COMMUNICATION TECHNIQUES- I ENGLISH WRITING 26. WRITING SKILLS: COMBINING AND EXPANDING SENTENCES This is the second lesson under the fifth Unit in which you will be working on advanced tools used to construct, combine and expand various forms of sentences. This will hone your skills further and will prove useful in the writing of paragraphs and passages later. This lesson moves forward from the previous lesson in this unit and is a continuation of the concepts covering the basic aspects of sentence formation.
26.0 Objectives By the end of this lesson you will: i. ii.
form various types of sentences using links, combining and expanding techniques compose sentences that bring about unity while linking, combining and expanding thoughts and ideas, in all, sentences in a logically structured form
26.1 Introduction As you are aware, writing is one of the four basic components of communication. You are also aware that any written matter comprises of sentences. The first step to writing, therefore, would be to acquire the necessary practice in writing sentences. You are familiar with writing simple, compound and complex sentences. Now, we take you one step further and discuss more tools for effective sentence formation. The concepts introduced here are more sophisticated and help in writing better sentences and consequently better paragraphs. You need to pay careful attention and make a conscious effort to understand the tools explained for better sentence formation. See how they apply to the given examples. Thereafter, try to create similar sentences to see if you have really understood the rules. The more you practice and apply these correctly the more your writing skills will get enhanced.
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26.2 Construction of Sentences Using Links 26.2.1 Transitional Word and Phrases One of the most important and very commonly used tools in writing is transitional words and phrases. In writing, transition words help in connecting sentences (ideas or thoughts or statements in writing). They are very similar to discourse markers because they help readers understand the text well. Conjunctions are the simplest types of transition words and are often used in writing. They act as links to hold ideas together. While writing, we are constantly putting together various complex items and showing how they relate to one another. The usage of transitional words is based on the purpose of the sentence or the relation between two sentences. The kind of transitional words and phrases that you use in your writing depends on their role or purpose. A few examples of the various types of transitional words and phrases used in four main contexts are given below. a. Context of Time: When our intention is to show a point of time in a sentence, the transitional words or phrases used should represent time like: after, at last, eventually, before, always, afterwards, finally, during, then, when, as… For example: 1. 2. 3. 4.
We left the shop after the rain stopped. At last he decided to resign his job. Though he refused my offer at first, eventually he accepted it. I’ll call you when I’m ready. b. Context of a Connection between Ideas: When our intention is to state two ideas that are connected to each other and in some cases compare them, we use transitional words like: likewise, similarly, also, just as, equally… For example:
1. Agra City has extreme weather conditions; it is very hot during summer. Likewise, it is very cold during winter. 2. One can plan for travel by booking tickets through the Internet. Similarly, tickets can also be booked for movies through the Internet. 3. In an interview, it is not only the attire that counts, but also the communication skills. 4. Home cooked food, unlike packaged food, is good for health.
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c. Context of Connecting Contrary Points of View: When two ideas are connected to each other but show a contrary or opposing idea, we use certain transitional words to link them like: in contrast, on one hand‌. on the other hand, however, although, even though, still, yet, but, nevertheless, conversely, at the same time For example: 1. Shyam is very naughty; in contrast, his twin is very obedient. 2. Ram is in a dilemma. On one hand he has an assignment to complete and on the other hand he wants to join his friends at the party. 3. The time schedule had to be kept, even though the workload was very heavy. 4. The prices of vegetables have not come down this winter, although the market is flooded with vegetables. d. Context of Reaffirming Ideas: When we emphasize an idea by stating it in a different way, we use transitional words like: again, in other words, in effect, that is, in short, because of, in view of... For example: 1. The matter was serious and complicated. In other words it was getting out of hand. 2. Curfew was imposed during the day; as a result the streets were deserted. 3. The play was long and boring. The actors kept forgetting their lines and the lighting was not very good on stage. In other words, we did not enjoy the play. 4. All schools remained closed in view of the severe cold wave.
Self-Check Questions Fill in the blanks in the following sentences with a transitional word/phrase from the choice given in brackets. (in view,
even though/although,
before/after,
unlike )
1. He failed to reach the venue in time, ________ he left home sufficiently early. 2. Mrs. Robin, _____ the other members of her family, is a very friendly person. 3. All the children were given sweets _____ of the school winning the championship. 4. We reached the station _____ the train arrived.
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26.3 Other types of Transition Words There are other types of transition words used according to other contexts. They are as follows:1. Giving an Example to Clarify Your Point: for instance, such as, specifically, thus, to illustrate, for example, namely E.g. The principal of the college is very strict disciplinarian. For instance, he sends the students home, if they come late. 2. Showing Cause and Effect: as a result, consequently, since, accordingly, if then, is due to this, for this reason, as a consequence of E.g. There was heavy rain and as a result the river is overflowing. 3. Showing the Location or Place with reference to Objects: next to, above, behind, beyond, near, across from, to the right, here, there, in the foreground, in the background, in between, opposite E.g. The little boy ran across the road chasing the ball. 4. Giving More Facts to stress your Point: in addition, additionally, moreover, also, furthermore... (In this context you may recollect that these are discourse markers, which you were introduced to in Unit 3.) E.g. Mr. Smith has to teach geography in addition to English and history. Furthermore, he also has to take extra classes on Saturdays. . 5. To show Agreement or Acceptance of a point: although, even though, of course, granted, while, naturally‌ E.g. They worked without a break. Naturally, everyone was tired by the end of the day. 6. Ending your Argument: thus, finally, in the end... E.g. The two families discussed the problems between them, for several hours. Finally, all their misunderstandings were cleared. We have tried to explain exhaustively the use of a number of transitional words commonly used. Please remember that as you practice your reading, listening and writing skills, you will come across many others and learn to use them. This will give unity and coherence to your writing.
