UNIVERSITY OF SOUTHERN MINDANAO

LESSON 2: WRITING
EFFECTIVE SENTENCES
GE 5 PURPOSIVE COMMUNICATION
 Topic Outline

Sentence Structures

Sentence Errors
Writing Effective Sentences 2
Intended Learning
Outcome
Observe the principles
of effective written
communication in crafting
sentences.
Importance of Sentence
Structure in Academic Writing
Why does clear writing matter?
Importance of Sentence Structure in
Academic Writing
Clarity and Precision

Coherence and Flow

Credibility and Professionalism

Engagement

Argument Development
 Sentence Structures

• Clause – has a subject and a verb

• Independent clause – can stand by itself
• Dependent clause – cannot stand by itself; it is introduced
by a relative pronoun or a subordinating conjunction
(because, while, although, even though, if, etc.)
 • Simple sentence – has one
1. Simple independent clause
• Example: Arjay writes for the
sentence school newspaper.
• Many little boys played in the yard.
• Many little boys and girls played in the
yard.
• Many boys played and sang in the
yard.
• Many little boys and girls played and
sang in the yard.
 • Compound sentence – has two or
2. more independent clauses.
Coordinating conjunctions (and, but,
Compound or, nor, yet, so, for) are used to
connect the clauses.
sentence • Example: John enjoys baseball, but
his best friend prefers soccer.
• The food was good, and the
service was excellent.
• You may stay with us, or you may join
the other group.

Writing Effective Sentences

 3. Complex sentence
– has one independent clause and one or more subordinate
clause.
Example:
When you see them, tell them the good news.
(subordinate clause) (independent clause)

I laughed while Ian just smiled.

Before the plane landed, we were waiting at the gate.

Writing Effective Sentences

 Although our cat is a friendly
creature, she hides under the bed
whenever Uncle Myron comes

When lightning struck the pole on

our street, the whole neighborhood
lost power.

Writing Effective Sentences

 Compound-complex sentence – has two or
more independent clauses and one or more
subordinate clause.
Example:
4.
I will go with you, but I have to be
Compound- home early

complex (independent clause)

clause)
(independent

sentence because I have to study.

(subordinate clause)

Writing Effective Sentences

• Because it was
Christmas break,
Mrs. Perez did not
assign homework,
but she encouraged
her students to
continue reading
their novels.
 I. Identify whether the sentence is simple,
compound, complex, or compound-
complex.
1. Some animals do not create nests or dens.
2. Many fish rest wherever they may be.
3. Cara had a mild cold but came to school anyway.
4. Chipmunks dig underground burrows, and raccoons and
squirrels live in hollow logs or dead trees.
5. Since the hermit crab makes its home in empty snail
shell, it must hunt for larger and larger shells as it grows.

Writing Effective Sentences

SENTENCE ERRORS

• What is a complete sentence? A complete sentence

is not merely a group of words with a capital letter at
the beginning and a period or question mark at the
end. A complete sentence has three components:
• a subject (the actor in the sentence)
• a predicate (the verb or action), and
• a complete thought (it can stand alone and make
sense—it's independent).
 1. Fragment – is a piece of a
sentence

• After the rain stops (What then?)

• When you finally take the test
(What will happen?)
• Since you asked (Will you get the
answer?)
• If you want to go with me (What
should you do?)
• Because his car was in the shop
(What did he do?)
2. Run-on Sentence – contains two
or more independent clauses with
no connectors between them
Comma Splice – occurs when two
or more independent clauses are
connected only by a comma.

• She came late in the venue she

was not allowed to join the
competition. (fused run-
on)
• She came late in the venue, she
was not allowed to join the
competition. (comma-
splice)
Overly Long Run-On
• An overly long run-on sentence contains multiple independent
clauses strung together without appropriate punctuation or
conjunctions, leading to a lack of clarity and coherence.
• Example: "The sun was setting it painted the sky orange and pink
the birds were singing and the air was cool."
• Correction: "The sun was setting, painting the sky orange and pink.
The birds were singing, and the air was cool." (breaking it into
shorter sentences)
 • She came late in the venue. She
was not allowed to join the
competition.
• She came late in the venue, so she
was not allowed to join the
competition.
How to • She came late in the venue; she
was not allowed to join the
correct: competition.
• Because she came late in the
venue, she was not allowed to join
the competition.
• She came late in the venue; as a
result, she was not allowed to join
the competition.
 How to correct:

