5 Best Websites for College Writing Help

It’s 2:00 am, you’re home, in your room, in front of a blank computer screen, and your English Composition assignment is due the next day. You haven’t even started. You’re stuck and have a thousand questions, but the campus Writing Center isn’t open until Monday. You need help, and fast.

Sound familiar?

Never fear! Online help is here! Below is a rundown of the best of the best websites to answer your writing questions.

1. Purdue Owl Writing Lab (https://owl.english.purdue.edu/)

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Purdue is the go-to source for students and often listed as a source in class syllabi. You can find help on anything from grammar and mechanics, the writing process, thesis statements, outlining, paragraphs, quoting, research, evaluating sources, MLA, APA, ESL – the list goes on and on. To see a comprehensive list of available online help, click on the sitemap.

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If you’re not sure how to format a research paper, Purdue Owl offers several sample papers with instructional notations, as seen above.

2. LEO – Literacy Education Online – (https://leo.stcloudstate.edu/index.html)

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Affiliated with the Writing Center at St. Cloud University, LEO offers an exhaustive list of lessons and handouts. On the homepage, you’ll find easy to navigate links that are listed by the problem a writer might be having, such as I want to make sure my ideas are logical; I’m not sure about where commas go; or I’m writing a research paper and want help with online sources. Each link will take you to additional, detailed links for specific help within each topic.

You could get lost in all the information LEO provides. Start with The Write Place Catalogue for a list of general topics and go from there.

3. Daily Grammar (http://www.dailygrammar.com/)

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This lesser-known website does a great job of simplifying complex grammar subjects in fun, easy-to-understand lessons. If you’re looking for exercises to improve your grammar, Daily Grammar has loads of lessons and quizzes. Perfect for ESL students, the site offers 440 lessons and 88 quizzes. Have no idea what a compound sentence is? They also have a helpful Glossary of definitions to grammar terms.

Daily Grammar also has a blog where lessons are posted Monday-Friday, with a quiz on Saturday. This is a great website for all ability levels.

4. Grammar Girl: Quick and Dirty Tips (http://www.quickanddirtytips.com/education/writing)

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Grammar Girl is popular with students for its humorous, easy-to-understand explanations of grammar rules. Though it’s not the easiest to navigate, you can find short articles on simple topics, such as Cannot,’ ‘Can Not,’ or ‘Can’t’: What’s the Difference? or Affect Versus Effect, and even How to Write Good Survey Questions.

While you won’t find handouts or quizzes, Grammar Girl offers a lot of useful information not only on grammar rules but loads of examples of idioms useful for ESL students.

5. Hemingway (http://www.hemingwayapp.com/)

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We had to include one writing app, and Hemingway is getting decent reviews. It works like spellcheck, but is focused on style.

It does a great job of highlighting sentence-level problems, such as overly complex sentences and poor word choices. Do you tend to overuse adverbs? Hemingway will highlight those in blue. Have a problem with passive construction or confusingly-worded sentences? Hemingway will highlight those in yellow.

I pasted the above paragraph into Hemingway, and here’s what it told me:

 

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The awkward adverb is highlighted in blue, and the entire sentence is highlighted yellow, indicating I might need to shorten or reword it.

The app also gives an assessment of the reading level of your writing, and posts the numbers of words, sentences and paragraphs. Although MS Word has some of the same functionality, Hemingway allows you to paste your writing right into the app and gives you immediate feedback, including why the changes are suggested, making it a nifty learning tool as well.

What are your go-to websites or apps for writing help?

 

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Common Logical Fallacies in Argument Papers

(from Grammar Girl: Quick & Dirty Tricks)

5 Types of Fallacies You Don’t Realize You’re Using in Your Writing

 (By Lora Wegman, read by Mignon Fogarty)

The key to writing a strong argument is logic. Even writers who typically have sound logic, however, can fall into illogical conclusions when they are passionate about a topic and use unsound arguments—typically referred to as fallacies.

Here are a few tips for identifying the most common fallacies in writing and how to avoid them.

Overgeneralizations

This fallacy, also called a “hasty generalization,” happens when the writer draws a conclusion about a group of people based on insufficient data. Often, these assumptions come from stereotypes and implicit biases, so these can sometimes be the trickiest fallacies to detect in your own writing. Perhaps you assume, for instance, that all members of a particular political party have the same stance on the death penalty, or you believe that all people who attend a certain school are wealthy. Basing an argument on unproven assumptions will ultimately make your position weaker and therefore easier to attack. As you’re reviewing your writing and come across an assumption, be sure to ask yourself, “Do I really know that this is true?”

