Grammar Review 4: Sentence Structure, Transition Signals & Active vs Passive

Outline 1. Sentence structure review: the four basic sentence structures 2. Transition signals 3. Active voice versus passive voice 4. Grammatical accuracy: common grammar problems

Clauses • A clause is a group of words; it contains a subject and a verb • An independent clause = complete thought

• UTS had two campuses.

• A dependent clause = incomplete thought • because UTS had two campuses

Sentences • A sentence contains at least one independent clause (and, hence, expresses a

complete thought) • He wept. • Cats meow. • Although he was a proud man, he wept easily. • Cats meow when they are happy or sad.

• Four sentence structures: • Simple • Compound • Complex • Compound-complex

Simple Sentences • A simple sentence contains one independent clause

• UTS had two campuses. • Up until November 2015, UTS had two campuses. • UTS had two campuses: Kuring-gai and City-Broadway.

Compound Sentences • A compound sentence contains two or more simple sentences (or independent

clauses) • The simple sentences are related and of equal importance • They are connected by a semi-colon, conjunctions (and, but, so, or, for, nor, yet) or

other linking words • UTS had two campuses; it now has only one. • UTS had two campuses, but it now has only one. • UTS had two campuses: Kuring-gai and City-Broadway; however, the former was sold in November

2015.

Complex Sentences • A complex sentence has one independent clause, and one or more dependent

clauses • The independent clause contains the main idea = more important than what is in the

dependent clause(s) • Although UTS had two campuses, most of the students were at the City-Broadway campus. • The students who went to the Kuring-gai campus were mainly Business, Education and Nursing

students.

Compound-complex Sentences • A compound-complex sentence contains at least two independent clauses and one

dependent clause. • Although UTS had two campuses: Kuring-gai and City-Broadway, most of the students were at the

latter; therefore, the former was sold in November 2015.

Relative clauses • Complex sentences can contain relative clauses. • Relative clauses are dependent clauses. • They usually begin with relative pronouns (who*, which, that, whose, whom*). • There are two types of relative clauses: defining and non-defining. • The defining relative clause defines or qualifies the independent clause. If the

defining relative clause is removed, the meaning of the sentence becomes unclear. • A non-defining relative clause merely adds extra information to the independent

clause. If removed, the sentence still makes sense on its own. • The students who went to the Kuring-gai campus were mainly Business, Education and Nursing

students. • The Kuring-gai campus, which is located on the other side of the Harbour Bridge, was sold in

November 2015.

Who? Whom? • ‘Who’ is a subjective pronoun; it should be used to refer to the subject of a sentence. • ‘Whom’ is an objective pronoun; it should be used to refer to the object of a

sentence. • Who/Whom wrote this letter? • Who/Whom should I give this letter to? • We all know who/whom wrote the letter. • We wondered who/whom the letter was about.

• If the pronoun can be replaced by he/she > who • If the pronoun can be replaced by him/her > whom

Transition Signals • Transition signals = linking words/phrases: but; and; such as; therefore; on the other

hand; moreover; in addition; in other words… • They connect your ideas, add cohesion to your writing, and show the relationships

between sentences, and between paragraphs • You don’t have to use transition signals in every sentence or paragraph • If you are unsure of the meaning or usage of a transition signal, don’t use it. Any

misuse is likely to taint the logic in your writing.

Transition Signals • To indicate sequence or logical order: first; second; concurrently; followed by; next… • To emphasise or indicate importance: especially; particularly; crucially; above all… • To indicate time: during; after; before; prior to; earlier; initially… • To compare and/or contrast: similarly; likewise; whereas; conversely; while; unlike… • To indicate result or cause-and-effect: consequently; therefore; as a result… • To introduce a similar idea: similarly; likewise; equally; in the same way… • To add another idea or more information: in addition; further; moreover; besides… • To introduce an opposite idea or show exception: in contrast; alternatively; despite… • To give an example: for instance/example; specifically; in this case; to illustrate… • To identify or clarify: namely; in other words; thus; specifically… • To summarise or conclude: in brief; finally; hence; ultimately…

Active Voice Use the active voice when you can, to write clear, concise and direct sentences. • It is believed by the Finance Minister that a ceiling must be placed on the budget by

the Senate. • The Finance Minister believes that the Senate must place a ceiling on the budget.

Passive Voice • To remain impersonal and objective

• Twenty subjects were randomly selected from a pool of 100 volunteers.

• To emphasise the action rather than the actor • After a lengthy debate, the bill was passed by the Senate.

• To keep the subject and focus consistent throughout the writing • The independents recently tabled a controversial bill. After a lengthy debate, the bill was passed by

the Senate.

• To be tactful by not naming the actor • The bill was poorly written.

• To describe something in which the actor is unknown or unimportant • Cancer has been determined as the number one killer in Australia.

Common Grammatical Problems 1. Articles 2. Subject-verb agreement 3. Verbs and tenses 4. Punctuation 5. Prepositions 6. Linking words 7. Sentence structure