Week 5 - Notes on Academic Style: Sentences

Run-on Sentences and Comma Splices

  • Definition: Run-on sentences and comma splices occur when punctuation fails to separate independent clauses; two independent clauses fused without proper punctuation.

  • Independent clause: A group of words with a subject and a verb that can stand alone as a complete sentence.

  • Why it matters: Correct punctuation demonstrates formality and precision; without it, reader confusion increases.

  • Common types:

    • Run-on (fused sentence): "Education is an elusive word it often means different things to different people."

    • Comma splice: "Education is an elusive word, it often means different things to different people."

  • Fixes (choose one): 1) Separate into two sentences with a full stop. Example: "Education is an elusive word. It often means different things to different people." 2) Link with a comma and a coordinating conjunction (and, but, or, nor, for, so, yet). Example: "Education is an elusive word, for it often means different things to different people." 3) Link with a semicolon: "Education is an elusive word; it often means different things to different people." 4) Reword into one independent clause: "An elusive word, education often means different things to different people." 5) Reword by turning one independent clause into a dependent clause using a subordinating conjunction: after, before, unless, which, although, even, until, while, as, if, when, who, since, where, because, though, whether, whose.

    • Example: "Education is an elusive word, because it often means different things to different people."

  • Note: Semicolons should be used sparingly in academic writing.

Sentence Fragments

  • Definition: A sentence fragment is a phrase or group of words that lacks a subject, a verb, or both; an incomplete thought.

  • In academic writing, a fragment is an error; both the subject and the verb are needed for clarity.

  • Revision options:

    • Attach the fragment to an existing independent clause.

    • Develop the fragment into a complete sentence by adding a subject or verb.

  • Examples and revisions:

    • Fragment: "Examining and labelling every pottery shard they uncovered." Revision: "The archaeologists worked slowly, examining and labelling every pottery shard they uncovered."

    • Fragment: "A fear of the outside world." Revision: "Matt is suffering from agoraphobia, a fear of the outside world."

    • Fragment: "And then uses this tool to pry out grubs from trees." Revision: "The woodpecker finch of the Galapagos Islands carefully selects a twig of a certain size and shape and then uses this tool to pry out grubs from trees."

  • Tip: If you spot a fragment, convert to a complete sentence.

Transitions

  • Definition: Transitions are words or phrases that connect one idea to another; they aid flow and reader comprehension.

  • Function: signal connections between sentences and paragraphs; help reader follow order of ideas.

  • Paragraph example: Without transitions vs with transitions:

    • Without transitions: "Most Australian hospitals have problems ensuring adequate staffing. Patients need adequate care. We need to manage budgets though, too. Funding, of course, is not infinite."

    • With transitions: "Most Australian hospitals have problems ensuring adequate staffing, potentially jeopardising their ability to provide adequate care. However, budgets are under increasing pressure due to limited funding."

  • How to choose: consider purpose, try options, vary transitions; not every sentence needs one.

  • Transition categories and examples:

    • Comparison: ext{also}, ext{in the same way}, ext{likewise}, ext{similarly}

    • Contrast: ext{although}, ext{at the same time}, ext{but}, ext{conversely}, ext{even so}, ext{however}, ext{in contrast}, ext{nevertheless}, ext{nonetheless}

    • Place: ext{above}, ext{adjacent to}, ext{below}, ext{beyond}, ext{farther on}, ext{here}, ext{nearby}, ext{on the other side}, ext{opposite to}, ext{there}

    • Time: ext{after}, ext{afterward}, ext{at length}, ext{before}, ext{earlier}, ext{immediately}, ext{in the meantime}, ext{in the past}, ext{later}, ext{meanwhile}, ext{now}, ext{since}, ext{soon}, ext{then}, ext{until then}

    • Purpose/Summary/Time: ext{for this purpose}, ext{for this reason}, ext{to this end}, ext{in conclusion}, ext{in summary}, ext{to sum up}, ext{on the whole}, ext{that is}, ext{therefore}

  • Transitions between paragraphs: begin a new paragraph with a signal; repeat a key word or phrase from the previous paragraph to reinforce progression.

  • Tips: vary transitions; you may not need a transition in every sentence.

Next Steps & Weekly Writing Task

  • Apply learning in writing: write 1–2 paragraphs this week; participate in the week 5 workshop.

  • Use Word's Review/Editor to check spelling and grammar; automated suggestions may not catch all errors.

  • Use the Writing Process Flow Chart (Module 2.1) to evaluate your draft; adjust your plan as needed.

  • Check alignment: thesis, paragraph organization, and evidence with the topic.

  • Weekly Reflection task: go to MyLO > Discussions > Weekly Writing Tasks > Module 5.1 Reflection; respond to prompts about stage, strategies, successes/challenges, and next steps.

  • Additional resources:

    • RMIT Library; Purdue OWL; Arizona State University; RMIT Learning Lab.