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A sentence is a group of words that makes sense on its own. Structure the parts of a sentence so meaning is easy to understand.
Sentences can be statements, questions, exclamations or commands. A full sentence expresses a complete idea. Sentences contain at least a subject and a verb. A basic sentence can have more components, for example:
The verb plus the object or complement form the ‘predicate’. Not all sentences contain an object or complement as part of the predicate. A subject and verb can be enough to complete the subject–predicate structure of a sentence.
The predicate can sometimes appear as a whole sentence because the subject is implied. This can depend on the ‘mood’ of the verb.
SubjectThe subject is the person or thing that is doing the action in the sentence. The subject can be a pronoun, noun, noun phrase or noun clause.
A noun phrase that is part of the subject is partially formed by determiners (such as ‘the’). VerbThe verb carries information about the subject. It affects the object or complement (if there is one). It can convey an action, an event, a change or a state.
Objects and complementsAn object is the thing, person or concept that complements the verb. Objects can be direct or indirect.
Some verbs have no action. They have complements that describe a quality or characteristic of the subject.
Sentences are simple, compound or complexSimple sentencesA simple sentence contains only one main (or principal) clause. This means it has only one complete verb in it.
The Senate voted on the Aged Care Bill. [‘The Senate’ is the subject. The verb is ‘voted’. ‘On the Aged Care Bill’ complements the verb to form the predicate.] The subject can be implied by using a verb in the imperative mood.
Enter your verification code. [The implied subject is ‘you’. The verb is ‘enter’. ‘Your verification code’ complements the verb to form the predicate.] Compound sentencesA compound sentence contains 2 or more main clauses joined by a coordinating conjunction (‘and’, ‘or’, ‘but’, ‘so’). Each clause has a complete verb and could stand on its own. If they have different subjects, use a comma before the coordinating conjunction.
The agency planned to start the project next year, but the group ran out of funding. [‘But’ is the coordinating conjunction that joins the 2 main clauses.] If the 2 clauses share the same subject, don’t repeat the subject or insert a comma before the conjunction.
The agency planned to start the project next year but ran out of funding. [‘The agency’ is the subject of the verb ‘planned’ and the implied subject of the verb ‘ran out’.] You could also write this as 2 short sentences, but this approach can appear repetitive.
The agency planned to start the project next year. The agency ran out of funding. [‘The agency’ is the subject of both sentences.] Complex sentencesA complex sentence contains a main clause and at least one subordinate clause. You can start the sentence with the main clause.
She finished the report before she left work. [The focus of the sentence is that ‘she finished the report’, which is the main clause.] You can also start the sentence with the subordinate clause to change the emphasis.
Before she left work, she finished the report. [The focus of the sentence is that she finished ‘before she left work’, which is the subordinate clause.] Passive voice changes standard sentence orderSimple subject–verb–object sentences are standard in English. This order is clearer and more accessible for people. Build most sentences in this order with active voice when using active verbs (doing or action verbs). In passive voice, the ‘agent’ of an active verb is not the grammatical subject in the sentence order. Using active verbs with passive voice disguises who is doing what.
Use passive voice only if there is a good reason – for example, if you can’t say who did the action or because information has to be concealed for ethical or legal reasons.
A formal complaint was made about the use of discriminatory language. Release notesThe digital edition has practical guidance on plain language.
The sixth edition and Content Guide referred to ‘plain English’ only. This term is used in the digital edition to relate plain language to writing in the English language. The Content Guide did not have any in-depth information on grammatical concepts.
Content Design London (2020) ‘Simple sentences’, Content Design London readability guidelines, Content Design London website, accessed 6 April 2020. GOV.UK (2019) Content design: planning, writing and managing content, GOV.UK. New Zealand Government (2020) Plain language, Digital.govt.nz. Treasury Board of Canada Secretariat (2020) ‘2.6: Use simple sentences’, Canada.ca content style guide, Canada.ca Treasury Board of Canada Secretariat (2020) ‘2.7: Use short sentences and paragraphs’, Canada.ca content style guide, Canada.ca. United States Government (n.d.) ‘Be concise’, Plain language guidelines, plainlanguage.gov. W3C (World Wide Web Consortium) (n.d.) ‘Understanding Success Criterion 3.1.5: reading level’, Understanding WCAG 2.1, W3C website. ReferencesDixon JC and Bolitho B (2005–2019a) Course notes and exercises: English grammar for writers, editors and policymakers, Centre for Continuing Education, Australian National University, Canberra. Dixon JC and Bolitho B (2005–2019b) Report writing, Centre for Continuing Education, Australian National University, Canberra. European Commission (2020) English style guide: a handbook for authors and translators in the European Commission, European Commission website, accessed 6 May 2020. Garner BA (2016) Garner’s modern English usage, 4th edn, Oxford University Press, Oxford. Oxford University Press (2017) Australian concise Oxford dictionary, 6th edn, Oxford University Press, Melbourne. Peters P (1995) The Cambridge Australian English style guide, Cambridge University Press, Cambridge. Murphy EM with Cadman H (2014) Effective writing: plain English at work, 2nd edn, Lacuna, Westgate. Nicoll C (2018) Upskill your editing [unpublished course notes], Communication Breakthrough, Canberra. Seely J (2001) Oxford everyday grammar, Oxford University Press, Oxford. Stilman A (2004) Grammatically correct, Writer’s Digest Books, Ohio. Strunk W and White EB (2000) The elements of style, 4th edn, Longman, New York. University of Chicago Press (2017) Chicago manual of style: the essential guide for writers, editors, and publishers, 17th edn, University of Chicago Press, Chicago. Truss L (2003) Eats, shoots and leaves: the zero tolerance approach to punctuation, Profile Books, London. W3C (2016) ‘Readable: understanding Guideline 3.1’, Understanding WCAG 2.0: A guide to understanding and implementing WCAG 2.0, W3C website.
This page was updated Monday 6 September 2021. |