Straw Man

A straw man argument oversimplifies an opponent’s position and then attacks it. This is often a big one for politicians, who might portray larger-picture views instead of nuance. For example, imagine that you are assigned to write an essay opposing school uniforms. If you state, “Requiring students to wear uniforms means they will lose all sense of individuality,” then you may be setting up a straw man argument. Instead of arguing for why students should be able to wear their own outfits, you instead take the argument to a simpler and perhaps more emotional conclusion, and then argue against that broader implication. When you’re listening to politicians, as yourself whether their argument is against what their opponents are actually suggesting, or have they thrown a straw man into the ring by misrepresenting their opponents’ position as something more extreme?

Ad Hominem

In ad hominem attacks, a position is attacked not through reasoning related to the argument itself, but instead by attacking the opponent’s personal character. For example, if Squiggly says we should have chocolate cake for dinner, and Aardvark responds by saying that  Squiggly is an idiot, he’s using an ad hominem attack—addressing only Squiggly’s character—and not making a logical argument about why chocolate cake for dinner is bad.

Closely related to the ad hominem attack is the tu quoque fallacy: This is when, instead of opposing an argument or a criticism, the speaker or writer responds by turning it back on the accuser. It’s essentially an argument that says, “Oh, yeah? What about you?” An example would be crafting an argument against doctors’ anti-smoking messages by pointing out statistics about how many doctors smoke. Those facts would have nothing to do with the anti-smoking argument itself but instead simply attack the behavior of those on the opposing side.

Post Hoc

A post hoc argument assumes one event caused another, based solely on the order of occurrence. The full Latin phrase—“post hoc, ergo propter hoc”—means “after this, therefore, because of this.” So, to use a historical example that was once believed to be fact: “People who spend time outside at night are more likely to catch malaria, therefore, night air causes malaria.” The fact that things happen in order doesn’t mean that one thing actually caused the next to happen. We now know that malaria is caused by a parasite transmitted by mosquitos, not by night air.

This is somewhat like the “slippery slope” fallacy. In these cases, you’re arguing against something with the assumption that it will lead to another undesirable outcome through a series of incremental steps. But in reality, the events may not actually be related if they do occur, or the first event might happen without the catastrophic result.

Red Herring

A red herring is a classic misdirection. We see this all the time in fiction, from Sherlock Holmes stories to modern-day thrillers. False clues are planted to throw the reader off. Similarly, a red herring fallacy can pop up in your writing when your argument veers into an area only tangentially related to the core topic. This may be purposeful, but it’s also easy to do without intending to. Here’s an example in which President Ronald Reagan used humor and diversion as a red herring in answering a debate question:

 Reporter: You already are the oldest president in history. … President Kennedy had to go for days on end with very little sleep during the Cuban missile crisis. Is there any doubt in your mind that you would be able to function in such circumstances?

Reagan: Not at all … and I want you to know that also I will not make age an issue of this campaign. I am not going to exploit, for political purposes, my opponent’s youth and inexperience.

So, how do you catch yourself using fallacies? Play devil’s advocate with your own writing. Ask yourself what the logical counter-argument is and whether yours holds up. Then, identify any stereotypes or biases you are inadvertently using to inform your position. This should help you identify holes in your logic and set you up for a stronger result.

 

Final Check: Self-editing tips for your final draft

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MLA Formatting

**MLA has recently made some changes to how things are formatted and cited. Make sure you know if you are to follow the old or new edition. The following are suggestions from the old edition, as most instructors will not change over mid-term.

Include 1” margins on all sides.

Double-space all lines (no extra spaces between header and title and title and text).

Center title. Do not bold, italicize, or enlarge font.

Single space after periods or other end punctuation.

Tab all indents; spacing 5 times is not the same!

Insert a paginated right header. This means to insert your last name only, followed by a space, then the page number. Your instructor may ask that you remove this from the first page, as you’ll have your left header here.

Works Cited should be numbered consecutively after the last page of essay.

Insert 4-line left header on first page only.

Block quotes should be indented one inch with no quotation marks.

All other direct quotes should have quotation marks and in-text citation, followed by period (note: period comes after the citation).

Sources

All outside research or sources should be followed with an in-text citation, whether they are a direct quote, paraphrase, or summary.

Direct quotes should have attributive or author tags.

If a source doesn’t have an author, give the title or website.

