The document provides guidance on writing good sentences, including: 1. A good sentence begins with the main point and ends with the second most important idea to frame the reader's understanding. 2. Sentences should be grammatically correct, easy to read aloud, and easy to understand while keeping a reasonable length. 3. Coherence, emphasis, and avoiding errors like fragments, run-ons, and comma splices are important for effective writing.

1. Characteristics Of A Good
Sentence
1.It begins with the main point. Starting
out with the main point puts your main
noun and verb up front. This ensures
that the reader quickly figures out
what’s going on, while minimizing the
likelihood that they’ll misunderstand
what the sentence is communicating.

2. 2. It ends with the second most
important idea. The beginning and
ending are the most memorable parts
of the sentence, so your most
important ideas should appear in
those two places. (emphasis)

3. 3. It’s grammatically sound. Nobody
appreciates poor grammar and bad
writing mechanics. It’s just not a
pretty sight, apart from being
cumbersome to read.

4. 4. It should be easy to read
expressively. Your sentences should
sound good when read aloud, as
that’s how it will come across to your
readers.

5. 5. It’s easy to understand. A reader
shouldn’t have to pause and call time
out to wrap their heads around what
you’re saying.
6. It stays within a reasonable length.

6. The three goals in effective
writing are unity, support, and
coherence.

7. How can sentence
coherence be
achieved?

8. COHERENCE
 All parts of the sentence should be clear
and logical.
 Coherence can be achieved by:
1. Making the reference clear
2. Avoiding dangling modifier
3. Keeping words in proper position in
sentence
4. showing logical agreement of sentence
parts
5. Using parallel forms for parallel
elements
6. Avoiding needless shifts in construction

9. EMPHASIS
 By proportion
 Position
 Balanced structure
 Synthesis and antithesis
 Emphasis by repetition
 Emphasis by climax

10. COMMON SENTENCE
ERRORS

11. What is a fragment?
 A fragment has a missing complete subject or
a complete predicate which does not make
up a sentence. It therefore, expresses an
incomplete thought. This is a writing error.
 Fragments are broken-off parts of sentences
and should not be punctuated as sentences.
Examples:
*People waving flags and cheering.
*Cher with her mother.
*Always comes to class early.

12. Fragment
 Because most
transactions require a
permanent record.
Good writing skills are
critical.
 The recruiter
requested a writing
sample. Even though
the candidate
seemed to
communicate well.
 Revision
 Because most
transactions require a
permanent record,
good writing skills are
critical.
 The recruiter
requested a writing
sample even though
the candidate
seemed to
communicate well.

13. The sentence
 A sentence is a group of words with a
complete subject and a complete predicate;
thus, it expresses a complete thought.
Complete Subjects Complete Predicates
The baby cries.
Establishments that sell
exotic meals
are becoming more and more
popular.
The puppies were under the straw stack.
The economy of China has been progressing.

14.  The complete subject contains the
noun, pronoun, or group of words
acting as a noun, plus their modifier,
that tells who or what the sentence is
about.
 The complete predicate is the verb or
verb phrase, plus any modifiers and
complements which, show what the
complete subject does or is.

15. The unified sentence
 A sentence has unity if it expresses a
single complete thought; it contains only
those details necessary to uphold and
enrich that thought.
Good:
I see our neighbor in her garden very early
in the morning, trimming the hedges, pulling
the weeds, and mowing the lawn.

16. Bad
It is my habit to wake up very early in
the morning always before anybody
else in the house is awake, since I
cannot stay in bed when the sun is up,
and I see our neighbor in her garden
through my bedroom window which
has a thick curtain so I could see her
without being seen, and she would be
trimming the hedges, etc.

17.  When ideas are not closely related they
should be put in separate sentences and
unifying words and phrases should be
used to ‘weld’ them together.
Good:
Since I cannot stay in bed when the sun is up,
I am awake before anybody else in the house.
My bedroom window has a thick curtain so
that I can see many interesting sights without
being seen myself. I see our neighbor in her
garden trimming the hedges, etc.

18.  When ideas are closely related and bring
about a fuller effect by their combined
force they should be put together in one
sentence. This can be done by:
1. Subordinating the minor thoughts to the
more important thoughts; and,
2. Coordinating closely related thoughts
when not one of them can be
subordinated because they are of equal
importance.

19. 1. Subordinating the minor thoughts to the
more important thoughts.
Example:
I saw the people running out of their
houses. I did not know what was
happening but I also ran out.
Improved: When I saw the people running
out of their houses, I also ran out
although I did not know what was
happening.

20. 2. Coordinating closely related thoughts when
not one of them cannot be subordinated
because they are of equal importance.
Example:
Three brothers managed the business: Julio
handled the personnel. Pedro took care of
the advertisements. Roman kept the books.
Improved: The three brothers managed the
business: Julio handled the personnel;
Pedro took care of the advertisements;
Roman kept the books.

21. 2. Run-On (Fused) Sentences
 A sentence with two independent
clauses must be joined by a
coordinating conjunction (and, or, nor,
but) or by a semicolon (;).
 A run-on sentence combines two
main clauses without an appropriate
connector or punctuation mark to
separate them

22. Run-on
 Most job seekers
present a printed
résumé some are
also using Web sites
as electronic
portfolios.
 One candidate sent
an e-mail résumé
another sent a
traditional résumé.
 Revision
 Most job seekers
present a printed
résumé. Some are
also using Web sites
as electronic
portfolios.
 One candidate sent
an e-mail résumé;
another sent a
traditional résumé.

23. 3. Comma-Splice Sentences
 A comma splice results when a writer joins
(splices together) two independent clauses
with a comma.
 Independent clauses may be joined with a
coordinating conjunction (and, or, nor, but)
or a conjunctive adverb (however,
consequently, therefore, and others)
 clauses joined by coordinating conjunctions
require only a comma. Clauses joined by a
coordinating adverb require a semicolon

24. Comma Splice
Some employees responded by e-mail, others
picked up the telephone.
Possible Revisions
 Some employees responded by e-mail, and
others picked up the telephone.
 Some employees responded by e-mail;
however, others picked up the telephone.
 Some employees responded by e-mail;
others picked up the telephone.

25. In general, fused sentences and comma
splices can be corrected in one of five
ways.
a. Use a comma and a coordinating
conjunction.
b. Use a semicolon.
c. Use a semicolon and a transitional word
or phrase.
d. Change one of the clauses to a
subordinate clause by adding
a subordinator at the beginning of it.
e. Punctuate the clauses as two separate
sentences.