Sentence variety

and style
 Table of contents
01 02

Coordination Subordination
 What are
coordination and
subordination?
 9d: What are coordination and
subordination?
Two important sentence structuring methods are coordination and subordination, which reflect
relationships between ideas that you seek to express. Coordination shows the equality of ideas, while
subordination shows one idea is more important than others. Using these structures effectively creates
variety and emphasis.

TWO SENTENCES The sky turned dark gray. The wind died down.

USING COORDINATION The sky turned dark gray, and the wind died down.

USING SUBORDINATION 1 As the sky turned dark gray, the wind died down. [Here, the wind is
the focus.]

USING SUBORDINATION 2 As the wind died down, the sky turned dark gray. [Here, the sky is
the focus.]
What is coordination of sentences?
Coordination of sentences is a grammatical strategy to communicate that the ideas in two or
more INDEPENDENT CLAUSES are equivalent or balanced. Coordination can produce
harmony by bringing related elements together. Whenever you use the technique of
coordination of sentences, make sure that it works well with the meaning you want to
communicate.

The sky turned brighter, and people emerged happily from buildings.
The sky turned brighter; people emerged happily from buildings
 What is the structure of a coordinate sentence?
A coordinate sentence, also known as a compound sentence (14q), consists of two or more
INDEPENDENT CLAUSES joined either by a semicolon or by a comma working in concert
with a COORDINATING CONJUNCTION (and, but, for, or, nor, yet, so). Here, you can see
the pattern for coordination of sentences.

, and
, but
, for
, or
Independent clause Independent clause
, nor
, yet
, so
;
What meaning does each coordinating
conjunction convey?
Each COORDINATING CONJUNCTION has its own meaning. When you choose one, be
sure that its meaning accurately expresses the relationship between the equivalent ideas that
you want to convey.
● and means addition
● but and yet mean contrast Alert: Always use a comma before
● for means reason or choice a coordinating conjunction that
● or means choice joins two INDEPENDENT
● nor means negative choice CLAUSES (24b).
● so means result or effect
How can I use coordination effectively?
COORDINATION is effective when each INDEPENDENT CLAUSE is related or equivalent. If
they aren’t, the result looks like a coordinated sentence, but the ideas are unrelated.

NO Computers came into common use in the 1970s, and they

sometimes make costly errors. [The statement in each independent
clause is true, but the ideas are not related or equivalent.]

YES Computers came into common use in the 1970s, and now they are
indispensable business tools.
(part II):
Coordination is also most effective when it’s not overused. Simply stringing
sentences together with COORDINATING CONJUNCTIONS makes relationships among ideas
unclear—and the resulting sentence lacks style.

NO Dinosaurs could have disappeared for many reasons, and one

theory holds that a sudden shower of meteors and asteroids hit the
earth, so the impact created a huge dust cloud that caused a false
winter. The winter lasted for years, and the dinosaurs died.

YES Dinosaurs could have disappeared for many reasons. One theory holds
that a sudden shower of meteors and asteroids hit the earth. The
impact created a huge dust cloud that caused a false winter. The winter lasted for years,
killing the dinosaurs.
 Working individually or with a group, revise these sentences to eliminate
Exercise 9-3: illogical or overused coordination. If you think a sentence needs no
revision, explain why.

EXAMPLE Fencing, once a form of combat, has become a competitive sport worldwide,
and today’s fencers disapprove of those who identify fencing with fighting.

Fencing, once a form of combat, has become a competitive sport worldwide,

but today’s fencers disapprove of those who identify fencing with fighting.

1. As depicted in movies, fencing sometimes appears to be reckless swordplay, and fencing requires precision, coordination, and
strategy.

2. In the 1800s, fencing became very popular, and it was one of the few sports included in the first modern Olympic Games in
1896, and fencing has been part of the Olympics ever since.

3. Fencing equipment includes a mask, a padded jacket, a glove, and one of three weapons—a foil, épée, or saber—and a fencer’s
technique and targets differ depending on the weapon used and the fencer’s experience.

4. Generally, a fencer specializes in one of the three weapons, but some competitors are equally skilled with all three.

5. The object of fencing is to be the first to touch the opponent five times, and a “president,” who is sometimes assisted by a
number of judges, officiates at competitions.
What is subordination in sentences?
Subordination is a grammatical strategy to communicate that one idea in a sentence is more important than
another idea in the same sentence. To use subordination, you place the more important idea in an INDEPENDENT
CLAUSE and the less important—the subordinate—idea in a DEPENDENT CLAUSE. The information you choose
to subordinate depends on the meaning you want to deliver.

To illustrate the difference in writing style when you use subordination, here’s a passage with the same message as
the example above, but without subordination.

Two cowboys fought a dangerous Colorado snowstorm. They were looking for cattle. They came to a canyon. They
saw outlines of buildings through the blizzard.
What is the structure of a subordinate sentence?
A subordinate sentence starts the DEPENDENT CLAUSE with either a SUBORDINATING
CONJUNCTION or a RELATIVE PRONOUN.

