Embed Size (px)
Citation preview
BY I Z I L DA J O R G E A N D L I S A L I D DAW I
SHORT SIMPLE SENTENCES AND FRAGMENTS
WHAT THEY ARE
SHORT SIMPLE SENTENCES
• Short Simple Sentences- Consist of one independent clause (independent clause: aka main clause, a clause that can stand by itself as a simple sentence. Contains subject + predicate, makes sense by itself and expresses complete thought.)• May consist of a compound subject, compound verb, modifier,
object or complement, but all in all, still is one independent clause.
Ex.
• Can be long.• “The emails and phone messages addressed to my former
self come from a distant race of people with exotic concerns and far too much time on their hands.” –Ehrenreich (28 words)
• However, difference between simple and short simple sentences is that short sentences are no more than 7 words.
SENTENCE FRAGMENTS
• Sentence Fragments- incomplete sentence that readers understand to be complete.• Fragments are missing subject, verb, or both; other
fragments have a subject and a verb, but are still dependent clauses. (dependent clause: group of words than contains subject + verb that do not express a complete thought, cannot be a sentence)
Ex.• “’Wouldn’t it be better for the kids if the mother stayed at
home?’ No offense, but no.” –Buzz McClain.• Fragment neither subject nor verb. If you added a subject
+ verb to complete the sentence, it would be:• “’Wouldn’t it be better for the kids if the mother stayed at
home?’ No offense, but no it would not be better.”
FRAGMENTS CONT.
• Freestanding dependent clauses in fragment form.• “Hurry, I urge my country. Before it’s too late.” –
Claudia O’Keefe • Hortative/Imperative sentences: gives direction;
urges reader to take action. Usually short or a fragment. (command)
• To make it complete, you might connect the dependent clause to a simple sentence (that is, the independent clause) that precedes it.• “Hurry, I urge my country, before it’s too late.”
RHETORICAL AND STYLISTIC STRATEGY
SHORT SIMPLE SENTENCES
• Constant/series of simple sentences can become drawn out/monotonous, but one or two simple sentences can be rhetorically effective in multiple situations:• After several long sentences• As a summary of what the writer has just said• As a transition between sentences or
paragraphs
SHORT SIMPLE SENTENCE: EFFECTS
• Essentially, 2 short simple sentences create emphasis by contrast. • Justaposing 1-2 short simple sentences with several long sentences
call attention to the short ones.Ex.
• “The question is not whether it is good or bad to import workers or export jobs. The problem is that society has hit an emotional roadblock. My country is one tremendously divided, with pro-business and pro-worker stubbornly pitted agianst each other. We’re anxious. We’re angry. Neither side wants to give and nothing can be solved until we acknowledge one crucial fact.” –The Traveling Bra Salesman’s Lesson essay, Claudia O’Keefe• Note how simple sentences stand out in paragraph,
the similar structure of the simple sentences adds even more emphasis.
SENTENCE FRAGMENTS: EFFECT
• Although we’re taught to avoid fragments, when we do use them, we use it for its effect. • You use a fragment the way you use a short
sentence, deliberately, for the effects/reasons:• To make a transition• To signal a conclusion• To emphasize an important point
BOTH SHORT SIMPLE SENTENCES AND EFFECT
FRAGMENTS FOCUS YOUR READER.
EX.
• “Hurry, I urge my country. Before it’s too late. Only when we admit that the future awaits us can we embrace a more inclusive and trilling successor to outmoded 20th century ideals, a goal with boundaries or limits, not The American Dream, but The Global Dream.” –Claudia O’Keefe
• She could’ve easily used the fragment as a part of the sentence that precedes it, however, by presenting it as a fragment, O’Keefe slows reader down and emphasizes importance of time.
WORD OF CAUTION!
WORD OF CAUTION
• Use both short simple sentences and fragments sparingly. Used intentionally and infrequently, both are effective. • Overused, lose effectiveness seen as more of a gimmick
than valuable technique.
• Consider if the audience will interpret fragment as grammatical error.• If confident, audience will recognize deliberate use, so use
it.• If the teacher/reader assume it’s a mistake, write a
complete sentence.
• Again, if you use fragments infrequently, audience will more likely know deliberate use of incomplete sentence.