Uses a period and a capital letter

Uses a comma and a coordinator

Uses a semi-colon
Subordinates the less important idea
with subordinating conjunction
Uses a semi-colon, followed by a
conjunctive adverb/transitional device
 • again, also, besides,
consequently, further,
Common furthermore, hence, however,
conjunctive indeed, likewise, moreover,
nevertheless, otherwise,
adverbs are: similarly, then, therefore, thus
 More tips:
❑ Look for independent clauses (complete thoughts)
that could stand alone as sentences.
❑ Check for proper punctuation (commas, semicolons)
when combining clauses.
❑ Ensure that coordinating conjunctions (for, and, nor,
but, or, yet, so) are used correctly when joining
clauses.
 Exercises: Correct the ff. (Fragment)

1.Although I enjoy reading.

2.Running through the park.
3.The book on the table.
4.Because I was late.
5.With the new technology.
 Exercises: Correct the ff. (Run-on)
1.I went to the store I forgot to buy milk.
2.She loves to dance she practices every day.
3.The weather is beautiful we should go for a
walk.
4.He studied all night he still failed the exam.
5.I enjoy hiking it helps clear my mind.
 Individual activity
• Write a paragraph describing your favorite place.
 Exercises:

1. Einstein is famous for E=mc2 Edison is famous for the

invention of light bulb.
2. The girls played basketball the boys played tennis.
3. Americans shake hands when they meet the Japanese
bow.
4. My car broke down I need to buy a new one.
5. I want to learn Korean Trudy wants to learn Turkish.

Writing Effective Sentences

QUIZ

Writing Effective Sentences

 I. Identify whether the sentence is simple,
compound, complex, or compound-
complex.
1. Some animals do not create nests or dens.
2. Many fish rest wherever they may be.
3. Cara had a mild cold but came to school anyway.
4. Chipmunks dig underground burrows, and raccoons and
squirrels live in hollow logs or dead trees.
5. Since the hermit crab makes its home in empty snail
shell, it must hunt for larger and larger shells as it grows.

Writing Effective Sentences

6. Something happens, someone reports it, and it
appears in the newspaper shortly afterward.
7. A newspaper would make a book if it were printed
differently.
8. Advertising usually fills over 50 percent of the
space.
9. Although most people do read newspaper, they
usually skip sections as they glanced through it.
10. Do you read a back section first, or do you start
with page one?

Writing Effective Sentences

11. Buddy trembled, Arthur took a deep breath, and
Charlotte sneezed again.
12. The man does not join in the argument but watches
the other guest.
13. As he looks, he sees a strange expression come
over the face of the girl.
14. With a light gesture she summons the servant
standing behind her chair and whispers to him.
15. The servant’s eyes widen, and he quickly leaves the
room.

Writing Effective Sentences

 II. Combine each set of sentences into one
sentence, using the conjunction given.

1. Most nurses work in hospitals. Some work in other

places. (while)
2. You must review the math problems now. You will not
do well on tomorrow’s test. (or)
3. Elaine reads about the natural beauty of Hawaii. She
thinks about moving there. (whenever)
4. Night falls. Hippopotamuses leave the river to graze on
the land. (as soon as)

Writing Effective Sentences

5. The shutters were closed. The wind could still be
heard. (but)
6. People love peace. They hate war. (however)
7. Charlotte sneezed suddenly. Everyone jumped.
(when)
8. Ivan moved into his sister’s room. She went to
college. (after)
9. We wore hats, scarves, and jackets. We still felt
cold. (although)
10.My car broke down. I need to buy a new one.
(therefore)
Writing Effective Sentences
 III. Rewrite the paragraph to eliminate all
fragments and run-ons.

The wife of the President of the United States

has no official title, she is unofficially called the “First
Lady”. Dolley Madison was the wife of the fourth
President she supervised many parties and was one of
the first to serve ice cream as a dessert. During the
War of 1812. The British army marched in Washington.
Dolley Madison was urged to flee, she remained until
the last minute to help hide important objects,
because of her efforts, many historical objects were
saved and can be seen today.
Writing Effective Sentences
 Summary
• Vary your sentence structures when crafting sentences.
• Make sure your sentence is complete with a complete subject and
a complete predicate.
• Fragments happen when any of the parts of a sentence is missing.
• Avoid run-on sentence.
• This happens when you joined independent clauses without correct
connector.
• Use coordinating or subordinating conjunctions as well as
transitional device.
QUESTIONS