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Grade 8 - Parallel Structures

This document discusses parallel structure and provides examples of parallel and non-parallel constructions. Parallel structure means using the same grammatical pattern for two or more elements of equal importance. This helps the reader understand the elements have the same level of importance. The document provides examples of parallel and non-parallel structures using words, phrases, clauses, and lists. It also provides proofreading strategies for ensuring parallel structure.

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197 views

Grade 8 - Parallel Structures

This document discusses parallel structure and provides examples of parallel and non-parallel constructions. Parallel structure means using the same grammatical pattern for two or more elements of equal importance. This helps the reader understand the elements have the same level of importance. The document provides examples of parallel and non-parallel structures using words, phrases, clauses, and lists. It also provides proofreading strategies for ensuring parallel structure.

Uploaded by

lady
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PARALLEL

STRUCTURES
Learning target/s:

●use parallel structures.


PARALLEL STRUCTURE

Parallel structure means using the same


pattern of words to show that two or more
ideas have the same level of importance. This
can happen at the word, phrase, or clause level.
The usual way to join parallel structures is with
the use of coordinating conjunctions such as
"and" or "or."
WORDS AND PHRASES

With the -ing form (gerund) of words:

Parallel:

Mary likes hiking, swimming, and bicycling.


Parallel:

Mary likes to hike, to swim, and to ride a bicycle.


— Or —

Mary likes to hike, swim, and ride a bicycle.

(Note: you can use "to" before all the verbs in a


sentence or only before the first one.)
DO NOT MIX FORMS.

Example 1:

Not parallel:
Mary likes hiking, swimming, and a bicycle.

Parallel:
Mary likes hiking, swimming, and riding a bicycle.
EXAMPLE 2
Not parallel:

the teacher said that he was a poor student because he waited


until the last minute to study for the exam, completed his lab
problems in a careless manner, and low.

Parallel:

the teacher said that he was a poor student because he waited


until the last minute to study for the exam, completed his lab
problems in a careless manner, and lacked motivation.
CLAUSES

A parallel structure that begins with clauses


must keep on with clauses. Changing to
another pattern or changing the voice of
the verb (from active to passive or vice
versa) will break the parallelism.
EXAMPLE 1

Not parallel:
the coach told the players that they should get a lot of sleep, that
they should not eat too much, and some warm-up exercises before
the game.

Parallel:
the coach told the players that they should get a lot of sleep, that
they should not eat too much, and that they should do some
warm-up exercises before the game. — Or — the coach told the
players that they should get a lot of sleep, not eat too much, and do
some warm-up exercises before the game.
EXAMPLE 2

Not parallel:
the salesman expected that he would present his product at
the meeting, that he would have time to show his slide
presentation, and by prospective buyers. (Passive)

parallel:
the salesman expected that he would present his product at
the meeting, that he would have time to show his slide
presentation, and that prospective buyers would ask him
questions.
LISTS AFTER A COLON
Be sure to keep all the elements in a list in the same form.

Example 1

Not parallel:
The dictionary can be used to find these: word meanings,
pronunciations, correct spellings, and

Parallel:
The dictionary can be used to find these: word meanings,
pronunciations, correct spellings, and irregular verbs.
PROOFREADING STRATEGIES TO TRY:
● Skim your paper, pausing at the words "and" and "or." Check on each side
of these words to see whether the items joined are parallel. If not, make
them parallel.

● If you have several items in a list, put them in a column to see if they are
parallel.

● Listen to the sound of the items in a list or the items being compared. Do
you hear the same kinds of sounds? For example, is there a series of "-ing"
words beginning each item? Or do you hear a rhythm being repeated? If
something is breaking that rhythm or repetition of sound, check to see if it
needs to be made parallel.
ASSUGNMENT:

On your module answer


activity 1 (page 52)

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