Study Notes
Overview
Sentence structure is a pivotal dual-skill assessed under AO2 (analysis of writer's methods) and AO6 (technical accuracy). In reading sections, candidates must analyse how syntax influences pacing, tone, and emphasis, while in writing sections, they must demonstrate conscious manipulation of sentence forms to shape meaning and achieve cohesion. This guide will equip you with the skills to both deconstruct a writer's choices and construct your own sophisticated sentences for maximum marks.
Reading Skills
Analysing Sentence Structures
When you analyse a text, identifying the sentence type is only the first step. The real marks are awarded for explaining the effect of that choice on the reader. How does it shape their understanding, the pace of the narrative, or the tone of thepiece? Use the following framework to structure your analysis.
Key Sentence Structures & Their Effects
| Structure | Definition | Potential Effects on the Reader | Example |
|---|---|---|---|
| Simple Sentence | A single independent clause. | Creates impact, tension, or clarity. Can speed up the pace. | The car exploded. |
| Compound Sentence | Two independent clauses joined by a coordinating conjunction (e.g., 'and', 'but', 'so'). | Creates balance, shows a relationship between two equal ideas, maintains a steady pace. | He was tired, but he kept running. |
| Complex Sentence | An independent clause and one or more dependent clauses. | Adds detail and sophistication, can slow the pace, explains relationships between ideas (cause/effect, contrast). | Although she was exhausted, she finished the race. |
| Minor/Fragmented Sentence | An incomplete sentence, used for stylistic effect. | Creates a dramatic pause, reflects disjointed thoughts, builds tension or suspense. | Silence. Then a scream. |
| Polysyndeton | Using multiple conjunctions in close succession. | Can slow the pace, create a sense of being overwhelmed, or build a rhythmic, flowing feel. | He packed his bag and his coat and his boots and his hat. |
| Asyndeton | Omitting conjunctions between words, phrases, or clauses. | Speeds up the pace, creates a sense of urgency or breathlessness. | I came, I saw, I conquered. |
Writing Skills
Crafting Sentences for Effect
In your own writing (Paper 1 Q5 and Paper 2 Q5), you are assessed on your ability to use a range of sentence structures for effect (AO6). Examiners want to see that you are in control of your writing and making conscious choices.
Vary Your Sentence Openings: Avoid starting every sentence with 'The' or a character's name. Try these alternatives:
- Adverb: Suddenly, the lights went out.
- -ing Verb: Running for the bus, he dropped his wallet.
- -ed Verb: Exhausted, she collapsed onto the bed.
- Subordinate Clause: Because the fog was so thick, the cars drove slowly.
- Prepositional Phrase: In the middle of the night, a floorboard creaked.
Use Punctuation to Shape Sentences: Higher-level punctuation is a direct route to higher marks in AO6.
- Semicolon (;): Joins two closely related independent clauses. It shows a more sophisticated link than a simple conjunction. The presentation was a success; the client was delighted.
- Colon (:): Introduces a list, an explanation, or a quotation. He had one goal in mind: victory.
- Dash (-): Can be used to add extra information, create a dramatic pause, or show an interruption. The answer – if you could call it that – was completely nonsensical.
Technical Accuracy (SPaG)
Avoiding errors is just as important as using sophisticated structures. The most common and heavily penalised error is the comma splice. This is where two independent clauses are joined with only a comma, which is grammatically incorrect.
- INCORRECT (Comma Splice): The dog barked, the cat ran away.
- CORRECT (Conjunction): The dog barked, and the cat ran away.
- CORRECT (Semicolon): The dog barked; the cat ran away.
- CORRECT (New Sentence): The dog barked. The cat ran away.