Emphasis (or how to end
sentences)
 Begin
sentences with simple grammar
subject = a concrete noun
(ideally flesh and blood
character)
verb = the main action
 Begin
sentences with simple meaning
begin with something
old/familiar
 Complex
grammar can come at end of
sentence
nominalizations; long complex
phrases and clauses
 Complex
meanings should come at end
of sentence
end with something new
end with any unfamiliar technical
terms
 Keep
 Use
beginnings of sentences simple
ends of sentences for complex
grammar and new info, particularly
unfamiliar terms
The last two or three words of a sentence are especially
important – these words will get special emphasis when
read.
Unfortunately, a healthy person could be devastated by such an
early diagnosis.
Unfortunately, such an early diagnosis could devastate a healthy
person.
Unfortunately, such an early diagnosis for a healthy person could
be devastating.
So end the sentence with the idea you want readers to see as
particularly significant
 Read
your sentences aloud and, as you
read the last three or four words, tap your
finger on the desk.
Do those words deserve strong
emphasis? If not, look for words that
do and rewrite sentence to move
those ideas to the end.
 Trim
the end (cut filler phrases or
padding)
Socio biologists claim that our genes control
our social behavior in the way we act in
situations we are in everyday.
 Move
peripheral ideas to the left and
important new info right.
The Data offered to prove ESP are weak, for
the most part.
Questions about the ethics of withdrawing
intravenous feeding are more difficult.
 Not
only X but Y (and end with positive
unless you have reason to end with
negative)
We must clarify these issues and develop
deeper trust.
Vs.
We must not only clarify these issues but
develop deeper trust.
 Don’t
end with a word you said earlier in
the sentence – replace with pronoun our,
if you can, cut.
A reader will hear emphasis on the word
just before the last words.
Vs.
A reader will hear emphasis on the word
just before it.
 handout
 Lesson
3: Make actions the verbs of your
sentences.
 Lesson 4: Make the characters the
subjects of your sentences (and make
simple subjects short, concrete,
preferably flesh and blood characters)
 Lesson
5: Cohesiveness
Something old and something new: begin
sentences with information familiar to
your readers and end sentences with
information your reader cannot predict.
 Lesson
6: emphasis
Arrange sentences so that complex
grammar and new info, particularly
unfamiliar terms, come at the end of the
sentence.
Arrange sentences knowing that so that the
last two or three words will be stressed
by the reader; the reader will read these
words as particularly significant.