Grade by Grade
B. Foundations of Language · Foundations of Language: Listening, Speaking, Words, Fluency and Conventions

Precise Sentences: Parallel Structure and Clearly Placed Modifiers

B3.1 B3.2About 65 minutes
Learning goals
  • I can write lists, pairs and comparisons in parallel form.
  • I can use correlative conjunctions (not only... but also, either... or) with parallel structure.
  • I can find and fix misplaced, squinting and dangling modifiers.
  • I can explain how parallel structure creates rhythm and emphasis in speeches and writing.

Words to know

parallel structure
Using the same grammatical form for items that do the same job in a sentence: to skate, to talk and to laugh.
correlative conjunctions
Pairs of conjunctions that work together: either... or, neither... nor, both... and, not only... but also, whether... or.
modifier
A word, phrase or clause that describes or limits another word.
misplaced modifier
A modifier placed so it seems to describe the wrong word.
squinting modifier
A modifier placed between two words so it could describe either one.
dangling modifier
A modifier (often an introductory phrase) with nothing in the sentence that it can logically describe.
tricolon
A series of three parallel words, phrases or clauses, often used in speeches for rhythm.

Remember from Grade 7

In Grade 7 you learned parallel structure and fixed misplaced modifiers, and in Grade 8 you watched for dangling modifiers in your writing. In Grade 9 you'll write more analytical paragraphs, longer lists of evidence, and persuasive speeches, which are exactly the places where these problems creep in and where parallel structure can make your writing powerful.

Let's start with two sentences

  1. Our club's goals are reducing waste, to plant trees, and that we educate students.
  2. Our club's goals are to reduce waste, to plant trees and to educate students.

Sentence 2 sounds smoother and is easier to remember. That's because the three goals are parallel: each is to + verb. Sentence 1 mixes three different forms: an -ing phrase, an infinitive, and a clause.

Parallel structure: where to use it

Lists: every item in the same form.

  • ✘ She likes hiking, to swim and riding her bike.
  • ✔ She likes hiking, swimming and biking.

Pairs with correlative conjunctions: the words after each half should match.

  • ✘ The plan is not only cheap but also it works.
  • ✔ The plan is not only cheap but also effective.
  • ✘ You can either take the bus or you could walk.
  • ✔ You can either take the bus or walk.

Comparisons: compare like with like.

  • ✘ Skating on the canal is more fun than the rink. (an activity compared with a place)
  • ✔ Skating on the canal is more fun than skating at the rink.

Headings and bullet points: in slides and reports, start every bullet the same way (all verbs, or all nouns).

Parallel items line up like lanes✔ ParallelWe went to the rinktoskate,totalk, andtodrink hot chocolate.✘ Not parallelWe went to the rinktoskate,-ingtalking, andclausewe drank hot chocolate.The box shows each item’s form. Left: all infinitives (to + verb). Right: three different forms.
On the left, three items with the same job have the same form, so they line up. On the right, the forms change (infinitive, -ing word, clause) and the sentence stumbles. (In the left version, to can also be written just once: to skate, talk and drink hot chocolate.)

Parallelism for power

Speakers and writers use parallel structure for rhythm and emphasis. A series of three parallel parts (a tricolon) is especially memorable:

  • We will plant the trees, we will water the trees, and we will protect the trees.
  • Read widely, write often, and revise without fear.

When you analyze a speech, look for repeated structures and ask what they emphasize.

Modifiers: put them next to what they describe

Misplaced modifiers seem to describe the wrong thing:

  • ✘ We saw a moose driving to the cottage. (Was the moose driving?)
  • ✔ Driving to the cottage, we saw a moose.

Limiting words like only, just, almost, nearly, even change meaning depending on where they go:

  • Only Maya ate the cake. (No one else ate it.)
  • Maya ate only the cake. (She ate nothing else.)
  • I almost ate the whole pizza (I didn't quite) vs I ate almost the whole pizza (I ate most of it).

Squinting modifiers sit between two words and could describe either:

  • ✘ Students who study often do better. (Study often? Or often do better?)
  • ✔ Students who often study do better. or Students who study do better more often.

Dangling modifiers have nothing to describe. They usually start a sentence with an -ing or -ed phrase, and the word right after the comma isn't the one doing the action:

  • ✘ Running for the bus, my backpack ripped.
  • ✔ Running for the bus, I ripped my backpack. or As I ran for the bus, my backpack ripped.
Who is running for the bus?✘Running for the bus,my backpackripped.The backpack wasn’t running!✔Running for the bus,Iripped my backpack.The modifier now has a runner.An introductory -ing phrase describes the subject that comes right after the comma.
An introductory -ing phrase describes whatever comes right after the comma. If that word can't do the action, the modifier is dangling.
Worked example

Let's fix a paragraph

Fix the parallel structure and the modifier problems: Having finished the lab, the equipment was cleaned. Our group's results were accurate, detailed, and we finished on time. We nearly measured every sample twice.

