Sentence structure and source evaluation

Subordination

Use these dependent markers to make one sentence from each pair (make minimal, if any, word changes) of the following sentences: because, before, since, unless, while, although, if, until, when, after, as, as if.

1. I had to hand the project over to Max. You didn’t respond to any of my e-mails.
2. Another candidate with more qualifications applies in the next forty-eight hours. You should get the position without any difficulties.
3. Viktor had prepared and practiced for the presentation thoroughly. The projector died and the presentation was not successful.
4. Keep calling our customers from last year. You make your sales quota.
5. The instructor copies his lesson directly from the textbook. The students lose interest and doze off.

Sentence Punctuation Patterns

Summary: This handout describes eight sentence punctuation patterns with examples.

To punctuate a sentence, you can use and combine some of these patterns. For more information on independent and dependent clauses plus independent and dependent markers, see OWL handouts on those subjects.

Pattern One: Simple sentence

This pattern is an example of a simple sentence:

Independent clause [ . ]

Example: Doctors are concerned about the rising death rate from asthma.

Pattern Two : Compound Sentence

This pattern is an example of a compound sentence with a coordinating conjunction:

Independent clause [ , ] coordinating conjunction independent clause [ . ]

There are seven coordinating conjunctions: and, but, for, or, nor, so, yet.

Example: Doctors are concerned about the rising death rate from asthma, but they don't know the reasons for it.

Pattern Three: Compound Sentence

This pattern is an example of a compound sentence with a semicolon.

Independent clause [ ; ] independent clause [ . ]

Example: Doctors are concerned about the rising death rate from asthma; they are unsure of its cause.

Pattern Four: Compound Sentence

This pattern is an example of a compound sentence with an independent marker.

Independent clause [ ; ] independent marker [ , ] independent clause [ . ]

Examples of independent markers are the following: therefore, moreover, thus, consequently, however, also.

Example: Doctors are concerned about the rising death rate from asthma; therefore, they have called for more research into its causes.

Pattern Five: Complex Sentence

This pattern is an example of a complex sentence with a dependent marker.

Dependent marker[  ]   dependent clause[ , ] Independent clause[ . ]

Examples of dependent markers are as follows: because, before, since, unless, while, although, if, until, when, after, as, as if.

Example: Because doctors are concerned about the rising death rate from asthma, they have called for more research into its causes.

Pattern Six: Complex Sentence

This pattern is an example of a complex sentence with a dependent marker.

Independent clause[ ] dependent marker[ ]  dependent clause [ . ]

Examples of dependent markers are as follows: because, before, unless, since, while, although, if, until, when, after, as, as if.

Example: Doctors are concerned about the rising death rate from asthma because it is a treatable illness.

Pattern Seven

This pattern includes an independent clause with an embedded non-essential clause or phrase

First part of an independent clause [ , ] non-essential clause or phrase [ , ]  rest of the independent clause [ . ]

A non-essential clause or phrase is one that can be removed without changing the meaning of the sentence or making it ungrammatical. In other words, the non-essential clause or phrase gives additional information, but the sentence can stand alone without it.

Example: Many doctors, including both pediatricians and family practice physicians, are concerned about the rising death rate from asthma.

Pattern Eight

This pattern includes an independent clause with an embedded essential clause or phrase

First part of an independent clause[ ]  essential clause or phrase[  ]  rest of the independent clause [ . ]

An essential clause or phrase is one that cannot be removed without changing the overall meaning of the sentence.

Example: Many doctors who are concerned about the rising death rate from asthma have called for more research into its cause.

Evaluating Sources: Overview

Summary: Evaluating sources of information is an important step in any research activity. This section provides information on evaluating bibliographic citations, aspects of evaluation, reading evaluation, print vs. Internet sources, and evaluating internet sources.
The world is full of information to be found--however, not all of it is valid, useful, or accurate. Evaluating sources of information that you are considering using in your writing is an important step in any research activity.
The quantity of information available is so staggering that we cannot know everything about a subject. For example, it's estimated that anyone attempting to research what's known about depression would have to read over 100,000 studies on the subject. And there's the problem of trying to decide which studies have produced reliable results.
Similarly, for information on other topics, not only is there a huge quantity available but a very uneven level of quality. You don't want to rely on the news in the headlines of sensational tabloids near supermarket checkout counters, and it's just as hard to know how much to accept of what's in all the books, magazines, pamphlets, newspapers, journals, brochures, web sites, and various media reports that are available. People want to convince you to buy their products, agree with their opinions, rely on their data, vote for their candidate, consider their perspective, or accept them as experts. In short, you have to sift and make decisions all the time, and you want to make responsible choices that you won't regret.
Evaluating sources is an important skill. It's been called an art as well as work--much of which is detective work. You have to decide where to look, what clues to search for, and what to accept. You may be overwhelmed with too much information or too little. The temptation is to accept whatever you find. But don't be tempted. Learning how to evaluate effectively is a skill you need both for your course papers and your life.
When writing research papers, you will also be evaluating sources as you search for information. You will need to make decisions about what to search for, where to look, and once you've found material on your topic, if it is a valid or useful source for your writing.

Evaluating Bibliographic Citations

Summary: Evaluating sources of information is an important step in any research activity. This section provides information on evaluating bibliographic citations, aspects of evaluation, reading evaluation, print vs. Internet sources, and evaluating internet sources.

When searching for information in library catalogues and online article databases such as EbscoHost or Proquest Direct, you will first find a bibliographic citation entry. A bibliographic citation provides relevant information about the author and publication as well as short summary of the text.

Before you read a source or spend time hunting for it, begin by looking at the following information in the citation to evaluate whether it's worth finding or reading.

Consider the author, the title of the work, the summary, where it is, and the timeliness of the entry. You may also want to look at the keywords to see what other categories the work falls into. Evaluate this information to see if it is relevant and valid for your research.

After you have asked yourself some questions about the source and determined that it's worth your time to find and read the source, you can evaluate the material in the source as you read through it.

• Read the preface--what does the author want to accomplish? Browse through the table of contents and the index. This will give you an overview of the source. Is your topic covered in enough depth to be helpful? If you don't find your topic discussed, try searching for some synonyms in the index.
• Check for a list of references or other citations that look as if they will lead you to related material that would be good sources.
• Determine the intended audience. Are you the intended audience? Consider the tone, style, level of information, and assumptions the author makes about the reader. Are they appropriate for your needs?
• Try to determine if the content of the source is fact, opinion, or propaganda. If you think the source is offering facts, are the sources for those facts clearly indicated?
• Do you think there's enough evidence offered? Is the coverage comprehensive? (As you learn more and more about your topic, you will notice that this gets easier as you become more of an expert.)
• Is the language objective or emotional?
• Are there broad generalizations that overstate or oversimplify the matter?
• Does the author use a good mix of primary and secondary sources for information?
• If the source is opinion, does the author offer sound reasons for adopting that stance? (Consider again those questions about the author. Is this person reputable?)
• Check for accuracy.
• How timely is the source? Is the source 20 years out of date? Some information becomes dated when new research is available, but other older sources of information can be quite sound 50 or 100 years later.
• Do some cross-checking. Can you find some of the same information given elsewhere?
• How credible is the author? If the document is anonymous, what do you know about the organization?
• Are there vague or sweeping generalizations that aren't backed up with evidence?
• Are arguments very one-sided with no acknowledgement of other viewpoints?