Here’s a fat, grey paragraph that was the lead in a FAC. It needs to be broken up into, let’s say, four manageable portions. There are a number of ways of dividing it, so we can offer only a suggested solution.
Your task is to identify three statements in the paragraph that appear to take a fresh direction. Check that each of these statements can function as a “theme”—that is, as a logical, cohesive subsidiary topic within the lead. To perform this function, each statement that you identify must be followed by extensions or enhancements of the idea that it introduces.
The Sun is the star at the centre of our solar system. The Earth and other matter (including other planets, asteroids, meteoroids, comets and dust) orbit the Sun, which by itself accounts for more than 99% of the solar system’s mass. Energy from the Sun—in the form of sunlight, supports almost all life on Earth via photosynthesis, and, via heating from insolation—drives the Earth’s climate and weather. About 74% of the Sun’s mass is hydrogen, 25% is helium, and the rest is made up of trace quantities of heavier elements. The Sun is about 4.6 billion years old and is about halfway through its main-sequence evolution, during which nuclear fusion reactions in its core fuse hydrogen into helium. Each second, more than four million tonnes of matter are converted into energy within the Sun’s core, producing neutrinos and solar radiation. In about five billion years, the Sun will evolve into a red giant and then a white dwarf, creating a planetary nebula in the process. The Sun is a magnetically active star; it supports a strong, changing magnetic field that varies from year to year and reverses direction about every 11 years. The Sun’s magnetic field gives rise to many effects that are collectively called solar activity, including sunspots on the surface of the Sun, solar flares, and variations in the solar wind that carry material through the solar system. The effects of solar activity on Earth include auroras at moderate to high latitudes, and the disruption of radio communications and electric power. Solar activity is thought to have played a large role in the formation and evolution of the solar system, and strongly affects the structure of Earth’s outer atmosphere. Although it is the nearest star to Earth and has been intensively studied by scientists, many questions about the Sun remain unanswered; these include why its outer atmosphere has a temperature of over a million degrees K when its visible surface (the photosphere) has a temperature of just 6000 K. Current topics of scientific enquiry include the Sun’s regular cycle of sunspot activity, the physics and origin of solar flares and prominences, the magnetic interaction between the chromosphere and the corona, and the origin of the solar wind.
Perhaps you’d like a hint as to what the “theme” of each of the four new, shorter paragraphs might be?
Including the start, the four themes of the lead might be:
introduction;
evolution/energy production (i.e., introduced by the first fresh statement that you’ve identified);
magnetic and other solar activity; and
unanswered questions.
Before you hit “suggested solution”, go back to the exercise and see if you’ve chosen the same boundaries.
Jane Austen (1775–1817) is widely regarded as one of the greatest writers in the English language. Her unfailingly elegant prose depicted middle- and upper-class moral dilemmas with powerful irony.
When you’ve identified the three statements, have a look at oursuggested solution.
Each of these sentences is too long. Typically, the author has tried to cram too many related ideas into the sentence. For each exercise, identify where and how to split the sentence for easier reading. The “where” is easy enough—aim for roughly equal parts either side of the split; the “how” is more challenging—sometimes you’ll have to change the grammar a little.
For each question, hit ““ in the lower box to reveal the solution. If you'd like a hint before displaying the solution, first hit ““ in the upper box to reveal it.
Please widen your window if the display is distorted.
HINT
A good location for a break is about half-way through (see the below).
Youcould start your new, second sentence with “This ...”.
However, being singular, “this” could refer back to any of the four singular items in the first sentence: “Gregorian chant”, “best-known repertory”, “plainchant”, or “a form of monophonic, unaccompanied sacred song”. That would be fuzzy.
To make it clear, you’ll probably need to restate one of these items at the start of your new sentence.
HINT
Here, again, you’ll need to tweak the grammar and repeat an item in the new sentence, preferably not straight after the previous occurrence.
We inserted "same" ("the same people") to retain the writer's emphasis.
HINT
This is long enough to split in several ways; our solution is just one.
We opted to repeat the main item ("the phrase") some way into the second sentence. See if you can work out where.
pically used by football writers and commentators to describe displays of great skill or results that go against the odds,
Like "the same people" in the previous exercise, the key back-reference here ("the phrase") is in the middle of the second sentence. This sometimes works well.
