Grammar Review 4:
Sentence Structure, Transition
Signals & Active vs Passive
Outline
1. Sentence structure review: the four basic sentence structures
2. Transition signals
3. Active voice versus passive voice
4. Grammatical accuracy: common grammar problems
Clauses
• A clause is a group of words; it contains a subject and a verb
• An independent clause = complete thought
• UTS had two campuses.
• A dependent clause = incomplete thought
• because UTS had two campuses
Sentences
• A sentence contains at least one independent clause (and, hence, expresses a
complete thought)
• He wept.
• Cats meow.
• Although he was a proud man, he wept easily.
• Cats meow when they are happy or sad.
• Four sentence structures:
• Simple
• Compound
• Complex
• Compound-complex
Simple Sentences
• A simple sentence contains one independent clause
• UTS had two campuses.
• Up until November 2015, UTS had two campuses.
• UTS had two campuses: Kuring-gai and City-Broadway.
Compound Sentences
• A compound sentence contains two or more simple sentences (or independent
clauses)
• The simple sentences are related and of equal importance
• They are connected by a semi-colon, conjunctions (and, but, so, or, for, nor, yet) or
other linking words
• UTS had two campuses; it now has only one.
• UTS had two campuses, but it now has only one.
• UTS had two campuses: Kuring-gai and City-Broadway; however, the former was sold in November
2015.
Complex Sentences
• A complex sentence has one independent clause, and one or more dependent
clauses
• The independent clause contains the main idea = more important than what is in the
dependent clause(s)
• Although UTS had two campuses, most of the students were at the City-Broadway campus.
• The students who went to the Kuring-gai campus were mainly Business, Education and Nursing
students.
Compound-complex Sentences
• A compound-complex sentence contains at least two independent clauses and one
dependent clause.
• Although UTS had two campuses: Kuring-gai and City-Broadway, most of the students were at the
latter; therefore, the former was sold in November 2015.
Relative clauses
• Complex sentences can contain relative clauses.
• Relative clauses are dependent clauses.
• They usually begin with relative pronouns (who*, which, that, whose, whom*).
• There are two types of relative clauses: defining and non-defining.
• The defining relative clause defines or qualifies the independent clause. If the
defining relative clause is removed, the meaning of the sentence becomes unclear.
• A non-defining relative clause merely adds extra information to the independent
clause. If removed, the sentence still makes sense on its own.
• The students who went to the Kuring-gai campus were mainly Business, Education and Nursing
students.
• The Kuring-gai campus, which is located on the other side of the Harbour Bridge, was sold in
November 2015.
Who? Whom?
• ‘Who’ is a subjective pronoun; it should be used to refer to the subject of a sentence.
• ‘Whom’ is an objective pronoun; it should be used to refer to the object of a
sentence.
• Who/Whom wrote this letter?
• Who/Whom should I give this letter to?
• We all know who/whom wrote the letter.
• We wondered who/whom the letter was about.
• If the pronoun can be replaced by he/she > who
• If the pronoun can be replaced by him/her > whom
Transition Signals
• Transition signals = linking words/phrases: but; and; such as; therefore; on the other
hand; moreover; in addition; in other words…
• They connect your ideas, add cohesion to your writing, and show the relationships
between sentences, and between paragraphs
• You don’t have to use transition signals in every sentence or paragraph
• If you are unsure of the meaning or usage of a transition signal, don’t use it. Any
misuse is likely to taint the logic in your writing.
Transition Signals
• To indicate sequence or logical order: first; second; concurrently; followed by; next…
• To emphasise or indicate importance: especially; particularly; crucially; above all…
• To indicate time: during; after; before; prior to; earlier; initially…
• To compare and/or contrast: similarly; likewise; whereas; conversely; while; unlike…
• To indicate result or cause-and-effect: consequently; therefore; as a result…
• To introduce a similar idea: similarly; likewise; equally; in the same way…
• To add another idea or more information: in addition; further; moreover; besides…
• To introduce an opposite idea or show exception: in contrast; alternatively; despite…
• To give an example: for instance/example; specifically; in this case; to illustrate…
• To identify or clarify: namely; in other words; thus; specifically…
• To summarise or conclude: in brief; finally; hence; ultimately…
Active Voice
Use the active voice when you can, to write clear, concise and direct sentences.
• It is believed by the Finance Minister that a ceiling must be placed on the budget by
the Senate.
• The Finance Minister believes that the Senate must place a ceiling on the budget.
Passive Voice
• To remain impersonal and objective
• Twenty subjects were randomly selected from a pool of 100 volunteers.
• To emphasise the action rather than the actor
• After a lengthy debate, the bill was passed by the Senate.
• To keep the subject and focus consistent throughout the writing
• The independents recently tabled a controversial bill. After a lengthy debate, the bill was passed by
the Senate.
• To be tactful by not naming the actor
• The bill was poorly written.
• To describe something in which the actor is unknown or unimportant
• Cancer has been determined as the number one killer in Australia.
Common Grammatical Problems
1. Articles
2. Subject-verb agreement
3. Verbs and tenses
4. Punctuation
5. Prepositions
6. Linking words
7. Sentence structure
