to short to need any division, like in &#8220;She loves skiing but he doesn&#8217;t.&#8221; However, &#8220;She loves skiing&#8221; and &#8220;he doesn&#8217;t&#8221; are both independent clauses, so they need to be divided by a comma and a coordinating conjunction\u2014not just a coordinating conjunction by itself.<\/p>\n<p>Another common cause of run-on sentences is mistaking\u00a0adverbial conjunctions for\u00a0coordinating conjunctions. For example if we were to write, &#8220;She loved skiing, however he didn&#8217;t,&#8221; we would have produced a comma splice. The correct sentence would be &#8220;She loved skiing; however, he didn&#8217;t.&#8221;<\/p>\n<h3>Fixing\u00a0Run-On Sentences<\/h3>\n<p>Before you can fix a run-on sentence, you&#8217;ll need to identify the problem. When you write, carefully look at each part of every\u00a0sentence. Are the parts independent\u00a0clauses,\u00a0or are they dependent clauses or\u00a0phrases? Remember, only independent clauses can stand on their own. This also means they have to stand on their own; they can&#8217;t run together without correct punctuation.<\/p>\n<p>Let&#8217;s take a look at a few run-on sentences and their revisions:<\/p>\n<ol>\n<li>Most of the hours I&#8217;ve earned toward my associate&#8217;s degree do not transfer, however, I do have at least some hours the University will accept.<\/li>\n<li>The opposite is true of stronger types of stainless steel they tend to be more susceptible to rust.<\/li>\n<li>Some people were highly educated professionals, others were from small villages in underdeveloped countries.<\/li>\n<\/ol>\n<p>Let&#8217;s start with the first sentence. This is a comma-splice sentence. The\u00a0adverbial conjunction\u00a0<em>however<\/em> is being treated like a coordinating conjunction. There are two easy fixes to this problem. The first is to turn the comma before\u00a0<em>however<\/em> into a period. If this feels like too\u00a0hard of a stop between ideas, you can change the comma into a semicolon instead.<\/p>\n<ul>\n<li>Most of the hours I&#8217;ve earned toward my associate&#8217;s degree do not transfer. However, I do have at least some hours the University will accept.<\/li>\n<li>Most of the hours I&#8217;ve earned toward my associate&#8217;s degree do not transfer; however, I do have at least some hours the University will accept.<\/li>\n<\/ul>\n<p>The second sentence is a run-on as well. &#8220;The opposite is true of stronger types of stainless steel&#8221; and &#8220;they tend to be more susceptible to rust.&#8221; are both independent clauses. The two clauses\u00a0are very closely related, and the second clarifies the information provided in the first. The best solution is to insert a colon between the two clauses:<\/p>\n<p style=\"padding-left: 30px;\">The opposite is true of stronger types of stainless steel: they tend to be more susceptible to rust.<\/p>\n<p>What about the last example? Once again we have two independent clauses. The two clauses provide contrasting information. Adding a conjunction could help the reader move from one kind of information to another. However, you may want that sharp contrast. Here are two\u00a0revision options:<\/p>\n<ul>\n<li>Some people were highly educated professionals, while others were from small villages in underdeveloped countries.<\/li>\n<li>Some people were highly educated professionals. Others were from small villages in underdeveloped countries.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the run-on sentences in the following paragraph:<\/p>\n<p style=\"padding-left: 30px;\">I had the craziest dream the other night. My cousin Jacob and I were on the run from the law. Apparently we were wizards\u00a0and the law was cracking down on magic. So, we obviously had to go into hiding but I lost track of Jacob and then I got picked up by a cop. But I was able to convince him that the government was corrupt and that he should take me to my escape boat.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q877848\">Click to Show Answer<\/span><\/p>\n<div id=\"q877848\" class=\"hidden-answer\" style=\"display: none\">The first two sentences are\u00a0grammatically sound. The next sentence, however, is not.