ABSTRACT
This chapter characterises the near-infinite array of writing moves involved in sentence composition. Practising sentence composition is rooted in centuries-old practice, such as the guidance from the Dutch philosopher Erasmus, whose book De Copia dates back to 1512. The many alterations and archetypes for sentence structures are explored in different areas of the school curriculum. The issue of pupils writing in fragments is unpicked, before the act of developing sophisticated, multi-clausal sentences is explained. The writerly moves of ‘sentences’ and ‘end focused sentences’ are unpacked as practical insights for teaching sentence structure. The chapter then focuses on four areas for sentence-level practice: sentence combining; sentence shrinking, sentence expanding, and sentence signposting. The chapter concludes with a section on selecting vocabulary for sentence composition. There is guidance to avoid ‘thesaurus syndrome’ and to instead promote a sensitive, careful selection of words for pupils’ writing.