  1. Sentence 1, dangling modifier: Having finished the lab has no person to describe; the equipment didn't finish the lab. Fix: Having finished the lab, we cleaned the equipment.
  2. Sentence 2, faulty parallelism: accurate, detailed are adjectives, but we finished on time is a clause. Fix by keeping the two adjectives together and giving the clause its own independent clause: accurate and detailed, and we finished on time (two independent clauses joined by and), or split into two sentences.
  3. Sentence 3, misplaced limiting word: nearly measured suggests they almost did the measuring but didn't. The meaning is that they measured almost every sample. Fix: We measured nearly every sample twice.

Having finished the lab, we cleaned the equipment. Our group's results were accurate and detailed, and we finished on time. We measured nearly every sample twice.

The comma test for dangling modifiers

After an introductory phrase and its comma, ask: "Could the next word do that action?" Walking home, the snow... (Can snow walk? No.) → dangling. Walking home, I... (Can I walk? Yes.) → correct.

Hands-on activity

Ad and slogan hunt

You need: flyers, magazines, cereal boxes or websites (with a parent), paper and a pen.

  1. Find three examples of parallel structure in ads or slogans (for example, lists of three benefits that all start the same way).
  2. Write each one down and underline the parallel parts.
  3. Find (or invent) one sentence with a misplaced or dangling modifier and draw a silly picture of what it literally says (a moose driving a car).
  4. Write a three-part (tricolon) slogan for something in your life: your school, your team, a family tradition.
Just for fun

Spotted in an invented cottage-country newsletter: "For sale: canoe by a retired teacher with a cracked paddle." Unless the teacher is the one with the cracked paddle, that modifier needs to move: For sale by a retired teacher: canoe with a cracked paddle.

Your turn

1

Make parallel: For the trip, bring a toque, warm mitts and you need to pack snacks.

2

Make parallel: The volunteers were not only helpful but also they were friendly.

3

Fix the comparison: Living in a city is different from a small town.

4

Fix the misplaced modifier: I found a loonie walking through the park.

5

Explain the difference: She only reads mysteries. vs Only she reads mysteries.

6

Fix the dangling modifier: After studying all night, the test seemed easy.

7

Identify the squinting modifier and fix it: Eating vegetables quickly improves your health.

More practice: warm-up

1

What does parallel structure mean?

2

Name two pairs of correlative conjunctions.

3

What is a tricolon?

4

Is this parallel? swimming, biking, and running

5

Where should a modifier go?

More practice: on your own

1

Make parallel: Our goals this year are to raise money, recruiting new members and the website needs updating.

2

Fix: Either we leave now or the movie will be missed by us.

3

Fix the dangling modifier: Covered in snow, I could barely see the car.

4

Write a tricolon for a speech asking students to join a cleanup.

5

Move almost to give the intended meaning: I almost spent all my money on snacks (meaning you spent most of it).

Challenge

1

Rewrite this sentence from a lab report so it is parallel and has no dangling modifier: After measuring the temperature, the data was recorded, graphing it, and the results were explained.

2

Analyze the parallel structure in this original speech excerpt and explain its effect: "We came to learn, we stayed to lead, and we leave to change the world."

3

Write a sentence where moving the word only to three different places creates three different meanings. Explain each.

Check your understanding

Quiz

1.

Which sentence is parallel?

2.

Which correctly uses not only... but also?

3.

Running for the bus, my backpack ripped contains:

4.

I ate almost the whole pizza means:

5.

A tricolon is:

6.

Which comparison is parallel?

For parents and teachers

Big idea: B3.1 asks students to construct sentences that communicate ideas accurately and effectively, and B3.2 asks them to refine their grammar to communicate clearly and precisely. Parallelism and modifier placement are where clarity often breaks down.

How to help at home: Read your teen's lists aloud: if one item "sounds different," it's probably not parallel. For introductory phrases, ask, "Who's doing that?" and check that the answer comes right after the comma.

Common difficulties:

  • Mixing forms in lists (to swim, biking, and we ran).
  • Dangling modifiers in lab reports and essays (After heating the water, the temperature rose).
  • Misplaced "only" (often harmless in speech, but it matters in precise writing).