<\/p>\n<p style=\"padding-left: 30px;\">Apparently we were wizards\u00a0and the law was cracking down on magic.<\/p>\n<p>This sentence just needs a comma inserted before the word <em>and<\/em>:\u00a0Apparently we were wizards<strong>,<\/strong> and the law was cracking down on magic.<\/p>\n<p>Let&#8217;s look at the next sentence:<\/p>\n<p style=\"padding-left: 30px;\">So, we obviously had to go into hiding but I lost track of Jacob and then I got picked up by a cop.<\/p>\n<p>This is also a run-on sentence. While <em>So<\/em> at the beginning of the sentence is technically fine, it&#8217;s unnecessary,\u00a0and many teachers dislike it as a transition word. There are three clauses in this run-on sentence, so there are a few different ways you could rework it:<\/p>\n<ul>\n<li>We obviously had to go into hiding<strong>,<\/strong> but I lost track of Jacob. After that,\u00a0I got picked up by a cop.<\/li>\n<li>We obviously had to go into hiding. Unfortunately,\u00a0I had lost track of Jacob and had gotten picked up by a cop.<\/li>\n<\/ul>\n<p>Let&#8217;s look at the final sentence:<\/p>\n<p style=\"padding-left: 30px;\">But I was able to convince him that the government was corrupt and that he should take me to my escape boat.<\/p>\n<p>This sentence is technically okay, but the\u00a0<em>but<\/em> at the start of the sentence is unnecessary, and it could be removed without affecting\u00a0the meaning of the sentence. Additionally, it may be helpful to clarify who\u00a0<em>he<\/em> is:<\/p>\n<p style=\"padding-left: 30px;\">I was able to convince the cop that the government was corrupt and that he should take me to my escape boat.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Sentence Fragments<\/h2>\n<p>Fragments are simply grammatically incomplete sentences\u2014they are phrases and dependent clauses. We talked about phrases and clauses a bit in the section &#8220;Basic Parts of a Sentence&#8221; above. These are\u00a0grammatical structures that cannot stand on their own: they need to be connected to an independent clause to\u00a0work in writing. So how can we tell the difference between a sentence and a sentence fragment? And how can we fix fragments when they already exist?<\/p>\n<h3>Common Causes of Fragments<\/h3>\n<p>Part of the reason we write in fragments is because we often speak that way. However, there is a difference between writing and speech, and it is important to write in full sentences. Additionally, fragments often\u00a0come about in writing because a\u00a0fragment\u00a0may already seem too long.<\/p>\n<p>Non-finite verbs\u00a0(gerunds, participles, and infinitives)\u00a0can often trip people up as well. Since non-finite verbs don&#8217;t act like verbs, we don&#8217;t count them as verbs when we&#8217;re deciding if we have\u00a0a phrase or a clause.\u00a0Let&#8217;s look at a few\u00a0examples of these:<\/p>\n<ul>\n<li>Running away from my mother.<\/li>\n<li>To ensure your safety and security.<\/li>\n<li>Beaten down since day one.<\/li>\n<\/ul>\n<p>Even though all of the above have non-finite verbs, they&#8217;re phrases, not clauses. In order for these to be clauses, they would need an additional verb that acts as a verb in the sentence.<\/p>\n<p>Words like\u00a0<em>since<\/em>,\u00a0<em>when<\/em>, and\u00a0<em>because<\/em> turn an independent clause into a dependent clause. For example &#8220;I was a little girl in 1995&#8221; is an independent clause, but &#8220;Because I was a little girl in 1995&#8221; is a dependent clause. This class of word includes the following:<\/p>\n<table>\n<tbody>\n<tr>\n<td>after<\/td>\n<td>although<\/td>\n<td>as<\/td>\n<td>as far as<\/td>\n<td>as if<\/td>\n<td>as long as<\/td>\n<td>as soon as<\/td>\n<\/tr>\n<tr>\n<td>as though<\/td>\n<td>because<\/td>\n<td>before<\/td>\n<td>even if<\/td>\n<td>even though<\/td>\n<td>every time<\/td>\n<td>if<\/td>\n<\/tr>\n<tr>\n<td>in order that<\/td>\n<td>since<\/td>\n<td>so<\/td>\n<td>so that<\/td>\n<td>than<\/td>\n<td>though<\/td>\n<td>unless<\/td>\n<\/tr>\n<tr>\n<td>until<\/td>\n<td>when<\/td>\n<td>whenever<\/td>\n<td>where<\/td>\n<td>whereas<\/td>\n<td>wherever<\/td>\n<td>\u00a0while<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The\u00a0words\u00a0<em>that\u00a0<\/em>and\u00a0<em>which<\/em> do the same type of thing as those listed above.