HINT
Bring the subject of this long sentence back to the start; and
make two stand-alone sentences, each starting with the (same) subject.
You might consider avoiding the repetition of the subject ("the system") by using a semicolon at the same boundary, instead of a full-stop. The magic of a semicolon is that you can use "it" to refer right back to the start of the statement.
If the second section is still too long for your liking, you could split off the last part into a third, final sentence.
The text would then look something like this:
The writing desk of Ernest Hemingway (1899–1961), an American novelist whose distinctive writing style is characterised by economy and understatement.
Exercise 3: smoothly integrating ideas into a sentence
Although the title here says "sentence", learning how to integrate ideas effectively can involve the relationshipbetween sentences, as well aswithin them. Some of the exercises thus involve two sentences.
Try to determine how the ideas in these exercises might be better integrated. This may involve using a more appropriate link (e.g., an additive rather than a contrastive word, or a semicolon or full-stop instead of "and").
For each question, hit in the lower box to reveal the solution. If you'd like a hint before displaying the solution, first hit in the upper box to reveal it.
Please widen your window if the display is distorted.
How does the second sentence grow out of the first—by:
contradicting it?
causing it, or being caused by it? or
just adding further information to it?
The second sentence just adds more information, so "however", with its commas, should be removed.
How close are the two ideas in this sentence?
In most contexts, announcing that they're brothers and telling us that they squabble will be too different to belong in the one sentence, particularly a short one. Inserting a comma before "and" would be better than nothing, but a semicolon instead of "and" provides a more distinct boundary between the ideas.
What's the relationship between the last clause ("but also included ...") and the previous statement?
There's a redundant word here, too.
The relationship is additive, not contrastive.
"Largely" already indicates that the accusations were directed at other people as well.
Therefore "and", not "but" should link to what is simply additional, expected information.
As usual, "also" adds nothing and should be removed.
Are the two ideas close enough to be glued together like this?
Again, the two clauses are too different to be linked with a comma +and.
How are the two clauses related?
Since the second clause in no way contradicts the first, comma + "and", or a semicolon will do the trick.
We’ve coloured three statements that are suitable for starting new paragraphs. Including the start, the four themes of the lead are now:
introduction;
evolution/energy production (i.e., introduced by first brown sentence);
magnetic and other solar activity; and
unanswered questions.
The Sun is the star at the centre of our solar system. The Earth and other matter (including other planets, asteroids, meteoroids, comets and dust) orbit the Sun, which by itself accounts for more than 99% of the solar system’s mass. Energy from the Sun—in the form of sunlight, supports almost all life on Earth via photosynthesis, and, via heating from insolation—drives the Earth’s climate and weather. The Sun is about 4.6 billion years old and is about halfway through its main-sequence evolution, during which nuclear fusion reactions in its core fuse hydrogen into helium. Each second, more than four million tonnes of matter are converted into energy within the Sun’s core, producing neutrinos and solar radiation. In about five billion years, the Sun will evolve into a red giant and then a white dwarf, creating a planetary nebula in the process. The Sun’s magnetic field gives rise to many effects that are collectively called solar activity, including sunspots on the surface of the Sun, solar flares, and variations in the solar wind that carry material through the solar system. The effects of solar activity on Earth include auroras at moderate to high latitudes, and the disruption of radio communications and electric power. Solar activity is thought to have played a large role in the formation and evolution of the solar system, and strongly affects the structure of Earth’s outer atmosphere. these include why its outer atmosphere has a temperature of over a million degrees K when its visible surface (the photosphere) has a temperature of just 6000 K. Current topics of scientific enquiry include the Sun’s regular cycle of sunspot activity, the physics and origin of solar flares and prominences, the magnetic interaction between the chromosphere and the corona, and the origin of the solar wind.
Here, then, is how the new lead will appear.
The Sun is the star at the centre of our solar system. The Earth and other matter (including other planets, asteroids, meteoroids, comets and dust) orbit the Sun, which by itself accounts for more than 99% of the solar system’s mass. Energy from the Sun—in the form of sunlight, supports almost all life on Earth via photosynthesis, and, via heating from insolation—drives the Earth’s climate and weather.
