Gifting in a sentence Short example sentence for gifting[Class ]. Bucket Of in a sentence Short example sentence for bucket of[Class ]. Loosen in a sentence Short example sentence for loosen[Class ]. Nincompoop in a sentence Short example sentence for nincompoop[Class ]. Degrade in a sentence Short example sentence for degrade[Class ]. Formalities in a sentence Short example sentence for formalities[Class ]. Terpsichore in a sentence Short example sentence for terpsichore[Class ]. He's been waiting here for a long time.
She advised him to take a long holiday. Dinosaurs died out a very long time ago. How long do I have to wait for delivery? A long time ago, there was a bridge here. He hasn't written to them in a long time. He stays a long time every time he comes. How long will this cold weather continue? I haven't heard from him for a long time. My association with them didn't last long.
All of us want to live as long as possible. He has not written to them for a long time. I'm sorry to have kept you waiting so long. How long does it take to get to the station? I am sorry to have kept you waiting so long. Dinosaurs became extinct a very long time ago. He has not eaten a decent meal in a long time. I am not accustomed to walking long distances. I can't tell you exactly how long it will take. Does she have enough energy to take a long trip?
It will be a long time before I can buy a house. I can't walk fast, but I can walk for a long time. I will never forget your kindness as long as live. I'll never forget your kindness as long as I live. She wrote him a long letter, but he didn't read it. She wrote him a long letter, but she didn't mail it.
How long does it take to get from here to the station? How long does it take to walk to your house from here? She visits him quite often, but never stays very long. How long do you think it will take to go to the airport? My writing style is short and choppy. The example uses italics. They are also indented like this sentence so they stand out from the other text. In that in the example above, I have used a series of short and choppy sentences to propose several ideas.
Now, how can those ideas be constructed into a good, easily readable sentence. Here I provide a second example, again using italics and inset text that combines the same ideas into one longer sentence; this sample sentence is no longer choppy.
In the last example, above, I had tried to show you a method that can be used to make good, long sentences. I have used a semicolon to make a longer sentence. Semicolons are used to combine to complete ideas two complete sentences into one long, but grammatically correct, sentence.
However, the methods used to collect specimens here had four disadvantages: first, the specimens were collected from local parks, so they were not representative of other disturbed habitats; second, the sample sizes were not large enough to provide representative plants of the species occurring in those parks, for example, the numbers of sample sedge specimens was very limited including only 14 specimens for all 30 sites represented; third, the amount of collection effort varied widely between sites, ranging from 11 to specimens per site; fourth, the types of species were strongly biased toward woody species, with an obvious neglect of many hard-to-identify groups such as sedges mentioned above and an almost complete lack of bryophytes.
This type of sentence structure is often seen in scientific papers. It contains an initial statement followed by a series of ideas that are separated by commas. This can often be used effectively, but many authors try to stuff too many ideas into such long sentences.
In addition, authors sometimes add extra words and ideas that add little to the meaning of the sentence. In this case, this form of writing can still be used with fewer words, or the sentence can be broken into several sentences. The following example breaks the above sentence into parts but still contains the main ideas within the original sentence.
However, the methods used to collect specimens here had four disadvantages. First, because the specimens were collected only from local parks, they failed to represent other disturbed habitats. Second, the sample sizes were inadequate. For example, sedge collecting was very limited including, with only 14 specimens for all 30 sites represented. Third, the amount of collection effort varied too widely, ranging from 11 to specimens per site.
Fourth, woody species were over-represented while many hard-to-identify groups such as sedges and bryophytes were obviously under-represented. What has changed? The number of words dropped from to 85 without any loss in meaning. More importantly, long and wordy descriptions were eliminated. In particular, the second and fourth ideas were shortened markedly.
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