Student Writing Handbook Fifth+Edition

(Marvins-Underground-K-12) #1

16 / Basics of Good Writing


•    If you use mostly compound-complex sentences, your message seems
complicated and difficult to understand.
• If you use a mixture of sentence structures, you can create emphasis. Put the
many background details in a series of compound, complex, and compound-
complex sentences; put the conclusion in a simple sentence. The simple
sentence packs emphasis. (Compare these last two sentences for an example.)

Vary sentence lengths. Consider two examples of the power of varied lengths:


•    A series of very short sentences surrounded by longer sentences can create a
staccato-like rhythm that hits hard. For example:
We hoped for gorgeous weather during our two-week vacation to the beach.
We wanted sun. We wanted hot. We wanted breeze. Unfortunately, we wanted
more than Mother Nature would give us.
• Long sentences followed by a single short one generally build to a powerful
emphasis. Consider the following:
The two candidates spoke eloquently about preserving the environment,
including legislating wetlands protection and national and state forest protec-
tion. According to their messages, environmentally minded voters could cast
their votes for either candidate and find satisfaction. One message was false.

STEP 4: Using Parallel Structures


When you have a series of parallel ideas, write sentences that put those ideas in par-
allel structure:


We wanted sun. We wanted hot. We wanted breeze.
Various passersby offered to drive her home, to change the flat tire, or to call
a cab.

STEP 5: Placing Ideas


For the clearest message and greatest emphasis, place ideas in sentences according
to their importance. Put the main idea in the main clause, and subordinate ideas in
subordinate clauses. For example,


Don’t write:
Because Marty hoped to find the floral delivery person at her door, she smiled
when the doorbell rang.
Instead write:
When the doorbell rang, Marty hoped to find the floral delivery person at her
door.
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