What is a good sentence? How do we know one when we see one? What can we learn from good sentences? Can we become better readers and writers by stopping occasionally to notice sentences and to examine them? We address these questions here by examining sentences from all types of sources.
I teach English as a second language in a two-year college. My first teaching job was in the U.S. Peace Corps. Constructive uses of the Internet always attract my attention, especially uses to promote learning and understanding.
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Sentence 5: This entry continues our sequence of sentences from noted authors. The first four sentences are respectively from works by E. B. White (Charlotte’s Web), Robert B. Parker (Chance), Stephen King (On Writing) and Natalie Goldberg (Long Quiet Highway). The sentence to examine here comes from Ernest Hemingway’s short story “In Another Country.” In fact, this is the first sentence from the story. What can we learn from this sentence? What do we notice here that we have seen in one or more of the other four?
Sentence 5: In the fall the war was always there, but we did not go to it any more. (Hemingway, p. 42)
Like Sentence 4, this sentence has two independent clauses. The first is “In the fall the war was always there” and the second is “we did not go to it any more.” The subject-verb combinations of these clauses are respectively “war was” and “we did…go.” As the sentence has two independent clauses and no dependent clauses, the sentence type is compound, just like Sentence 4. All compound sentences need at least one coordinator, which is a word or punctuation mark that holds the independent clauses together. In this case, the coordinator is “but,” and in Sentence 4 the coordinator was “and.” These two are probably the most common coordinators. There are others, which we shall encounter in other sentences.
Structurally we see important similarities between Sentence 5 and Sentence 4. The first independent clause of Sentence 5 forms the SVC structure as the adverb “there” locates the subject “was.” In other words, an adverb functions as a subject complement in this clause. The first independent clause of Sentence 4 forms the SVC structure as well, except the subject complement in that sentence is an adjective (“scared”). We saw this structure in Sentence 3 where the gerund “thinking” functions as a subject complement.
The second independent clause in this sentence forms the SV structure, as the clause has no objects or complements. The prepositional phrase “to it” indicates direction, which is not considered a function of a complement. We previously saw this structure in Sentence 2, which contains a series of prepositional phrases not all of which indicate direction.
So, for compound sentences like Sentence 5 and Sentence 4, we expect to find at least two independent clauses and a coordinator to hold them together. Can you find the independent clauses in each of the following examples? Can you find the coordinator in each? Can you determine the verb pattern for each clause? This should be fun to apply the concepts to new sentences. Return soon to determine whether your observations are accurate.
(a) I looked over at Mom for support, but she was looking through the window behind me. (Hickam, p. 29)
(b) Some medical beast had revived tar-water in those days as a fine medicine, and Mrs. Joe always kept a supply of it in the cupboard, having a belief in its virtues correspondent to its nastiness. (Dickens, p. 44)
(c) A round-shaped fish, with golden sides, sides as gold as the sun, stopped in front of the arrow and he aimed just beneath it, at the bottom edge of the fish, and released the arrow and there was a bright flurry, a splash of gold in the water. (Paulsen, p. 125)
References
Dickens, C. Great Expectations. Retrieved 23 April 2005 from World Wide Web: http://etext.lib.virginia.edu/toc/modeng/public/DicGrea.html
Hemingway, E. (1955). Men Without Women. New York: Scribners.
Hickam, H. (1998). Rocket Boys. New York: Delta.
Paulsen, G. (1987). Hatchet. New York: Aladdin Paperbacks.
Usage Point #2: One more usage point needs to be addressed before we move on to the fourth sentence. Now that we have determined the reasons why I would buy… Oh, excuse me. That should be “…the reasons that I would buy a Chevrolet.” Ha, ha! Anyway, now that we understand why not to use “why” to signal an adjective clause, we can look at a related example. So, what can we learn from the following example sentence?
Example: Another reason why I would buy a Chevrolet is because they have great colors.
We hear this structure again and again all around us, on television and on the radio. So what’s wrong with it? If almost everyone uses it, can it be so bad? First, the word “why” is used as it was in the example sentence in Usage Point #1. For the reasons it was not appropriate in that example, it also is not appropriate in this one. We need a different word to begin an adjective clause, something other than “why.” Okay, based on our discussion in Usage Point #1 “that” is a good candidate. So we have the first revision of our example sentence:
Revision 1: Another reason that I would buy a Chevrolet is because they have great colors.
Now, we also know from Usage Point #1 that we may remove “that” from Revision 1, which gives us Revision 2.
Revision 2: Another reason I would buy a Chevrolet is because they have great colors.
So, what is wrong with Revision 2 if anything? The problem in Revision 2 may be found in our use of “because.” Once again, the meaning of “because” also appears in “reason,” so using “because” in this situation is redundant. But redundancy is not the only problem here. We also have a structural problem to address.