The in-text citation should match the FIRST WORD the source is listed under on the Works Cited page.

Avoid giving dictionary definitions of a word as an “outside source.” That’s not research.

Always use italics when referring to a book or website; use quotation marks for small works (article or short story) in a larger work (book or newspaper).

Works Cited

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The title, Works Cited, should be centered at the top of the final page. Do not bold, italicize or enlarge font.

Works Cited should also be double spaced. NO EXTRA SPACES BETWEEN ENTRIES.

Works Cited should be alphabetized by author’s last name. If no author, alphabetize by the title or website. See Purdue Owl for other listings.

Each entry should have a hanging indent (the opposite of a regular line indent).

Include URL only if instructor requires it, or if the source cannot be found without it.

When using electronic sources, always include the date you accessed the source.

Other Tips

In Microsoft WORD, the default for paragraphs is set to insert an extra line space when you hit ENTER to move to a new paragraph. You must reset this to avoid triple-spacing the header, paragraphs, and Works Cited entries. To do this, go to the PARAGRAPH tab on the toolbar, clicking on the icon that has up and down arrows with five lines, just to the right of the 4 justification icons. Click the arrow on the right to open the tab, and scroll down to the bottom line that says “Add Space After Paragraph”; click this so that it says “Remove Space After Paragraph.” If you have already completed your essay and have triple spaces, highlight the entire text, follow these steps, and it should remove the extra lines.

The default font in Word is usually Calibri 11. MLA is Times New Roman 12, unless otherwise instructed. Make sure you have changed the font to follow MLA. 

This list is a very abbreviated editing checklist, and your instructor might have different directives, which we refer to as “instructor preference.” Always follow your instructor guidelines and ask for specifics if you are unsure of anything. 

This is only an abbreviated list of editing steps to take to make your essay a perfect as it can be. Hopefully, you’ve read your essay over carefully and had a peer read it as well. Don’t trust Spellcheck! Once you’ve done all you can do, turn it in and let it go. If you’ve followed your instructor’s guidelines and instruction and edited carefully, you should feel confident you’ve done your best work.

 

 

 

 

 

Getting & Giving Feedback: The Peer Review

Putting our writing in front of an immediate reading audience, even if it is our classmates, can be intimidating and stressful. We often get emotionally attached to our writing and it’s difficult to hear criticism, no matter how well-intentioned or constructive. Receiving feedback from our peers, however, is one of the most beneficial ways we can improve our writing. It’s not only valuable to receive feedback, but is also equally valuable to be able to read what our classmates are writing. The opportunity to review our classmates’ writing can offer us new possibilities for our own essays we hadn’t thought about before.

Peer Groups

Usually your instructor will create groups of 3-5 students to form a peer group, depending on the assignment and time allowed. Often, instructors will have a practice essay to demonstrate how they would like you to evaluate the writing. If not, they may give you some peer review questions to answer for the writers. As a group member, it’s your responsibility to offer helpful feedback with an eye towards revision. Often, participating fully, through both verbal and written feedback, is part of your class participation grade.

Reading Aloud

It’s peer workshop day, so now what? Depending on how your instructor organizes the groups, you’ll probably be asked to read your essay aloud. Why? Reading aloud is the only way to “hear” the language. You’ll catch more sentence-level problems by reading aloud, but you’ll also be better able to comprehend missing elements or catch nonsensical logic. Reading aloud also gives you the ability to see the reactions to your piece. Some writers prefer for a peer-group member to read their essay so they can hear it read by someone else, as often we’ve read our own pieces so many times we read things that may not be there. Either way, make sure to hear your essay aloud.

Margin Comments

As reviewer, when your peers’ essays are read, follow along closely and make margin notes. You might give a “!” for a passage that is really strong and works well, and a “?” for a passage that might need a bit more information or is confusing. Don’t stop to write too much as it’s being read, but keep following the reader. Wait until the reader has stopped to write more detailed feedback.

Written Comments

After hearing the essay read aloud and making margin notes, you’ll take a few minutes to write down more thoughtful comments. If your instructor provides you with specific questions to answer, you’ll offer thoughtful written comments towards those directives. One thing you’ll want to avoid is answering “It looks good to me.” This type of non-feedback is neither constructive nor helpful. The most common student complaint after peer review day is they received no constructive feedback, and were usually told it “looked good.” Remember that everyone will come to the group writing at different levels, but even if you feel the other students are better writers than you does not mean you can’t offer them a few suggestions towards their revision process. Even strong writers need to revise their work.  

