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- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
A that-clause is a group of words, beginning with the word that. It has a subject and a predicate.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
A predicate is the part of a sentence that expresses what is said about the subject. The that-clause has the idea that the writer is considering.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
In the example we gave you, the idea under consideration is the following statement: "the evidence is inconsistent." The adjective clear suggests the writer's judgment.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
By saying "it is clear," the writer is saying that he or she agrees the evidence appears to be conflicting with other information.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
Note that the writer did not write, "I think that the evidence is inconsistent," even if it has the same meaning as the example sentence. Why?
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
Academic writers often use it is an adjective that-clause to raise questions, note possibility, and express importance.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
For example, you might read the following sentence: "It is unlikely that the results will be
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
conclusive." Or, "It is likely that the information was incomplete." In the former case, the writer is using the adjective unlikely to raise questions.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
In the latter one, the writer is using the adjective likely to express possibility.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
The infinitive phrase describes the action. The adjective shows the writer's evaluation
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
Consider this example: "It is difficult to define these ideas."
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
In this example, the infinitive to define relates to an action, while the adjective difficult shows the writer's evaluation.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
Writers often use it is an adjective an infinitive phrase to show possibility, difficulty, importance, and so on.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
So, for example, you might read the following sentences: "It is hard to understand these
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
In the former example, the writer is expressing difficulty, while in the latter the writer is expressing
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
You should try using them with your own adjectives, that-clauses, infinitive phrases, and so on. There is one point to keep in mind, however.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
You should know that sometimes you might not want to use these structures especially if you are writing for business or even artistic reasons.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
In those situations, it might be better to use more direct language. Consider the first example we gave you, "It is clear that the evidence is inconsistent."
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
This is a common, acceptable way to write a sentence for academic purposes. It is grammatically correct.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
However, the statement uses indirect language to express an evaluation. The writer is expressing an opinion without specifically writing "I think...," for example.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
You could give a very direct evaluation by writing "I think the evidence is inconsistent," or simply "The evidence is inconsistent."
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
The structure that you choose to use depends on what kind of writing you are doing. It is difficult to improve your writing.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part One
But with practice, you can do it! I'm John Russell.
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part Three
From VOA Learning English, this is Everyday Grammar. English has many patterns
- Public domaingeneral-american
Academic Writing: Common Sentence Patterns, Part Three
Basic grammatical patterns can explain the structure of around 95 percent of sentences in English, says Martha Kolln, a grammar expert.
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