About 74% of the Sun’s mass is hydrogen, 25% is helium, and the rest is made up of trace quantities of heavier elements. The Sun is about 4.6 billion years old and is about halfway through its main-sequence evolution, during which nuclear fusion reactions in its core fuse hydrogen into helium. Each second, more than four million tonnes of matter are converted into energy within the Sun’s core, producing neutrinos and solar radiation. In about five billion years, the Sun will evolve into a red giant and then a white dwarf, creating a planetary nebula in the process. The Sun is a magnetically active star; it supports a strong, changing magnetic field that varies from year to year and reverses direction about every 11 years.
The Sun’s magnetic field gives rise to many effects that are collectively called solar activity, including sunspots on the surface of the Sun, solar flares, and variations in the solar wind that carry material through the solar system. The effects of solar activity on Earth include auroras at moderate to high latitudes, and the disruption of radio communications and electric power. Solar activity is thought to have played a large role in the formation and evolution of the solar system, and strongly affects the structure of Earth’s outer atmosphere.
Although it is the nearest star to Earth and has been intensively studied by scientists, many questions about the Sun remain unanswered; these include why its outer atmosphere has a temperature of over a million degrees K when its visible surface (the photosphere) has a temperature of just 6000 K. Current topics of scientific enquiry include the Sun’s regular cycle of sunspot activity, the physics and origin of solar flares and prominences, the magnetic interaction between the chromosphere and the corona, and the origin of the solar wind.
BINNevertheless, the differing agendas of the two sources can still be traced, most notably in the seven of each clean animal required by the Jahwist text so that some can be sacrificed to God without killing off a species, contrasted with the pair of each animal given in the Priestly text, as no sacrifices can be made under priestly rules until the first priest (Aaron) is created in the time of the Exodus.
A San Diego law championed by Pete Wilson in 1971 cited traffic safety and driver distraction as the reason for the billboard ban, but that law too was narrowly overturned by the Supreme Court in 1981, in part because it banned non-commercial as well as commercial billboards.
Several other indications described in the 17 February 1983 Permanent Operational Assignment to discover a nuclear attack were present during Able Archer 83, furthering the impression that the exercise might be a cover for a real attack.
Several other indications described in the 17 February 1983 Permanent Operational Assignment to discover a nuclear attack were present during Able Archer 83, furthering the impression that the exercise might be a cover for a real attack.
"The Ministry had links through the government which ensured that anyone who asked awkward questions could be subject to detention or expulsion, and such action was taken against several foreign journalists (for example, John Worrall, correspondent for The Guardian, was expelled in January 1969)."
"Van der Byl's exploits as a big-game hunter (he shot his first lion in a garden in Northern Rhodesia at the age of 15[10]), a womaniser and a patron of the arts helped to reinforce his standing and many in the Rhodesian Front believed him to be "a 19th century-style connoisseur, a man of culture and an aristocrat-statesman" in the words of Michael Hartnack, a South African journalist[30]."
"In April 1972, van der Byl insisted that Rhodesia would not implement any part of an agreement made with the United Kingdom in November 1971 unless Rhodesia's independence was acknowledged, regardless of the answer from the Pearce Commission who were then investigating whether the settlement proposals would be approved by the people of Rhodesia."
The Bricker Amendment is the name applied to a series of proposed amendments to the United States Constitution considered by the United States Senate in the 1950s which would have placed restrictions on the scope and ratification of treaties and executive agreements entered into by the United States. American politics has always contained an isolationist element which was a particularly potent force in the 1930s and early 1940s, but went dormant with the American entry into World War II. After the conclusion of hostilities and the start of the Cold War with the Soviet Union actively attempting to spread Communism abroad, fears of the loss of American sovereignty to the newly created United Nations and its affiliated international organizations were spread by Frank E. Holman of the American Bar Association (ABA) and others who cited precedents of state and federal courts, notably Missouri v. Holland. They claimed these decisions showed how treaties could override the Constitution and be used by foreigners to threaten American liberties.
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