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