Verbal Feedback

Once the group is done writing comments, you’ll now address the writer. Explain your written comments, offering praise for the parts that worked particularly well, and suggestions towards revision for areas that may need more information or explanation. Usually, the “gag rule” is imposed during this step, which means the writer listens to the feedback from their peers without responding, explaining or defending. The writing has to stand on its own without “Well, what I meant was. . .” from the writer. When the peer reviewers are done, the writer may then ask for clarification or further suggestions.

Getting What You Want Out of Your Peer Review

The peer review process is what it says: peer review.  Instructors usually stay out of this process and let the students lead the group how they see fit. This puts the responsibility of the peer review process – and outcome – on the students. If you are not satisfied with the feedback you have received, speak up. Ask for more. Make sure you leave with written comments, as you will forget verbal comments before you hit the door. If you have no directions from your instructor, direct your own feedback. If you feel you are particularly weak in organization or description, specifically ask your peers to focus on those areas you feel you need the most help with. Keep in mind, however, these are peer workshops, not editing groups. Don’t depend – or ask – your peers to fix your grammar and punctuation. That’s your job.

Feed-forward

Peer workshops are a valuable tool as you work through the revision process. As a reviewer, always focus your comments towards revision – toward the next draft. It’s okay to praise or question what has already been written, but offer suggestions for the next draft. Think of it not as feedback, but feed-forward.

Write on!

The Art of Articles

An article is a word which is always used before a noun. In English, there are only three articles – a, an, and the. When you see an article, a noun will follow; however, the article may be followed by an adjective – such as “the tired dog,” or “the pretty girl.” The article-adjective-noun may also include an adverb, such as “the very tired dog,” or “the extremely pretty girl.”

Technically, an article is considered an adjective, as the article modifies the noun just as an adjective does. Articles are also referred to as “determiners” as they determine whether something is specific or nonspecific. Articles in English are either definite (specific), or indefinite (nonspecific).

THE = Definite Article

The is a definite article, which refers to something specific. For example, “Let’s go to the movie,” refers to a specific movie. If the sentence stated, “Let’s go to a movie,” it could mean any movie, or a nonspecific movie.

Other examples of definite articles:

I want to go to the party. (a specific party, not just any party)
Can a have the cookie? (a particular cookie, not just any cookie)
I want the coat on sale. (a particular sale coat)

Definite articles are also used before names of educational departments, buildings or institutions, such as

I want to go to the University of Nebraska.
He works in the Department of Gerontology.

Definite articles also precede bodies of water and mountain ranges:

I have heard the Great Lakes are beautiful.
Have you been to the Rocky Mountains?
I want to ski the Swiss Alps.

Other notes on definite articles

If you are referring to a country that is only one word, you would not use an article:

I am from Africa. (not the Africa)
I have visited France. (not the France)

You would use an article before the United States, but not America.

You would not use “the” for planets:

Incorrect: The Pluto is the smallest planet.
Correct: Pluto is the smallest planet.

Finally, omit “the” before cities, towns, states, continents, names of streets, languages, nationalities, sports (football), and academic subjects.

But DO use “the” before rivers, oceans, seas, specific points on the globe (the South Pole), geographical areas, deserts and forests.

A and An = Indefinite Articles

A or An are indefinite articles, which refers to a non-specific noun. For example, “Can I get a dog?” refers to any dog in general. In contrast, “Can I get the dog,” is referring to one specific dog.

The beginning letter and sound of a word will determine whether you’ll use A or An.
A singular noun beginning with a vowel will use “an”: an orange; an airplane; an opera. Also, an will precede a noun with a silent “h” such as hour. However, if the “h” is not silent, you would use the article a, such as a horse or a hobby.

A singular noun beginning with a consonant will use “a”; a car; a boy; a tornado. “A” is also used with a singular noun that has a consonant sound, such as university, which begins with a “y” sound, a consonant.

Other examples of indefinite articles:

I’d like to go to a university. (any university will do)
Can I have an apple? (any apple)
I want to see an octopus. (doesn’t matter which one)

We do not use an indefinite article with plural nouns and noncount nouns:

She was wearing red shoes. (shoes is a plural noun)
She has long brunette hair. (hair is a noncount noun)
I want to wear denim jeans to work Friday. (jeans is plural)
I have so much homework to do! (homework is noncount)

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Now you try!

Fill in the blanks to the following sentences.

