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Sentence emphasis and variety
 Vary structures to give distinctive
  treatment to the idea you want to
  attract the attention.
 Placing ideas at the beginning or the
  end is a way to emphasize.
 You can get the reader’s attention with
  the first or last words.
 You have to think about how you want
  to make emphasis in the information you
  give to the readers.
 Everything they know is called old
  information and it is presented before
  the new information you give them.
 It helps the readers to see the difference
  between both, old and new, but
  emphasizing the new by placing it last.
 Short and long sentences, both mixed
  provide variety as well as emphasis ,
  specially if you break a pattern of short
  or long sentence with a new length.
 You have to think about your reader’s
  needs.
 You use long sentences to clarify
  relationships between ideas.
 Sound direct and honest.
 They have power.
 Each idea goes alone and asks for
  reader’s attention.
 To give another effect to your ideas try
  considering them into as few words as
  possible.
 Most academic writing requires that you
  fully develop your ideas and establish
  relationships among them.
 Show the relative importance of ideas
  and the connections between them.
 Coordination and subordination are
  valuable tools for long sentences.
 >_< Don’t overdo long sentences. A
  sentence shouldn’t cover more territory
  that a reader can span in a single stride.
 Grammatical type
 Rhetorical type
 Functional type
 simple sentence: has a single
  independent clause
  E.g.: Pollution is a problem
 Compound sentence: has two or more
  independent clauses joined either by a
  comma and a coordinating conjunction
  or by a semicolon.
  E.g.: pollution is a problem, and its
  affects every aspect of our lives.
 Complex Sentence: has one
  independent clause and one or more
  dependent clause.
  E.g.: because the problem continues to
  grow our legislature must act before it is
  too late.
 Compound-complex sentence: has at
  least two independent clauses and more
  dependent clauses.
  E.g.: pollution can be prevented , and
  we must take action to stop it , because
  there is no other way to survive on this
  planet.
 Should you put the main point first within
  a sentence and the less important
  information later? Or should you first
  establish the context and then deliver
  the main message?
 These questions refer to rhetorical
  sentence types.
 When you place the main idea first , you
  create a CUMULATIVE SENTENCE.
 Othello smothers the delicate
  Desdemona in a fit of anguished passion
  and boiling fury.
 He kills the loves most because he has
  trusted the lies of the vicious lago
 When you save the punch for the end ,
  you create a PERIOD SENTENCE.
 In a fit of anguished passion and boiling
  fury , Othello smothers the delicate
  Desdemona. Because he has trusted the
  lies of the vicious lago , he kills the person
  he loves most .
   Cumulative sentences are common in
    academic writing because they allow
    you to make a point and support it then.
   When any of the following structures is
    placed at the front of a sentence , the
    subject goes after the first auxiliary (a
    form of HAVE or BE or a modal such as
    COULD) of the independent clause. If
    there is no auxiliary , the subject goes
    after the main verb.
 Adverb of extent or degree: so
  antagonizing had the speaker been that
  members of the audience walked out.
 Negative adverb of frequency: seldom
  has a verdict created such an outrage
  among citizens. (ever,hardly,only once,
  rarely)
 Other negative adverbs or adverb
  phrases: Under no circumstances should
  funding for this program be cut
 Conditional clauses: Only if we take
  measure now will we rescue our city from
  urban blight
 When the following structures are at the
  front of a sentence, the subject after
  goes both the auxiliary ( if there is one )
  and the main verb of the independent
  clause.
 ADVERB OF POSITION: Near the campsite
  appeared a doe and two fawns.
 COMPARATIVES : More intriguing than
  the main plot of the novel are several of
  the subplots
 PARTICIPLES AND MODIFIERS : Lying on
  my desk should be a large sealed
  envelope
Functional sentence types :
DECLARATIVE: The number of violent
  crimes committed by strangers has gone
  down in the past ten years.
QUESTION : So Why has the public’s fear of
  crime gone up?
EXCLAMATION : The news media
  manipulate us all!
COMMAND : write The program director of
  your local TV station and protest!
 VARYING SENTENCE OPENING
 Another way to get important
  information into a sentence early is to
  invert the expected word order. As you
  edit, consider using inverted word order
  for a stong special order
 Standard : the land onto which they
  wandered was hard to barren.
 Inverted : Hard and barren was the land
  onto which they wandered.
   ANGHEL GOMEZ