If they are very lucky, the passengers may glimpse dolphins breaking water playfully near the ship.

—Elizabeth Gray, student

Pandas are solitary animals, which means they are difficult to protect from extinction.
—Jose Santos, student
Dependent clauses are of two types: ADVERB CLAUSES and ADJECTIVE CLAUSES. An adverb clause starts with a subordinating
conjunction. An adjective clause starts with a relative pronoun.

Subordination: SENTENCES WITH ADVERB CLAUSES

● Adverb clause, independent clause.
After the sky grew dark, the wind died suddenly.
● Independent clause, adverb clause.
Birds stopped singing, as they do during an eclipse.
● Independent clause adverb clause.
The stores closed before the storm began.
(part II):
SENTENCES WITH ADJECTIVE CLAUSES
● Independent clause restrictive (essential)* adjective clause.
Weather forecasts warned of a storm that might bring a thirty-inch snowfall.

● Independent clause, nonrestrictive (nonessential)* adjective clause.

Spring is the season for tornadoes, which may have wind speeds over 220 miles an hour.

● Beginning of independent clause restrictive (essential)* adjective clause end of independent

clause.
Anyone who lives through a tornado remembers its power.

● Beginning of independent clause, nonrestrictive (nonessential)* adjective clause, end of

independent clause.
The sky, which had been clear, turned greenish black.
What meaning does each subordinating
conjunction convey?
Each SUBORDINATING CONJUNCTION has its own meaning. When you choose one, be sure
that its meaning accurately expresses the relationship between the ideas that you want to convey.

Subordinating conjunctions and their meanings:

● TIME
(after, before, once, since, until, when, whenever, while)
After you have handed in your report, you cannot revise it.

● REASON OR CAUSE
(as, because, since)
Because you have handed in your report, you cannot revise it.
 (part II):
● PURPOSE OR RESULT
(in order that, so that, that)
I want to read your report so that I can evaluate it.
● CONDITION
(even if, if, provided that, unless)
Unless you have handed in your report, you can revise it.
● CONTRAST
(although, even though, though, whereas, while)
Although you have handed in your report, you can ask to revise it.
● CHOICE
(than, whether)
You took more time to revise than I did before the lab report deadline.
● PLACE OR LOCATION
(where, wherever)
Wherever you say, I’ll come to hand in my report.
 Working individually or with a group, combine each pair of sentences, using an

Exercise 9-4: adverb clause to subordinate one idea. Then, revise each sentence so that the
adverb clause becomes the independent clause.

EXAMPLE The US Mint produces new coins. The US Bureau of Engraving and Printing makes $1,
$5, $10, $20, $50, and $100 bills.
a. While the US Mint produces new coins, the US Bureau of Engraving and Printing makes $1, $5, $10, $20, $50, and $100
bills.
b. While the US Bureau of Engraving and Printing makes $1, $5, $10, $20, $50, and $100 bills, the US Mint produces new
coins.

1. The US Mint can produce more than 50 million coins a day. The US Bureau of Engraving and Printing can produce 20 million
notes a day.

2. The Federal Reserve Banks are responsible for both destroying old money and ordering new coins and notes. They must keep
the right amount of money in circulation.

3. Coins can stay in circulation for decades. People let them accumulate in jars and drawers in their homes.

4. A $1 bill lasts about fifteen to eighteen months. It reaches its average life span.

5. The US Federal Reserve Banks destroy dirty, worn, and torn bills. The Federal Reserve Banks are destroying more than $40
billion worth of money a year.
 Working individually or with a group, combine each pair of sentences, using an adjective

Exercise 9-5: clause to subordinate one idea to the other. Then, revise each sentence so that the adjective
clause becomes the independent clause. Use the relative pronoun given in parentheses.

EXAMPLE Aristides was an ancient Greek politician famous for his honesty and judgment. He
was known as Aristides the Just. (who)
a. Aristides, who was an ancient Greek politician famous for his honesty and judgment, was known as Aristides the Just.
b. Aristides, who was known as Aristides the Just, was an ancient Greek politician famous for his honesty and judgment.

1. An ancient Greek law allowed voters to banish politicians from their city. It asked citizens to write the name of an unpopular
politician on their ballots. (that)

2. A voter was filling out a ballot when Aristides the Just walked by. The voter needed help in spelling Aristides. (who)

3. Aristides knew the voter did not recognize him. He asked why the voter wanted to banish that particular politician. (who)

4. The voter said he resented hearing someone called “the Just” all the time. He handed Aristides his ballot. (who)

5. Aristides’ reaction demonstrated that the nickname “the Just” was well deserved. His reaction was to write his own name on the
voter’s ballot even though that person’s vote helped banish Aristides.
(which)