Self-Check Questions Fill in the blanks in the following sentences using suitable transitional words from the choice given in brackets. ( next to,
consequently,
namely,
while,
thus,
furthermore )
5. ____ I do understand what you say, I think you must also appreciate my point of view.
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6. She has enrolled in a number of short courses. _________ she is also involved with some charitable organizations. 7. The son took up a part time job. Their financial problems were ____ solved. 8. He has given us one specific job to do, _______ escorting the visitors to their seats. 9. The fitness centre is located _____ the fast food joint. 10. The traffic was very heavy. ________ we were delayed by an hour.
26.4 Combining Sentences A very important aspect of writing is combining sentences. Although ideas can be written one after another in short sentences, sometimes they sound better and more interesting if you combine them. Look at the sentences given below. The children played. They played in the park. They played all day long. They played under the hot sun. Each of the above sentences is known as a kernel sentence. As you can see, it presents only one idea. A group of such sentences having ideas that can be connected to each other is called a cluster. The four sentences, in the given example, form the cluster. The most important sentence, called the base sentence of the cluster, is usually the first sentence and it tells us about the main thought. The remaining sentences give us more information on this. Now read the same sentences written in a different manner. The children played in the park all day long under the hot sun. Don’t you agree that by combining all the four sentences into one, the whole idea is presented in a more effective manner?
26.5 Expanding Sentences You will now learn to expand sentences. The information you give about your subject can be made more interesting when you provide it on the basis of certain indicators like, ‘who’, ‘what’, ‘how’, ‘where’, ‘when’ and ‘why’. When you do this you give more meaning to a simple sentence. This results in a better writing style and is useful when one writes paragraphs.
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e.g.
The girl plucked flowers.
This can be expanded as: The little girl slowly plucked flowers in her garden. You will observe that in the two sentences, the subject is the girl. (Noun) In the second sentence the word ‘little’ tells us more about or describes the girl. (Adjective) The verb in the sentence, plucks, tells us what the girl is doing i.e., her action. The word ‘slowly’ (adverb) describes her action- ‘slowly plucks’. The words ‘in her garden’ tell us where the girl is. Now let us go back to the same example and study the sentence again. Use your imagination and expand the sentence further to include information that serves as responses to the following questions: ‘who’, ‘why’, ‘what’, ‘where’, ‘when’, ‘how’. The little girl slowly plucked flowers in her garden in the morning so she could make a flower arrangement. Who: the little girl What: plucked flowers How: slowly Where: in her garden When: in the morning Why: so she could make a flower arrangement The above example is only illustrative and a sentence need not necessarily include all the above information. The concept has been explained in order to make you understand how a sentence can be made more interesting.
Self-Check Questions Rewrite the first set of sentences in a combined form and the second sentence as an expanded one. 11. The boys returned. They returned from school. They returned at 5 p.m. They returned after attending the special class. 12. Mother finished the cooking. (use contexts like morning, quickly, spend more time)
26.6 Summing Up In this lesson you were taught strategies that would help you construct sentences using advanced tools like transitional words and techniques for combining and expanding sentences. 6
By doing the exercises and practice writing you should be able to: • • •
use the various tools, keeping in mind the basic rules for forming sentences create sentences in a more effective way using transitional words and techniques for combining and expanding thoughts and ideas write short simple paragraphs that make an impact.
26.7 Answers to Self-Check Questions 1. He failed to reach the venue in time, although/even though he left home sufficiently early. 2. Mrs. Robin, unlike the other members of her family, is a very friendly person. 3. All the children were given sweets in view of the school winning the championship. 4. We reached the station before/after the train arrived. 5. While I do understand what you say, I think you must also appreciate my point of view. 6. She has enrolled in a number of short courses. Furthermore, she is also involved with some charitable organizations. 7. The son took up a part time job. Their financial problems were thus solved. 8. He has given us one specific job to do, namely escorting the visitors to their seats. 9. The fitness centre is located next to the fast food joint. 10. The traffic was very heavy. Consequently we were delayed by an hour. 11. The boys returned from school at 5 p.m. after attending the special class. 12. Mother finished the cooking quickly in the morning, so she could spend more time with us.
26.8 References 1. Panman, Sandra and Richard Panman. Writing Basics. New York: Active Learning Corporation, 1991. 2. Wijesinha, Rajiva. A Handbook of English Grammar. Chennai: Foundation Books, 2004. 3. Wren and Martin. Revised by Prasada Rao,N.D.V. High School English Grammar & Composition. New Delhi: S.Chand & Company Ltd, 2005. 4. Terban, Marvin. Checking your Grammar. New York: Scholastic Inc. 1993. Sebranek, Patrick and Verne Meyer and Dave Kemper. Write Source 2000. Wisconsin: Write Source Educational Publishing House, 1995. 5. Scholastic Writer’s Desk Reference. New York: Scholastic Inc., 2000. 6. Checchi, F. Arnold. Capitalization and Punctuation. U.S.A: Curriculum Associates Inc, 1997. 7. Wren,P.C & Martin,H. English Grammar & Composition. New Delhi: S.Chand & Company, 2005. 8. www.englishclub.com 9. www.englisch-hilfen.de
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26.9 Glossary • • • • • • •
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Base Sentence: usually the first sentence of cluster sentences, which tells us about the main fact or idea Cluster Sentences: a group of sentences that have related ideas Coherence: logic, reasoning Illustrative: helpful or descriptive Kernel: asic or root or one Transition: move, change or convert Transitional Words: words that help in linking sentences; they act as links to hold ideas together