  1. There are ____ observers who believe that collecting is America’s fastest-growing hobby.
  2. According to Miller’s Fashion Doll, ­­­­­_____ popular magazine for doll collectors, dolls are second only to stamps as ­­­_____ most popular collectible in America, and Barbie is by far _____ most popular collector doll.
  3. While _____ people do make money selling the dolls, most simply have _____ large collection of Barbies and _____ interest in keeping her legacy alive.
(exercises from Bedford St. Martin Exercise Central)

For English Language Learners, visit these resources to learn about articles and for practice:

http://www.eslcafe.com/grammar.html
http://www.usingenglish.com/
http://www.esl-lounge.com/student/index.php

 

 

 

5 Tips to Integrate Sources & Use Attributive Tags Effectively

 

Regardless whether you summarize, paraphrase, or directly quote, outside sources must be integrated smoothly into your essay. Research that is stuck in carelessly without careful integration runs the risk of sounding like it doesn’t belong, creating paragraphs that lack cohesiveness and focus. Instructors often refer to this as the “cut and paste” research paper that will often garner a failing grade. Follow the tips below to learn how to integrate source material effectively.

Tip # 1: Write the draft first

Before you begin to integrate your sources, you need something to integrate them into. Writers who try to compose a paper at the same time they are integrating sources find they lose their “voice,” and begin to sound like the voice of the research they are quoting. To avoid this, write a first draft of your paper, with only your words and your voice doing the talking. By taking this first step in getting your ideas on paper, you’ll avoid letting the research take over. Some instructors require a rough draft before even integrating source material to confirm you are not borrowing others’ ideas.

Tip # 2: Use Attributive Tags

 Attributive, or author tags, refers to a few words of introduction of your source. An attributive tag includes the author’s name, and varying information depending on the context, including the author’s professional title (is he or she a “Dr.”  Scientist,” “Researcher,” or “Professor”?), the article’s title, and any other relevant information, which could include the author’s position on the subject (“John Smith, ecologist and staunch opponent of keeping animals in captivity. . .”).

An author tag identifies the information presented as coming from an outside source and not you. You must make clear throughout your paper what information is coming from outside sources. Failing to use attributions is considered a type of unintentional plagiarism.

Tip # 3: Vary the way author tags are used

 Author tags can be incorporated in 3 ways:

  1. The author tag can be introduced first before the quoted material.
  2. The author tag can be placed in the middle of the quoted material.
  3. The author tag can be placed at the end of the quoted material.

EX. 1
Vivian Cook, author of Second Language Learning and Language Teaching, says that “there is no such thing as the classroom, as classrooms vary in so many ways” (149).

EX. 2
“There is no such thing as the classroom,” says Vivian Cook, author of Second Language Learning and Language Teaching, “as classrooms vary in so many ways” (149).

EX. 3
“There is no such thing as the classroom, as classrooms vary in so many ways,” says Vivian Cook, author of Second Language Learning and Language Teaching (149).

Note that in the first example, there is no comma after that, as it reads as a continuous thought. If the attribution ended with the word says, it would have a comma immediately after “says” and the first word of the quoted sentence would be capitalized.

Vivian Cook, author of Second Language Learning and Language Teaching, says, “There is no such thing as the classroom, as classrooms vary in so many ways” (149)

Tip # 4: Use a colon when the author tag is a full sentence

The rule for using a colon following an attributive tag is if the tag is a complete sentence or independent clause, it must be followed by a colon. (Note that the author tags in the previous examples are all technically sentence fragments.)

Incorrect

Cameron believes artists should stop making excuses for not following their dreams. “Stop waiting until you make enough money to do what you really love” (57).

The quote above is an example of a dangling quote, or a quote that stands alone as a sentence. You can often (though not always) correct this mistake by taking the previous sentence and place a colon at the end instead of a period:

Correct:

Cameron believes artists should stop making excuses for not following their dreams: “Stop waiting until you make enough money to do what you really love” (57)

Tip #5: Use attributive tags with paraphrases and summary

When incorporating paraphrase and summary, it is impossible to tell if the information is the thoughts of the writer or from an outside source without attributive tags. In the examples below, the writer includes the name of the source, even though it is a paraphrase and not a direct quote. By doing this, the reader knows the information is coming from research and not the writer:

In Talking from 9 to 5, Deborah Tannen explains that for women in the workplace, the situation is changing, whether we talk about it or not (130).