   THANKS

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Sentence emphasis and variety

  • 2.  Vary structures to give distinctive treatment to the idea you want to attract the attention.  Placing ideas at the beginning or the end is a way to emphasize.  You can get the reader’s attention with the first or last words.
  • 3.  You have to think about how you want to make emphasis in the information you give to the readers.  Everything they know is called old information and it is presented before the new information you give them.  It helps the readers to see the difference between both, old and new, but emphasizing the new by placing it last.
  • 4.  Short and long sentences, both mixed provide variety as well as emphasis , specially if you break a pattern of short or long sentence with a new length.  You have to think about your reader’s needs.  You use long sentences to clarify relationships between ideas.
  • 5.  Sound direct and honest.  They have power.  Each idea goes alone and asks for reader’s attention.  To give another effect to your ideas try considering them into as few words as possible.
  • 6.  Most academic writing requires that you fully develop your ideas and establish relationships among them.  Show the relative importance of ideas and the connections between them.  Coordination and subordination are valuable tools for long sentences.  >_< Don’t overdo long sentences. A sentence shouldn’t cover more territory that a reader can span in a single stride.
  • 7.  Grammatical type  Rhetorical type  Functional type
  • 8.  simple sentence: has a single independent clause E.g.: Pollution is a problem  Compound sentence: has two or more independent clauses joined either by a comma and a coordinating conjunction or by a semicolon. E.g.: pollution is a problem, and its affects every aspect of our lives.
  • 9.  Complex Sentence: has one independent clause and one or more dependent clause. E.g.: because the problem continues to grow our legislature must act before it is too late.  Compound-complex sentence: has at least two independent clauses and more dependent clauses. E.g.: pollution can be prevented , and we must take action to stop it , because there is no other way to survive on this planet.
  • 10.  Should you put the main point first within a sentence and the less important information later? Or should you first establish the context and then deliver the main message?  These questions refer to rhetorical sentence types.  When you place the main idea first , you create a CUMULATIVE SENTENCE.
  • 11.  Othello smothers the delicate Desdemona in a fit of anguished passion and boiling fury.  He kills the loves most because he has trusted the lies of the vicious lago  When you save the punch for the end , you create a PERIOD SENTENCE.  In a fit of anguished passion and boiling fury , Othello smothers the delicate Desdemona. Because he has trusted the lies of the vicious lago , he kills the person he loves most .
  • 12. Cumulative sentences are common in academic writing because they allow you to make a point and support it then.
  • 13. When any of the following structures is placed at the front of a sentence , the subject goes after the first auxiliary (a form of HAVE or BE or a modal such as COULD) of the independent clause. If there is no auxiliary , the subject goes after the main verb.
  • 14.  Adverb of extent or degree: so antagonizing had the speaker been that members of the audience walked out.  Negative adverb of frequency: seldom has a verdict created such an outrage among citizens. (ever,hardly,only once, rarely)  Other negative adverbs or adverb phrases: Under no circumstances should funding for this program be cut  Conditional clauses: Only if we take measure now will we rescue our city from urban blight
  • 15.  When the following structures are at the front of a sentence, the subject after goes both the auxiliary ( if there is one ) and the main verb of the independent clause.  ADVERB OF POSITION: Near the campsite appeared a doe and two fawns.  COMPARATIVES : More intriguing than the main plot of the novel are several of the subplots  PARTICIPLES AND MODIFIERS : Lying on my desk should be a large sealed envelope
  • 16. Functional sentence types : DECLARATIVE: The number of violent crimes committed by strangers has gone down in the past ten years. QUESTION : So Why has the public’s fear of crime gone up? EXCLAMATION : The news media manipulate us all! COMMAND : write The program director of your local TV station and protest!
  • 17.  VARYING SENTENCE OPENING  Another way to get important information into a sentence early is to invert the expected word order. As you edit, consider using inverted word order for a stong special order  Standard : the land onto which they wandered was hard to barren.  Inverted : Hard and barren was the land onto which they wandered.
  • 18. ANGHEL GOMEZ  THANKS