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How to diversify English writing sentence patterns
First, change the first sentence Many students tend to use people-related parts of speech in their writing, and use nouns and pronouns as the first sentence, such as people, us, me, him, them and her. However, this kind of beginning is too common and boring. Try to compare:
A. People all over the country have great demand for various nutritious foods. There is a great demand for all kinds of nutritious foods in China. The first sentence begins with an impersonal noun, and the second sentence begins with there +be sentence. This not only changes the monotonous sentence pattern of subject+predicate+object, but also highlights the significance to be emphasized. In fact, in order to make the article vivid, we can start with other components of the sentence besides the subject.
1. Starting with adverbs, too often, students develop the habit of cooking in exams. 2. Starting from appositive, air, water and oxygen. Everything necessary for life. Starting with an adverbial, it is dark and empty, and the house looks very different from what I remember. 4. Begin with the expression "What is crucial to the highest success in learning a language is interest". T plus persistent efforts. 5. Start with someone who won't listen to my advice; ; My help made you laugh. Now you will get what you want. 6. start with a phrase modifier (start with a prepositional phrase). For me, the news is interesting, but it is boring for my wife. 2) In recent decades, Manchester 43 was troubled by the disharmony of American life and flew to the Pacific Islands. 3) You should work very hard to pass the exam by starting with an infinitive phrase. 2. Use conjunctions skillfully. Some students use too many simple sentences in their compositions and become a pile of simple sentences; Some people often use so, and, then, but, or, however, yet and so on. When writing complex sentences, instead of rich expression, they make the sentence structure loose and inflexible. In order to avoid this phenomenon, we can use conjunctions, especially some conjunctions that express subordination, such as Who, Which, that, because, since, although, after, as, before, when, never, if, never, if and so on. It can not only enrich sentence patterns, but also express ideas more clearly and have more coherent meanings. For example:
Natural resources are very limited. They will be exhausted in the near future. This is not true. But it has become the focus of attention all over the world. This is an acknowledged fact .. This passage is expressed in simple sentences, with vague internal logical relationship and fragmented meaning. If conjunctions are used, simple sentences will be integrated with each other to form a primary and secondary relationship, and more complex contents and relationships will be expressed with clear hierarchy and rigorous structure. For example:
It is a widely accepted fact that the world is very worried that the limited natural resources will be exhausted in the near future, although this can't be true.
The Mississippi River is one of the longest rivers in the world. In spring, it often overflows its banks, and many people's lives end. It is boring and ridiculous to put three clauses at the end with and. If you use relative pronouns, the semantics will be more coherent and the language will be smoother:
Mississippi River is one of the longest rivers in the world. It often overflows its banks in spring, ending many people's lives. Third, long and short sentences are staggered in word number and sentence length. Long sentences and short sentences have their own advantages and disadvantages. Long sentences are more accurate and rigorous because they use more attributives and adverbials, which limit the extension of the concept and increase the connotation of the concept, but they are not lively and simple to use. Short sentences, because of the small number of words, are direct, generally concise, vivid and powerful, but they are not conducive to expressing complex semantic content. In specific language activities, it is best to use long sentences and short sentences alternately. This not only reflects the requirements of rhythm, but also the needs of meaning. For example:
(1) We can imagine the beauty around us. There are many trees along the street. There is a clean river in this city. There are many fish in this river. (5) There are willows on one side. (6) There are some meadows on the other side. There are many flowers on it. The seven sentences in this article are all simple sentences, with a single sentence structure and the same sentence length, all of which are about seven or eight words, which is very monotonous. The following is the revised paragraph:
(1) Imagine how beautiful the surrounding environment would be if we made the city greener. The streets are lined with trees. (3) A clear river winds through the city, and there are many fish in the river. On one side are rows of willows. On the other side is a grassland dotted with many yellow flowers and red flowers .. After rewriting this passage, there are long sentences (1), (3) and (5) and short sentences (2) and (4), and the sense of cadence comes out. Not only the sentence length is staggered, but also the sentence structure changes greatly, which makes the article smooth, natural and vivid.
Iv. Inverted Sentence Structure The basic sentence pattern in English is S+V+O V+O. If you occasionally break the routine and change the position of a certain component, you can not only enrich the sentence pattern, but also emphasize and highlight the inverted sentence part and receive unexpected expression effects. For example:
No place in the world can apply for hosting the 2008 Olympic Games so enthusiastically as here. Most people's confidence in China's economic reform will never be lost. In a word, English sentence patterns are varied, and as long as you choose reasonably from the content to be expressed, the sentence patterns of the article will be rich and varied. At the same time, students should constantly practice constructing various sentence patterns in the process of learning to write, so as to improve their language expression ability.
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