Nickerson argues that clear communication hinges upon what an audience does and does not know. It is crucial to assume the audience has neither too much nor too little knowledge of the subject, or the communication may be inhibited by either confusion or offense (737).

As you work on integrating your source material –

  • Avoid using two quotations in a row without intervening (explanatory) material of your own.
  • Avoid referring to your sources as quotes. Instead of, “In this quote,” write “Here we see. . .” or “As Smith points out. . .”.  (http://library.rpcc.edu)
  • Introduce the quote; quote; explain the quote. Always place outside research in context to the point you are attempting to make, and do it in your own words.

Taking care to integrate your outside source material will result in a top-notch research essay that will flow naturally and earn you respect as a thorough and fair researcher.

 

Identifying Sentence Types

In English, sentences are classified into four basic structures: Simple, Compound, Complex, and Compound-Complex. Learning the nuances of each of these structures will help add variety to your writing.

These four basic sentence structures are based on the use of dependent and independent clauses in a sentence, so first, we need to understand how these clauses work.

Dependent Clause:

A dependent clause is not a complete sentence, and does not express a complete thought. A dependent clause can, however, contain a subject and a verb, but it cannot stand alone as a sentence, as in the examples below:

When the semester was over.

Because she stayed up all night.

When they went to the movies.

As you can see, these sentences do not represent a complete thought; they are dependent on other words to complete the sentence.

Independent Clause:

An independent clause can stand alone as a sentence. It expresses a complete thought and needs no other words to complete it. It will always have a subject and a verb, as in the examples below:

The snow fell all day long.

The dog jumped the fence.

The college closed for the summer.

Even very short sentences can be independent clauses or complete sentences, as long as a subject and verb are present:

The snow fell.

The dog jumped.

The college closed.

Consequently, very long sentences (or what appear to be sentences) can still be dependent clauses:

Although the rain fell all morning and into the night as the thunder rolled across the hillside.

While the car sped out of control during the rain-delayed race at Sunset Hills Speedway.

Beginning with the final play of the half when the quarterback was carted off the field after he was tackled.

Each of the previous sentences, even though quite long, are dependent clauses and need other words to form a complete sentence.

Now that we understand clauses, let’s look at our four sentence structures.

Simple Sentence

A simple sentence contains one independent clause and no dependent clause.

S  V
I eat blueberry muffins.

S    V
My uncle sold his old Ford pickup.

S                   V
School has been cancelled due to the snow storm.


Compound Sentence

A compound sentence contains two or more independent clauses, but no dependent clauses. The clauses are joined by a conjunction (or coordinating conjunction).

S     V                                       S      V
He cooked dinner, and she cleaned up.

“He cooked dinner” is a complete thought or sentence, with a subject and verb. “She cleaned up” is also a complete sentence with a subject and verb. The coordinating conjunction, “and” joins the two independent clauses together to form a compound sentence. Below are other examples of compound sentences.

The screaming children frightened the pelicans, and they flew away.

Winter is almost over, and spring isn’t far behind.

Joe quit his job, but he found a new one.


Complex Sentence

Complex sentences are a bit more – complex. These sentence types have one independent clause (I) and at least one dependent clause (D). The dependent clauses are italicized:

D                                                                       I
After John couldn’t find a job, he realized he should go back to school.

D                                                     I
While away on vacation, the neighbor’s house was burglarized.

D                                                                     I
Since Lisa was absent from class, she had to make up the exam on Monday.


Compound-Complex Sentence

A compound-complex sentence has multiple independent clauses and at least one dependent clause. The dependent clause is introduced by either a subordinate conjunction (such as while, although, or because) or a relative pronoun (such as who
or which).

Below, the independent clauses are underlined, and the dependent clauses are in red.

Catch-22 is widely regarded as Joseph Heller’s best novel, and because Heller served in World War II, which the novel satirizes, the zany but savage wit of the novel packs an extra punch. (example from Purdue Owl)

Because I am a writing tutor, some people expect me to write perfectly without fail, but that is unrealistic.

Although I love reading, I don’t like romance novels, although some can be entertaining.

When a dependent clause begins a sentence, a comma will follow at the end of the clause, before the independent clause. Also, a comma should be placed after an independent clause if followed by a dependent clause, as in the third example.

For English language learners and beginning writers, it is important to learn how to formulate simple sentence structures first, and then begin to incorporate more complex structures to add variety to your writing.

The ability to identify and understand different types of clauses and sentence categories will not only help you punctuate sentences properly, but will also improve your writing style.