Academic Writing Varied Sentenceshttp://www2.ivcc.edu/rambo/eng1001/sentences.htmhttp://www.mccd.edu/faculty/pirov/compound.htmhttp://www.eslbee.com/sentences.htmThe most effective writing uses a variety of the sentence types explained below. A simple sentence has the most basic elements that mae it a sentence: a sub!ect" a verb" and a completed thought.1. # looed for $ary and %amantha at the bus station.' ( sub!ect" &looed' ( verb2. $ary and %amantha arrived at the bus station before noon and left on the bus before # arrived.&$ary and %amantha' ( compound sub!ect" &arrived' and &left' ( compound verbTip: #f you use many simple sentences in an essay" you should consider revising some of the sentences into compound or complex sentences. The use of compound sub!ects" compound verbs" prepositional phrases )such as &at the bus station'*" and other elements help lengthen simple sentences" but simple sentences often are short. The use of too many simple sentences can mae writing &choppy' and can prevent the writing from flowing smoothly.A simple sentence can also be referred to as an independent clause. #t is referred to as &independent' because" while it might be part of a compound or complex sentence" it can also stand by itself as a complete sentence. A compound sentence refers to a sentence made up of two independent clauses )or complete sentences* connected to one another with a coordinating conjunction. +oordinating con!unctions are easy to remember if you thin of the words ,-A. /01%2: For And Nor But Or Yet So 3xamples of compound sentences include the following:1. # looed for $ary and %amantha at the bus station" but they arrived at the station before noon and left on the bus before # arrived.2. $ary and %amantha arrived at the bus station before noon" and they left on the bus before # arrived.4. $ary and %amantha left on the bus before # arrived" so # did not see them at the bus station.Tip: #f you rely heavily on compound sentences in an essay" you should consider revising some of them into complex sentences. +oordinating con!unctions are useful for connecting sentences" but compound sentences often are overused. 5hile coordinating con!unctions can indicate some type of relationship between the two independent clauses in the sentence" they sometimes do not indicate much of a relationship. The word &and"' for example" only adds one independent clause to another" without indicating how the two parts of a sentence are logically related. Too many compound sentences that use &and' can weaen writing. +learer and more specific relationships can be established through the use of complex sentences.1A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A dependent clause is similar to an independent clause" or complete sentence" but it lacs one of the elements that would mae it a complete sentence.3xamples of dependent clauses include the following: because $ary and %amantha arrived at the bus station before noon while he waited at the train station after they left on the bus 6ependent clauses such as those above cannot stand alone as a sentence" but they can be added to an independent clause to form a complex sentence. 6ependent clauses begin with subordinating conjunctions. /elow are some of the most common subordinating con!unctions:after" although" as" because" before" even though" if" since" though" unless" until" when" whereas" whileA complex sentence !oins an independent clause with one or more dependent clauses. The dependent clauses can go first in the sentence" followed by the independent clause" as in the following:/ecause $ary and %amantha arrived at the bus station before noon" # did not see them at the station. 1. 5hile he waited at the train station" 7oe reali8ed that the train was late. 2. After they left on the bus" $ary and %amantha reali8ed that 7oe was waiting at the train station. +onversely" the independent clauses can go first in the sentence" followed by the dependent clause:Tip: 5hen the independent clause comes first" a comma should not be used to separate the two clauses. # did not see them at the station because $ary and %amantha arrived at the bus station before noon. 1. 7oe reali8ed that the train was late while he waited at the train station. 