<\/p>\n<p>Coordinating conjunctions (our FANBOYS) can also cause problems. If you start a sentence with a coordinating conjunction, make sure that it is followed\u00a0a complete clause, not just a phrase!<\/p>\n<h3>Fixing Sentence Fragments<\/h3>\n<p>Let&#8217;s take a look at a couple of examples:<\/p>\n<ol>\n<li>Ivana appeared at the committee meeting last week. And made a convincing presentation of her ideas about the new product.<\/li>\n<li>The committee considered her ideas for a new marketing strategy quite powerful. The best ideas that they had heard in years.<\/li>\n<li>She spent a full month evaluating his computer-based instructional materials. Which she eventually sent to her supervisor with the strongest of recommendations.<\/li>\n<\/ol>\n<p>Let&#8217;s look at the phrase &#8220;And made a convincing presentation of her ideas about the new product&#8221; in example\u00a0one. It&#8217;s just that: a phrase. There is no subject in this phrase, so the easiest fix is to simply delete the period and combine the two statements:<\/p>\n<p style=\"padding-left: 30px;\">Ivana appeared at the committee meeting last week and made a convincing presentation of her ideas about the new product.<\/p>\n<p>Let&#8217;s look at example\u00a0two. The phrase &#8220;the best ideas they had heard in years&#8221; is simply a phrase\u2014there is no verb contained in the phrase. By adding &#8220;they were&#8221; to the beginning of this phrase, we have turned the fragment into an independent clause, which can now stand on its own:<\/p>\n<p style=\"padding-left: 30px;\">The committee considered her ideas for a new marketing strategy quite powerful; they were the best ideas that they had heard in years.<\/p>\n<p>What about example\u00a0three? Let&#8217;s look at the clause\u00a0&#8220;Which she eventually sent to her supervisor with the strongest of recommendations.&#8221; This is a\u00a0dependent clause; the word\u00a0<em>which<\/em>\u00a0signals this fact. If we change &#8220;which she eventually&#8221; to &#8220;eventually, she,&#8221; we also turn the dependent clause into an independent clause.<\/p>\n<p style=\"padding-left: 30px;\">She spent a full month evaluating his computer-based instructional materials. Eventually, she sent the evaluation to her supervisor with the strongest of recommendations.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the fragments in the sentences below. Think about ways to fix the problem:<\/p>\n<ol>\n<li>The corporation wants to begin a new marketing push in educational software. Although the more conservative executives of the firm are skeptical.<\/li>\n<li>In a proposal, you must include a number of sections. For example, a discussion of your personnel and their qualifications, your expectations concerning the schedule of the project, and a cost breakdown.<\/li>\n<li>The research team has completely reorganized the workload. Making sure that members work in areas of their own expertise and that no member is assigned proportionately too much work.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q361665\">Click to Show Answer<\/span><\/p>\n<div id=\"q361665\" class=\"hidden-answer\" style=\"display: none\">Look at these revised sentences. Do they look about the way you think they should?<\/p>\n<ol>\n<li>Although the more conservative executives of the firm are skeptical, the corporation wants to begin a new marketing push in educational software.\n<ul>\n<li>We moved the\u00a0dependent clause &#8220;Although the more conservative executives of the firm are skeptical&#8221; to the beginning of the sentence and linked it to the independent clause with a comma after it.<\/li>\n<\/ul>\n<\/li>\n<li>In a proposal, you must include a number of sections: for example, a discussion of your personnel and their qualifications, your expectations concerning the schedule of the project, and a cost breakdown.\n<ul>\n<li>We simply changed the period before &#8220;for example&#8221; to a colon. Colons can be followed by a phrase or dependent clause.