In our example sentence as well as in Revision 1 and Revision 2, “because” signals a dependent clause, which in this case is “because they have great colors,” an adverbial clause of reason. The problem is the position this adverbial clause of reason occupies in the sentence is not a position that an adverbial clause normally occupies. Although that doesn’t stop us from using such clauses in this way, we really shouldn’t. Here’s why. The independent clause in Revision 2 is “Another reason…is.” As we know from the Third Sentence (10 April), this is an SVC structure. As I like to put it, this structure creates the formula a = b. In this case a = “reason,” and for “b” we need something that acts like a noun. Okay, how about a noun clause? Such as “that they have great colors”? Now we’re talking. This leads us to Revision 3.
Revision 3: Another reason I would buy a Chevrolet is that they have great colors.
In Revision 3, “that” begins a noun clause that functions in the sentence as a complement of the subject “reason.” In other words, in terms of the formula “reason” = “that they have great colors.” Now we have something that works. The word “that” functions in the noun clause just to signal the beginning of the clause and it has no other grammatical function, so we may omit it, which leads us to Revision 4.
Revision 4: Another reason I would buy a Chevrolet is they have great colors.
Example: Another reason why I would buy a Chevrolet is because they have great colors.
The example we started with has fourteen words and Revision 4 has twelve. The difference is only two words: “why” and “because” do not appear in Revision 4. First we replaced them, and then we removed their replacements to derive Revision 4. It seems like a long route to remove two words, but we actually replaced them and then removed the replacements. It is important for us to recognize what words should replace “why” and “because” in the example, and then it is important for us to realize that the replacements also may be removed. Just removing “why” and “because” works but we do not understand why it works. Revision 4 states the same message as the example and in fewer words. If you want to write with clearer, more direct, tighter expression, Revision 4 is your model.
So, what have we learned from this example? We have examined another instance of the beginning of an adjective clause where we need to replace “why” with “that.” Just as in Usage Point #1 (12 April) we realize we may omit “that.” In addition, we have learned that “because” does not work in the example and needs to be replaced by “that.” It is not an adverbial clause that should appear in the complement slot in the SVC structure. As a noun clause should appear in that slot, we replace “because” with “that.” We further realize “that” may be omitted, which gives us Revision 4.
Here are three examples from a college textbook. Let’s see what structures these authors used. (Reference: Brehm, S., Kassin, S., & Fein, S. (1999). Social psychology (5th ed.). New York: Houghton-Mifflin.)
(A) The reason for the high degree of connection between social psychology and personality psychology is that the two areas complement each other so well. (p. 10)
(B) One very practical reason for learning about research methods is that it will help you better understand and learn the material in this book, which will in turn help you on tests and in subsequent courses. (p. 24)
(C) This is one reason why it is important to try to replicate the results of an experiment - repeat the experiment and see if similar results are found. (p. 44)
So in the first two of these three examples, the authors use the “reason…is that” pattern, and they include “that” to signal the beginning of the noun clause that functions as a complement of the subject “reason.” In example A, the noun clause is “that the two areas complement each other so well.” In example B, the noun clause is “that it will help you better understand and learn the material in this book.” In the third case, the authors stumble a bit and use “why” to begin an adjective clause: “why it is important to try to replicate the results of an experiment - repeat the experiment and see.” Replacing “why” with “that” makes a clearer sentence. And, of course, omitting “that” is acceptable here.
The next time you see a sentence on someone’s blog along the lines of “The reason why…is because…” you can comment with a suggestion for improving the structure of that sentence. Just kidding. Good structures to all!
Usage Point #1: Before moving on to the fourth sentence in our examination of English structure, a point of usage has come to mind that we often encounter but that violates several rules. This point comes up every semester in my writing courses, and when I saw it again last week it reminded me that I should compile a list and go over that list each semester. Perhaps this is the first entry in the list. What can we learn from this example sentence?
Example: There are two reasons why I would buy a Chevrolet.
So where is the problem in this sentence? We hear this structure and we form this structure many times a day, so what’s wrong? The problem is the word “why,” which does not belong in this structure. Why not? Well, one reason that “why” does not belong here is that its meaning is already contained in the word “reason.” So, if we drop the word “why” from the example sentence, what remains is perfectly understandable: “There are two reasons I would buy a Chevrolet.” In other words, we still understand what two reasons the speaker is talking about. A more important reason that “why” does not belong in this sentence relates to structure.
The example sentence has two clauses, one independent clause and one dependent clause. The independent clause is “There are two reasons,” which could stand as a sentence on its own. The dependent clause here is “why I would buy a Chevrolet.” Now, the dependent clause in this sentence functions like an adjective. In other words, the dependent clause modifies a noun in the sentence. In this case, the clause modifies the noun “reason” that appears in the independent clause. This is typical of adjective clauses; they modify nouns or pronouns that they follow. The word that signals the beginning of the dependent clause, “why,” is the problem, as it does not function properly that way in English. In other words, “why” does not signal the beginning of adjective clauses in English. So, how should the example sentence be revised? We have two possibilities for revising the example sentence:
(1) There are two reasons that I would buy a Chevrolet.
(2) There are two reasons I would buy a Chevrolet.
In this case, the proper word to begin the dependent clause is “that,” as it modifies a common noun that is not a living being. Thus we get the first revision in which “why” is removed and “that” takes its place. When “that” functions in this way, when “that” has no other grammatical role in an adjective clause, when it only signals the beginning of an adjective clause, “that” is optional and may be omitted. Thus, we get the second revision.
