Sentence Structure and Punctuation

Analysis Sentence structure and punctuation come under analysis questions. This means you must identify the technique AND explain the effect. You must be able to recognise different types of sentences and also why particular punctuation is used.

Sentence Structure Remember: An answer to this kind of analysis question should always describe the main features of the sentence structure AND Explain the EFFECT this is meant to have.

Sentence Lengths Long Sentences – if the sentence is long, the pace of the sentence will be slow, created a relaxed flowing effect to the writing, e.g. ‘She walked down the side of the hill as the summer sun blazed in the sky above her, causing her to shield her eyes, such was the brightness of that beautiful afternoon’

Sentence Lengths Short sentences – if the sentence is short, the writer may want to create tension or describe a fast moving action, e.g. ‘The girl paused. She listened intently. Nothing. She ran on. She stopped. This time she heard footsteps.’

Example Question The writer describes how the tourists become weary and begin to thin out later in the day. Comment on any one feature of the sentence structure in these lines which reinforce the idea. ‘Later the tourists become wearier, their legs heavier, more prone to squabbling with their partners. The number of tour groups dwindle. The number of French visitors increase.’

Answer The second and third sentences are very short and simple, suggesting the reduction in numbers. First I identified the type of sentence structure – short and simple. Then I explained the effect – suggests reduction in numbers.

Types of Sentence The function of a sentence can be: To make a statement To ask a question To issue a command To utter an exclamation

Statements A statement will have a full stop at the end, e.g. ‘My hands are freezing.’ Writing made up of statements alone can have a calm or impersonal tone.

Questions Asks something and always ends with a question mark, e.g. ‘Are your hands freezing?’ Using questions may show uncertainty in the writer or it may be that he/she is challenging the reader.

Commands Tells you to do something, e.g. ‘Please close that door.’ ‘Get out of here!’ They usually end in a full stop or an exclamation mark. They are often used in advertising or when the writer is directly talking to the reader.

Exclamations Express excitement or surprise, e.g. ‘How beautiful!’ ‘What a place!’ They do not always contain verbs and usually end in an exclamation mark. Writers use then to create a dramatic or emotive tone.

Minor Sentences Do not contain a verb, They are abbreviations of other types of sentences, so may end in a full stop or question mark, e.g. ‘What now?’ These sentences can be very short and may create a tense or dramatic mood. They are typical of informal language and can be used in direct speech. Writing without verbs can also be called note form.

Recap Decide whether sentences are long and complex or short and simple. Short and simple sentences are direct and quick communication, Long and complex sentences are usually used in more formal serious language.

Patterns in Sentences Look for these particular patterns in sentences: INVERSION – is when the order of words is not as you would expect. This can be useful in creating suspense when the subject is only understood at the end of the sentence, e.g. ‘Eerily, from the mist on the moor, came a low whistle.’ It also emphasises the word or phrase at the beginning of the sentence, e.g. ‘Down swept the axe’.

Patterns LISTS – emphasises how many examples there are of a certain thing, or emphasises a point that may have been in the sentence before, e.g. ‘Scotland is an unhealthy country, It has problems with heart disease, strokes, cancer, obesity and drug overdoes.’ This list emphasises how many serious health problems Scotland has, and backs up the point made in the previous sentence.

Patterns REPETITION – in a sentence, certain words may be used more than once,. This draws attention to that particular word to stress its significance or make a point, e.g. ‘They, and they alone’ The sentence construction may also be repeated. This is often used by politicians in public speeches because it drives home a point effectively, e.g. ‘We will not be dictated to by the government. We will not be satisfied with any compromises, We will not be satisfied until our demands are met.

Patterns RHETORICAL QUESTIONS – are also used frequently in public speaking and consists if a question to which no answer is called for because the speaker assumes that all are agreed on the answer. They are used by writers who want to argue a point, e.g. ‘Who do they think they are?’ ‘Would you like a punishment exercise?’

Punctuation What is the point of punctuation? Punctuation creates and clarifies meaning. Really? Yes really! Whatever …

Example Read the following text and describe how the woman feels about the man she is writing to.

Example 1 Dear Alex, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy -- will you let me be yours? Gloria

Now the exact same piece of text and explain how the woman feels about Alex.

Example 2 Dear Alex, I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Yours, Gloria

Punctuation Why are you able to read such conflicting emotions in the exact same piece of writing? Its all about the punctuation!

Punctuation These types of question come under sentence structure and you have to ANALYSE the effect of different types of punctuation. This means you need to be able to identify the punctuation and explain why it has been used.

Exclamation Marks Create the effect that the writer is shouting, or that they are making a joke. It also gives the effect that the writer us shocked or surprised.

Commas Commas are separating marks. They may separate items in a list, or separate clauses of phrases form the rest of the sentence. They can also slow down the pace.

Colon Introduces a quotation or a list; an explanation or elaboration; or a summing up. It always points you forward to complete an idea.

Semi-Colon May finish a sentence that is followed by another closely connected or contrasted with it. Semi-colons may also separate items ins a list.

Dash Emphasises the word which comes after it. It can also act like a colon and introduce a list or an additional idea in a sentence.

Inverted Commas They mark quotations, exact words spoken, direct speech, foreign words or words used in an unusual way. Also used to suggest ‘so-called’ expressions. For example: He was a ‘hero’, suggests that he wasn't a hero at all. The word is being used ironically or sarcastically.

Parenthesis Is an extra piece of information inserted into a sentence and enclosed by a pair or commas, brackets or dashes etc. e.g. ‘John Wilson (who is in class 2x) won the prize of best pupil’ ‘The CN Tower – the highest man-made structure in the world – is Toronto’s most visited tourist attraction’

Capital Letters Emphasises something important or suggests the ay something is said. It gives the impression that the writer is shouting or is very surprised.

Italics Emphasises something important or suggests the way something is said. It puts emphasis on a particular word or phrase.