Using Parallel Structure

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Do curso por Moscow Institute of Physics and Technology

Academic Literacy

100 classificações

Moscow Institute of Physics and Technology

Academic Literacy

100 classificações

Curso 1 de 5 em Specialization English for Research Publication Purposes

This is the first course of the English for Research Publication Purposes Specialization. The course is an introduction to what you need to know about academic discourse. You’ll gain important critical reading skills to help you develop as a self-critical scientific writer. You will learn practical tools and effective strategies for increasing your academic vocabulary and grammar so that you will write well-structured coherent academic texts.

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MODULE III : FUNDAMENTALS OF ACADEMIC GRAMMAR

This module covers issues related to the pragmatics of academic English. The module presents an overview of the English verb system, including most frequent tenses, three aspects, and two voices. The module highlights the use of correct punctuality, which is of immense help in meeting the goal of the writing process: to ensure clear communication of ideas. The module also explains the role of modality and register in academic writing. Another important issue discussed in module is the use of parallel constructionsfor words, phrases, clauses, sentences, and paragraphs of an academic text.

Using Parallel Structure8:56

Revising Sentences6:40

Sentence Combining and Punctuation5:58

Conheça os instrutores

Elena Bazanova
Director of the Language Training and Testing Center
Moscow Institute of Physics and Technology

[MUSIC]

Parallelism shows that two or more ideas are equally important by

stating them in grammatically parallel form, noun lined up with noun,

verb with verb, and phrase with phrase.

Parallelism can lend clarity, elegance and symmetry to what you say.

I believe most of you know those famous words by Julius Caesar, I came, I saw,

I conquered.

Using these three simple verbs to list the things he did,

Caesar makes coming, seeing, and conquering all equal in importance.

He also implies that for him, conquering was as easy as coming and seeing.

The right parallel constructions put two or

more coordinate items into the same grammatical form.

I have nothing to offer but blood, toil, tears and sweat.

Churchill uses four nouns to identify what he offers the British people in war time.

Or phrase by Abraham Lincoln, the government of the people,

by the people, for the people, shall not perish from the Earth.

Lincoln uses three prepositional phrases to describe

the essential characteristics of American democracy.

The principle of parallelism in writing straddles the gap between grammar and

style.

Using parallel structure with words, phrases, clauses, sentences,

paragraphs, and even sections of a paper is part of good English grammar.

It also constitutes an important category of good English style.

Two or more words, phrases,

concepts are considered parallel when they occupy grammatically and semantically

parallel positions within a sentence, paragraph or a larger piece of writing.

For example, if a sentence has two parallel verbs, for example,

connected by and or or.

And the first verb is used in the present simple tense,

then the second verb must also be used in the present simple tense.

In the sentence, bold and free searching is required.

Both bold and free are in the same modifying position.

They, therefore, hold parallel or equal positions within the sentence.

For the sentence to have proper parallel structure,

the two words must also be in the same grammatical form.

And they are both, in this case, adjectives.

The same principle holds true for all the other parts of speech, as well as for

much longer phrases and clauses, extending into entire paragraphs,

subsections and sections of the paper.

For example, in every crystal, in every inert natural body,

we have the manifestation of a particular state of space.

The primary purpose of writing parallel ideas in parallel structure

is to maximize the use of absorption on the part of the reader.

Parallel structure sets up a rhythm that allows the reader to easily absorb

a longer and complex series of information.

In the English linguistic community, all good writers

use parallel structures and all readers expect these structures.

Whenever two or more items are in parallel position, with the horizontal or

within a sentence in a paragraph or vertical in a bullet list,

the principle of parallel structure applies.

Here are some examples of good parallel structure.

While each of the sentences present the same information slightly differently,

all the sentences represent correct parallel structures.

By contrast, consider the following sentence.

I was working as an engineer and trained as a biologist.

The sentence both looks wrong and sounds wrong.

The problem is that while was working and

trained are both predicates, they are not in the same grammatical form.

Was riding, his bus continues, and trained is past simple.

Thus the sentence lacks parallel structure.

Both its grammar and its style are unacceptable.

Instead, the writer should use either I was working as an engineer and

training as a biologist, or I worked as an engineer and trained as a biologist.

One aspect of parallelism has to do with meaning.

Having three parallel words whether in a sentence or

in a vertical list that are all nouns or all in verbs or

all preposition phrases is correct only if all three belong to the same list.

Grammatical parallelism is not enough.

Let's consider for example, the series metal, alloy and titanium.

While all three are nouns, the first two nouns are generic nouns,

whereas the third is a specific noun within one of those generic categories.

Therefore, the list is not properly parallel.

The writer must consider whether to write, metals, alloys and

metal compounds or copper, palladium or titanium.

Sometimes, which words or

concepts are parallel with others escapes the writer's initial notice.

In lists the missing word or phrase often appears in a sentence beginning with also.

Good academic writers never begin an English sentence with also, but

rather with in addition, additionally, moreover or furthermore.

A sentence begins with also is almost always a sign of the first draft,

indicating that information following also belongs in the previous sentence.

In lists where the vertical or horizontal sentence is within the paragraph,

every listed item most be in the same grammatical form.

If the first item on the list is a complete sentence

then all items that follow must be complete sentences.

If the first item begins with ing,

then all the following items must begin in the same way.

Here is an example of horizontal parallelism.

Each of the five items is a verb compliment.

Here's an example of vertical parallelism.

Literature review shows that the author has a thorough understanding of the topic.

Identified similar work done within the area.

Identified knowledge gaps that demand further investigation.

Compared previous findings.

Critiqued existing findings and suggested further studies.

Obviously there is a problem with this parallel structure.

The first and the rest of the items differ.

Has, identified, compared, critiqued.

To correct the wrong parallel construction we can rewrite the first bullet item

in two different ways, either had a thorough understanding of the topic, or

understood the topic thoroughly.

From the previous module you learned that effective academic writing is clear,

concise, and concrete.

To achieve this goal we need to support and revise nominalization, understanding.

Thus we can write understood the topic thoroughly.

Using reverse dictionary, we find a better substitute for

understand something thoroughly.

Of all the offered options in the dictionary,

we chose the word analysed as most appropriate.

And then we have a proper parallel construction.

Literature review shows that the author analysed the topic,

identified similar work done within the area, identified knowledge gaps that

demand further investigation, compared previous findings,

and critiqued existing findings and suggested further studies.

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