<\/li>\n<\/ul>\n<\/li>\n<li>The research team has completely reorganized the workload. They made sure that members work in areas of their own expertise and that no member is assigned proportionately too much work.\n<ul>\n<li>Changing the gerund\u00a0<em>making<\/em> to the\u00a0subject-verb &#8220;they made&#8221; is a simple way to change a phrase into a independent clause. Remember that gerunds act like nouns, and therefore cannot be the main verbs of a sentence.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Parallel Structure<\/h2>\n<p>What exactly is parallel structure? It&#8217;s simply the practice of using the same structures or forms multiple times: making sure the parts are parallel to each other.\u00a0Parallel structure can be applied to a single sentence, a paragraph, or even multiple paragraphs. Compare the two following sentences:<\/p>\n<ul>\n<li>Yara\u00a0loves running,\u00a0to swim, and biking.<\/li>\n<li>Yara\u00a0loves running, swimming, and biking.<\/li>\n<\/ul>\n<p>Was the second sentence\u00a0easier to comprehend than the first? The second sentence uses parallelism\u2014all three verbs are gerunds, whereas in the first sentence two are gerunds and one is an infinitive. While the first sentence is technically correct, it&#8217;s easy to trip up over the mismatching items.\u00a0The application of parallelism improves writing style and readability, and it makes sentences easier to process.<\/p>\n<p>Compare the following examples:<\/p>\n<ul>\n<li>Lacking parallelism: &#8220;She likes cooking, jogging, and <i>to read<\/i>.&#8221;\n<ul>\n<li>Parallel: &#8220;She likes cooking, jogging, and reading.&#8221;<\/li>\n<li>Parallel: &#8220;She likes to cook, jog, and read.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Lacking parallelism: &#8220;He likes to swim and <i>running<\/i>.&#8221;\n<ul>\n<li>Parallel: &#8220;He likes to swim and to run.&#8221;<\/li>\n<li>Parallel: &#8220;He likes swimming and running.&#8221;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Once again, the examples above\u00a0combine\u00a0gerunds and infinitives. To make them parallel, the sentences should\u00a0be rewritten with just\u00a0gerunds or just\u00a0infinitives.\u00a0Note that the first nonparallel example, while inelegantly worded, is grammatically correct: &#8220;cooking,&#8221; &#8220;jogging,&#8221; and &#8220;to read&#8221; are all grammatically valid conclusions to &#8220;She likes.&#8221;<\/p>\n<ul>\n<li>Lacking parallelism: &#8220;The dog ran across the yard, jumped over the fence, and <b>down the alley sprinted<\/b>.&#8221;<\/li>\n<li>Grammatical but not employing parallelism: &#8220;The dog ran across the yard and jumped over the fence, and <strong>down the alley he sprinted<\/strong>.&#8221;<\/li>\n<li>Parallel: &#8220;The dog ran across the yard, jumped over the fence, and <b>sprinted down the alley<\/b>.&#8221;<\/li>\n<\/ul>\n<p>The nonparallel example above is <i>not<\/i> grammatically correct: &#8220;down the alley sprinted&#8221; is not a grammatically valid conclusion to &#8220;The dog.&#8221; The second\u00a0example, which does not attempt to employ parallelism in its conclusion, is grammatically valid; &#8220;down the alley he sprinted&#8221; is an entirely separate clause.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Which of the following sentences correctly employ parallelism?<\/p>\n<ol>\n<li>Kya is really good at writing poems and a good dancer.<\/li>\n<li>Don&#8217;t forget to let the dog out or to feed the cats.<\/li>\n<li>Whenever\u00a0he\u00a0drives, Reza\u00a0pays attention to what he&#8217;s doing\u00a0and is watching the drivers around him.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q456006\">Click to Show Answer<\/span><\/p>\n<div id=\"q456006\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>No. While the sentence is grammatically correct, it is not parallel. The two following revisions are parallel versions of this sentence:\n<ul>\n<li>Kya is really good at writing poems and dancing.<\/li>\n<li>Kya is a\u00a0good poet and a good dancer.<\/li>\n<\/ul>\n<\/li>\n<li>Yes. This sentence is parallel. The two phrases &#8220;to let the dog out&#8221; and &#8220;to feed the cats&#8221;\u00a0are both infinitives.