2. $ary and %amantha reali8ed that 7oe was waiting at the train station after they left on the bus. +omplex sentences are often more effective than compound sentences because a complex sentence indicates clearer and more specific relationships between the main parts of the sentence. The word &before"' for instance" tells readers that one thing occurs before another. A word such as &although' conveys a more complex relationship than a word such as &and' conveys. The term periodic sentence is used to refer to a complex sentence beginning with a dependent clause and ending with an independent clause" as in &5hile he waited at the train station" 7oe reali8ed that the train was late.' 9eriodic sentences can be especially effective because the completed thought occurs at the end of it" so the first part of the sentence can build up to the meaning that comes at the end. 2Should you begin a sentence ith !and" or !but" #or one o$ the other coordinating conjunctions%&The short answer is &no.' 1ou should avoid beginning a sentence with &and"' &so"' &or"' &but"' or the other coordinating con!unctions. These words generally are used to !oin together parts of a sentence" not to begin a new sentence.:owever" such sentences can be used effectively. /ecause sentences beginning with these words stand out" they are sometimes used for emphasis. #f you use sentences beginning with one of the coordinating con!unctions" you should use these sentences sparingly and carefully.Should you begin a sentence ith !because"&There is nothing wrong with beginning a sentence with &because.' 9erhaps some students are told not to begin a sentence with &because' to avoid sentence fragments )something lie &/ecause $ary and %amantha arrived at the bus station before noon' is a sentence fragment*" but it is perfectly acceptable to begin a sentence with &because' as long as the sentence is complete )as in &/ecause $ary and %amantha arrived at the bus station before noon" # did not see them at the station.'*'ompound Sentences() *se a 'omma and a +oining Word) ;7oining 5ords )coordinating con!unctions*: -or" And" .or" /ut" 0r" 1et" %o< The teacher lectured for over an hour, and his students slept soundly. The old man wanted to hide his money, for he feared his children would steal it from him. The student had a test the next day, so she studied all night long. 9attern: %entence" !oining word sentence. %ub!ect = 9redicate" !oining word %ub!ect = 9redicate. -) *se a Semicolon) The teacher lectured for over an hour. his students slept soundly. The old man wanted to hide his money. he feared his children would steal it from him. The student studied all night long. she had a test the next day. 9atterns: %entence. sentence. %ub!ect = 9redicate. %ub!ect = 9redicate. /) *se a semicolon and a transition ord) ;Transition words )adverbial con!unctions*: however" therefore" in fact" on the other hand" nonetheless" besides" instead" then" instead" moreover" similarly" nevertheless" still"< The car had a >?@ engine and a new paint !ob. however, it had no braes. 4The 9it /ull had Auite a bite. in fact, its bite was BoutlawedB in seven states. Carry studied for the test all weeend. therefore, he expected a good grade on the test. 9atterns: %entence. transition word, sentence. %ub!ect = 9redicate. transition word, %ub!ect = 9redicate. 'omplex Sentences;7oining words )subordinating con!unctions*: As" As if" /ecause" %ince" Although" 3ven though" 5hen" 5hile" Dntil" Dnless" 5here 5hen # looed into the mirror, # saw an old man. # saw an old man when # looed into the mirror. Dntil 7osh attended $erced +ollege, he had no focus in life. 7osh had no focus in life until he attended $erced +ollege. 9attern: 1. 7oining word sub!ect = predicate, sub!ect = predicate. 2. %ub!ect = predicate !oining word sub!ect = predicate. 'ompound0'omplex Sentences5hen # looed into the mirror, # saw an old man, and # was surprised. As # loo out the window" # see no clouds, but the weather report predicted rain. 5henever the old man waled around the mansion" he wanted hide his money, for he feared his children would steal it from him. 9attern: %ubordinating con!unction sub!ect = predicate, sub!ect = predicate" coordinating con!unction sub!ect = predicate. 5hat else can be used for noadays and noat the present timeE at this momentE at the time ofE speaingE instantlyE very latelyE not long agoE in present circumstancesE things being as they areE now and again" now and thenE occasionallyE repeatedlyEat one time and anotherE indefinitelyE not oftenE at intervalsE at this very instantE precisely nowE alternatelyE at one timeE existing at the present timeE all at once" all together" as" as long as" as of now" as things are" at present" at this !uncture" at this moment" at this point" at this time" even now" here and now" historical present" immediately" in a hurry" in our time" in these days" !ust now" lately" latterly"newness" not long ago" only yesterday" our times" present?day" present?time" presently" recently" right away" right now" simultaneously" the other day" the present" the present age" the present day" the present hour" the present !uncture" the present time" the time being" the times" then and there" these days" this day" this hour" this instant" this minute" this moment" this night" this point" this stage" this very minute" today" tonight" twentieth?century" hic et nunc&here and now'per saltum: &by a leap'F