Sentence Coordination Ma. Sheila M. SimatTo be effective writers and speakers, we vary not only the patterns of our sentences but also their length. Using simple sentences in our entire text or speech is dreary, child ish, and bare. We can avoid this by combining words, phrases, clauses and sentences using the coordinating conjunctionsfor, and, nor, but, or, yet, so (acronym fanboys). These 7 coordinating conjunctions connect or relate grammatically equ al elements within sentences. For example: Soch eat, Bunl y, Hong , Phan isone, and Hseng spen t thei r summer study ing Engl ish vocabulary, reading, speech, grammar, and writing. (words combined) Terry tossed the ball across the yard and into his neighbor’s window. (phrases combined) Jerry stays at home, and Jenny finds their living in the city. (sentences combined) AND (addition; joins two grammatically parallel sentences; suggests that one idea is chronologically sequential to another) The ladies danced and the gentlemen clapped. Grace asked for an additional allowance from her father and waited for his response through a text message. BUT (suggests a contrast that is unexpected in light of the first clause) Cecille experienced ridicule from her colleagues, but she still seems able to smile at them. OR (suggests that only one possibility can be realized, excluding one or the other; suggests the inclusive combination of alternatives) You can study hard for this exam or you can fail. In a large class, we can choose to be active learners of ideas, or we can opt to be passive receivers of information. NOR (presents negative alternatives) I did not plagiarize, nor did they. YET (indicates concession) Mick plays guitar well, yet his favorite musical instrument is sax. FOR (introduces the reason for the preceding clause) Last week, a number of my students in Eng1 were restless and noisy, for they have become tiredin attending large classes and have longed for small classes where they can better interact with their teachers. SO (introduces a result or cause) Chester has always been nervous in big crowds, so he just keeps tight-lipped in the class. References: Balch, D., & Neville, K. (1969). Something about sentences: A practical grammar. USA: The Macmillan Company. pp. 187-194. Bume, K., Jones , E., & Wyld er , R. (1969 ). Functional English for writers. Glenview, Illinois, USA: Scott, For esman, and Compa ny. pp. 109-115. But ter , E., Hic kma n, M. A. , Al exa nde r, P., & Ove rby , L. (19 95) . Correct writing. Lexi ngton , Massachusetts, US A: DC Health and C ompany. pp. 25-26. Coor di nati ng co nj un ct ions. Retrieved on July 5, 2010 from http://papyr .com/hyperte xtbooks/grammar/complex.htm Jacobs, L. (1989). Writing as thinking. USA: The Macmillan Company. pp. 502- 503. Kaplan, J. (1995). English grammar: Principles and facts (Second editi on). New Jerse y, USA: Prentice Hall, Inc. pp. 142-150. Quirk, R. & Greenbaum, S. (1993). A university grammar of English . Essex, England: Longman Group. Rzadkiewicz, C. (2010). Grammar rules for the seven coordinating conjunctions . Retrieved on Jul y 1, 2010 from suite101.com