<\/li>\n<li>No. While the sentence is grammatically correct, it is not parallel. The two following revisions are parallel versions of this sentence:\n<ul>\n<li>Whenever he drives, Reza pays attention to what he&#8217;s doing and watches\u00a0the drivers around him.<\/li>\n<li>Whenever he drives, Reza is paying\u00a0attention to what he&#8217;s doing and watching the drivers around him.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Rhetoric and Parallelism<\/h3>\n<p>Parallelism can also involve\u00a0repeated words\u00a0or\u00a0repeated phrases. These uses are part of &#8220;rhetoric&#8221; (a field that focuses on persuading readers)\u00a0Here are a few examples of repetition:<\/p>\n<ul>\n<li>&#8220;<strong>The inherent vice<\/strong> of capitalism is the unequal sharing of blessings; <strong>the inherent virtue<\/strong> of socialism is the equal sharing of miseries.&#8221; \u2014Winston Churchill<\/li>\n<li>&#8220;Let every nation know, whether it wishes us well or ill, that we shall <strong>pay any price, bear any burden, meet any hardship, support any friend, oppose any foe<\/strong> to assure the survival and the success of liberty.&#8221; \u2014John F. Kennedy<\/li>\n<li>&#8220;And that government <strong>of the people, by the people, for the people<\/strong>, shall not perish from the earth.&#8221; \u2014Abraham Lincoln, <em>Gettysburg Address<\/em><\/li>\n<\/ul>\n<p>When used this way, parallelism makes your writing or speaking much stronger.\u00a0These repeated phrases seem to bind the work together and make it more powerful\u2014and more inspiring.<\/p>\n<\/div>\n<hr \/>\n<h2>Self-Check<\/h2>\n<p>\t<iframe id=\"lumen_assessment_1278\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=1278&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_1278\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-939\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Sentence Structure. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and Adaptation of Basic Patterns and Elements of the Sentence. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Sentence Punctuation Patterns. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Parallel Structure. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Self-Check. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Basic Patterns and Elements of the Sentence, Punctuation: Commas. <strong>Authored by<\/strong>: David McMurrey. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.prismnet.com\/~hcexres\/textbook\/twsent.html\">https:\/\/www.prismnet.com\/~hcexres\/textbook\/twsent.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Modification of Elizabeth I of England. <strong>Provided by<\/strong>: Wikipedia. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Examples of Parallelism. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Parallelism_(grammar)\">https:\/\/en.wikipedia.org\/wiki\/Parallelism_(grammar)<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>This Sentence Has Five Words. <strong>Authored by<\/strong>: Nick Schneider. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/k7ccnFw84cQ\">https:\/\/youtu.be\/k7ccnFw84cQ<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>The Darnley Portrait of Elizabeth I of England. <strong>Authored by<\/strong>: Unknown. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Darnley_stage_3.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Darnley_stage_3.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-939-1\">Provost, Gary. <i>100 Ways to Improve Your Writing<\/i>,\u00a0Signet:1985, pp. 60\u201361. <a href=\"#return-footnote-939-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":17,"menu_order":14,"template":"","meta":{"_candela_citation":"[{\"type\":\"copyrighted_video\",\"description\":\"This Sentence Has Five Words\",\"author\":\"Nick Schneider\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/k7ccnFw84cQ\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"original\",\"description\":\"Outcome: Sentence Structure\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Basic Patterns and Elements of the Sentence, Punctuation: Commas\",\"author\":\"David 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