So what can we learn from the example sentence that we started with? First, we can learn that “why” does not signal the beginning of an adjective clause and that “the reason why” should become “the reason that.” We can also become aware that the meaning of “why” is inside “reason,” so it is redundant to use “why” along with “reason.” Therefore, when you gentlemen take the ring from your pocket and begin to explain why you bought it, please do not begin with “There is really only one reason why I would buy a ring for you.” If you begin that way, you allow her to correct your grammar, which is sure to shatter the moment. For the rest of us, we should remember this in our writing to use words to make our thoughts more precise. For the next posting, we shall see an addition to this one, as there is more yet to consider.
Sentence 3: Today we move on to our third sentence, which exemplifies a different pattern than either of the first two. Sentence 1 showed us the subject-verb-object (SVO) pattern and Sentence 2 showed us the subject-verb (SV) pattern. The first was from E.B. White and the second was from Robert B. Parker (Go to those respective entries for links to the authors). The third sentence to consider comes from On Writing by Stephen King. What can we learn from Sentence 3?
Sentence 3:Writing is refined thinking. (p. 131)
As in the first two sentences, we find just one subject-verb combination here: “Writing is.” As we find only one subject-verb combination in this sentence, we know the sentence has just one clause, which is an independent clause. This sentence is an example of the subject-verb-complement structure (SVC). In this case, the gerund “thinking” acts as a complement of the subject “Writing.” In a sense, the words in this sentence form an equation, a = b, or Writing = thinking. This is the most common structure in the English language. When you think about it, you will realize that you see so many structures that form the a = b equation. Sentences, or clauses, written in this pattern identify subjects, describe subjects, or locate subjects. Our example sentence here, “Writing is refined thinking,” identifies or defines the subject “Writing” by telling us what it is. In the sentence “She is my sister,” “sister” functions as a complement of the subject “She” and identifies the subject. In the sentence “She is tall,” the adjective “tall” functions as a complement of the subject “She,” and describes the subject. In the sentence “She was in the room,” the prepositional phrase “in the room” locates the subject “She.” Each of these is an example of the SVC structure.
So what can we learn from today’s sentence from one of popular fiction’s most successful authors? Structurally, the sentence serves as a fine example of the SVC structure, and it provides a nice definition for writing. After all, without thought would writing exist?
Sentence 2: Our first sentence was the first sentence of the last paragraph of E.B. White’s children’s classic Charlotte’s Web, and it is a fine example of the SVO structure. Our second sentence is the first sentence of the thirty-third chapter of Chance, a novel by Robert B. Parker. What can we learn from this sentence?
Sentence 2: Abigail Becker lived on School Street in Needham in a small gray shingled ranch house with white shutters and a bright blue door. (p. 199)
In this sentence, as in the first, we find just one subject-verb combination, “Abigail Becker lived,” which indicates that we have just one clause in the sentence. In this case, the clause is the sentence itself, which is an independent clause. In addition to the subject-verb combination, we find four prepositional phrases in this sentence. In this regard, the sentence is a fine example of how a short sentence can get longer by the addition of prepositional phrases. In this case, “on School Street” indicates where Abigail Becker lived; “in Needham” indicates where School Street was; “in a small gray shingled ranch house” describes the specific house that she lived in; and “with white shutters and a bright blue door” provides some description of details of the outside of the house. In terms of sentence type, with only one subject-verb combination, with only one independent clause and no dependent clauses, the sentence type is simple. The verb pattern is subject-verb (SV), as there are neither objects nor complements present. Robert B. Parker is a master at writing short, precise sentences. This is but one example.
Sentence 1: For our first sentence, we shall consider the first sentence of the last paragraph of the children’s classic Charlotte’s Web, written by E.B. White, one of the true masters of writing in English. Many of us can remember our teacher reading this book to our class when we were young, or we can remember reading the book on our own. Perhaps we even remember how we felt when Charlotte did not make the trip back to the farm. Let’s consider the lessons of the following sentence:Sentence 1: Wilbur never forgot Charlotte. (p. 184)This short sentence has only four words, two of which are proper nouns, the first and the last. The structure of the sentence is the classic subject-verb-object pattern (SVO) that we find daily in hundreds of clauses, sentences, books, newspapers, magazines, memos, and conversations. In this example, we see a proper noun that functions as the subject of the sentence, “Wilbur,” and the verb “forgot.” In addition, we see the proper noun “Charlotte” that functions as an object of the verb “forgot.” With only one subject-verb combination in the sentence, we have only one clause, which is an independent clause. So we have a nice example of a classic simple sentence written by an author who knew a few things about writing good clear sentences. It’s a nice place to start.
Purpose: What is a good sentence? How do we know one when we see one? What can we learn from good sentences? Can we become better readers and writers by stopping occasionally to notice sentences and to examine them? We address these questions here by examining sentences from all types of sources. What can we learn from the process of reading and examining sentences? Come to visit occasionally and perhaps we’ll find out.
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