Sentence structures
A well-written sentence needs to be both grammatically correct and have a clear meaning.
Here are some common mistakes students make. Let's explore them to learn the correct sentence structures.
Types of sentence structure
In order to build a sentence in English that is grammatically correct and makes sense, it is important to first understand the basic principles of sentence structures. Essentially, sentence formations can be divided into four types.
Simple sentence
A simple sentence is one independent clause in a subject-verb pattern
e.g., The Australian government introduced an official carbon tax on 1 July 2012.
Compound sentence
A compound sentence is two independent clauses connected by a coordinating conjunction.
e.g., The Australian government introduced an official carbon tax on 1 July 2012, but this was met with opposition from the general public.
Complex sentence
A complex sentence consists of an independent clause and a dependent clause.
e.g., As the Australian government recognised the necessity to significantly reduce greenhouse gas emissions, it introduced an official carbon tax on 1 July 2012.
Compound-complex sentences
A compound-complex sentence consists of more than one independent clause and one or more dependent clauses:
e.g., As the Australian government recognised the necessity to significantly reduce greenhouse gas emissions, it introduced an official carbon tax on 1 July 2012, but this was met with opposition from the general public.
The secret to good writing is variation and using a mix of these types of sentences within your paragraphs in your written work.
Common errors students make
1. Sentence fragments
A sentence fragment is missing some of its parts. There are three main reasons why a sentence may be incomplete.
- Missing subject
[Incorrect] Becoming extinct because of rising sea temperatures.
[Correct] Phytoplankton could become extinct because of rising sea temperatures.
- Missing verb
[Incorrect] Significantly, one particular form of Western Australian finch.
[Correct] Significantly, one particular form of Western Australian finch has decreased in numbers.
- Incomplete thought
[Incorrect] In a recent article about loss of habitat due to climate change.
[Correct] In a recent article about loss of habitat due to climate change, Australian animals were shown to be particularly vulnerable.
Sentences beginning with words like so, as, because, who, which, that, are often incomplete.
2. Run-on sentences
A run-on sentence occurs when two simple sentences are incorrectly joined.
e.g., Poverty, famine and major public health problems around the developing world are important indicators of a changing climate these issues are not being addressed globally.
There are two ways to resolve a run-on sentence:
Use a joining or linking word such as and, but, or, nor, for, so, yet.
e.g., Poverty, famine and major public health problems around the developing world are important indicators of a changing climate, but these issues are not being addressed globally.
Make two separate sentences.
e.g., Poverty, famine and major public health problems around the developing world are important indicators of a changing climate. These issues are not being addressed globally.
3. Lack of Meaning
Ensure that each sentence you write has clear meaning in English. It must be fully understandable when read. If you are not sure if your sentence has clear meaning in English, perhaps think about re-writing it in a simpler and clearer way that you can fully understand (as will hopefully your reader).
Tips for your writing
Remember to incorporate a variety of sentence structures in your writing. Doing this will (1) add interest to your writing, (2) improve readability and (3) clarify the relationships between ideas.
Consider the following example where each sentence follows a similar structure. This uniformity leads to a lack of cohesion, making the paragraph feel disjointed and somewhat monotonous.
Example: Nursing education (Lees & Moore 2013) states that measures should be in place to avoid infection. Also, that infection rates tend to soar when hygiene standards decrease. Appropriate steps should be taken to decrease these risks. It is suggested that medical staff are educated to understand these risks.
Here is a better version of the paragraph.
Better example: Nursing educators (Lees & Moore 2013, Brown & Marvin 2012) argue that strict measures should be implemented to avoid infection in medical institutions. There is also much evidence to demonstrate that infection rates rise dramatically when hygiene standards begin to fall. Therefore, it is argued that appropriate steps need to be in place to decrease, and minimise, these potential risks. Furthermore, aggressive steps should be taken to ensure that all staff maintain effective hygiene and infection control.
Adapted from: RMIT University 2012, Learning Lab (opens external site) viewed 19 September 2012.
