• understand the structure and function of ‘control units’ and ‘support units’ in sentences.
• understand how to more effectively use ‘active’ and ‘passive’ voice in scholarly writing.
• have been introduced to the concept and some conventions of ‘Plain English’.
• have practiced writing better sentences using the writing conventions of their field of research.
3 Better sentences in research writing
SENTENCE BASICS
A sentence is a complete unit of language, usually containing a subject and a
predicate.
Constructing a sentence requires choices about which words are SELECTED and how
they are COMBINED.
SENTENCE BASICS
The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
1. A simple sentence consists of a control unit
predicate - contains the group of the words expressing action (read, walk) or
state of being (is, am, are, was, will be). It contains the VERB.
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
1. A simple sentence consists of a control unit
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
1. A simple sentence consists of a control unit
In simple sentences, do not separate subject from predicate with a comma; use commas
only to separate nouns, adjectives, verbs, or items in a list within the subject or within
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
1. A simple sentence consists of a control unit
1. Bananas, mangoes, papaya, rambutan, lychee, and durian are tropical fruits.
3. Reading carefully, taking notes, and making summaries are essential stages in
writing an academic research paper.
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
2. A complex sentence has a control unit plus a support unit
• The support unit is a group of words adding more meanings to the control unit.
• The support unit cannot function by itself – it needs the control unit.
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
2. A complex sentence has a control unit plus a support unit.
“Although his proposal was rejected, he went ahead with the research.”
“Results are largely unreproducible, which has led to a crisis of confidence in research.”
to revise.
SENTENCE BASICS
Common Subordinators
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
3. A compound sentence has two or more control units (simple sentences).
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
Coordinating conjunctions are: for, and, not, but, or, yet, so.
1. The interpretation of the data was difficult. The experiment contained too many
variables.
2. The interpretation of the data was difficult, for the experiment contained too many
variables.
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
1. “The interpretation of the data was difficult. The experiment contained too many
variables.”
2. “ The interpretation of the data was difficult; the experiment contained too many
variables.”
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
SENTENCE BASICS
2. comma + conjunction “Students who want real knowledge could buy e-books, and the cultural and
critical functions of universities could left to the media and the Internet.
3. semi-colon “Students who want real knowledge could buy e-books; the cultural and critical functions
of universities could be left to the media and the Internet.
(The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at
http://studyskills.curtin.edu.au/better-sentences/)
3 Better sentences in research writing
ACADEMIC WRITING IN PLAIN ENGLISH
“You are not Proust. Do not write long sentences. If they come into your head, write them, but then break them down.
Do not be afraid to repeat the subject…, and stay away from too many pronouns and subordinate clauses.” (Eco, 2015. p.
147-148)
DO NOT WRITE:
“The pianist Wittgenstein, brother of the well-known philosopher who wrote the Tractatus Logico-Philosophicus
that today many consider the masterpiece of contemporary philosophy, happened to have Ravel write for him a
concerto for the left hand, since he had lost the right one in the war.” (One long sentence.)
WRITE, INSTEAD:
“The pianist Paul Wittgenstein was the brother of the famous philosopher, author of the Tractatus.
The pianist had lost his write hand in the war. For this reason the composer Maurice Ravel wrote a concerto for
him that required only the left hand.” (Three shorter sentences.)
3 Better sentences in research writing
Divya, P.V. et.al. 2018. “Hydraulic conductivity behaviour of soil blended with geofiber inclusions”.
Geotextiles and Geomembranes. 46. (2018)
3 Better sentences in research writing
Another example from science writing. (Gopen and Swan, 1990. P.553)
B: The 23 word separation between subject (the smallest) and verb (has been identified)?
3 Better sentences in research writing
ACADEMIC WRITING IN PLAIN ENGLISH
“Again at the time of the first writing of this chapter, some of us had hoped
that, if these ‘facts’ were remembered, not only in the study of British
literature but also in the study of the literatures of the European colonizing
cultures of the great age of imperialism, we would produce a narrative, in
literary history, of the ‘worlding’ of what could once be called ‘the Third
World’, and now increasingly, taking the second World into uneven account, is
called ‘the South.’
(Spivak, 1999, p.114)
3 Better sentences in research writing
ACADEMIC WRITING IN PLAIN ENGLISH
“Again at the time of the first writing of this chapter, some of us had hoped that, if these
‘facts’ were remembered, not only in the study of British literature but also in the study of
the literatures of the European colonizing cultures of the great age of imperialism, we
would produce a narrative, in literary history, of the ‘worlding’ of what could once be
called ‘the Third World’, and now increasingly, taking the second World into uneven
account, is called ‘the South.’
Q: WHAT MAKES THIS SENTENCE SO DIFFICULT TO READ?
Abbreviated:
“Some of us had hoped that we would produce a narrative of what is called ‘the South’”.
3 Better sentences in research writing
Some tips
• Use short and medium length sentences: about 20-25 words.(Note: this is disputed by Gopen & Swan 1990, p.555.)
• Where possible, “keep the subject near the verb, and the verb near the object”.
• Try to put the main subject and verb toward the beginning; “don’t pile up conditions… before the main clause.”
• Where possible, save the main point or important information until the end of the sentence. (Periodic sentence)
• If you want to be published in particular journal, follow closely the stylistic conventions of a typical
article in that journal.
• No rules about how long a sentence should be: a 10 word sentence could be
‘impenetrable’ and a 100 word sentence flow smoothly.
Dawson, Jean. 2007. The little red writing book. Bentley: CEA Publications.
Divya, P.V. et.al. 2018. “Hydraulic conductivity behaviour of soil blended with geofiber inclusions”.
Geotextiles and Geomembranes. 46. (2018)
Eco, Umberto. 2015. How to write a thesis. Cambridge Mass: MIT Press.
Gopen, George D. and Judith Swan. 1990. “The Science of Scientific Writing”. American Scientist. (78) 550-558.
Greene Anne E. 2013. Writing Science in Plain English. Chicago: University of Chicago Press.
Marginson, Simon. 2011. “Higher education and public good.” Higher Education Quarterly, 65 (4) 411-433.
Spivak, G. 1999. A critique of postcolonial reason. Cambridge, Mass: Harvard University Press
Williams, J. 1996. Ten Lessons in Clarity and Grace. New York: Longman.