Grammar vs. Style

Grammar Relates to Error

For our purposes, "grammar" encompasses any sentence-level writing problem for which there is a definitive right-or-wrong answer. There are plenty of grammar errors possible in the English language, and while all of them are somewhat distracting, a few of them can disrupt and confuse readers by making your meaning unclear. These are the errors you especially want to steer clear of.

Some grammatical errors for consideration:

Sentence Boundary Errors: This subset of grammatical errors confuses readers because they cannot follow where one idea logically stops and another idea begins. Sometimes this is because the writer included an incomplete idea (a sentence fragment), while other times, the writer included too much information for one sentence (run-ons, comma splices). For more information on identifying and correcting sentence boundary errors, see our handouts on fragments and run-ons / comma splices.

Comma Errors: This subset of grammatical errors confuses readers because they cannot follow the logical break within sentences. Commas help to separate ideas and to give emphasis to one part of a sentence over another part. If crucial commas are missing, readers can't tell how ideas relate to one another. If too many commas are included, the ideas get broken up in confusing ways. For more information on identifying and correcting comma errors, see our handout on comma guidelines.

Misplaced, Dangling, and Squinting Modifiers: A "modifier" is simply a word or phrase that describes or elaborates on other idea within a sentence. This subset of grammatical errors involve phrases that wind up confusing readers because it's unclear exactly what the phrase is describing. Misplaced modifiers, as the name suggests, are not placed closely enough to the word(s) they modify; in fact, they often seem to modify something else (which can be really confusing for readers). Dangling modifiers appear in a sentence that contains no word or phrase to which the modifier can be reasonably linked. A squinting modifier can refer to either the word before it or the word after it, often with two very different potential meanings. For more information on identifying and correcting modifier errors, see our handout on misplaced, dangling, and squinting modifiers.

Style Relates to Decision-Making

For our purposes, "style" encompasses any sentence-level issue that is a matter of preference. This is a problematic definition, though, because the "preference" in question is sometimes personal, but often disciplinary. In other words, each academic field (what students usually call "majors") has its own expectations about what's appropriate in writing. Some academic fields differ dramatically in what stylistic choices are acceptable. For instance, use of the passive voice is criticized in many humanities papers, but is expected in many science papers. A fragment is definitively a fragment from a grammatical perspective, but whether the fragment is allowed in a given piece of writing is a stylistic question. In a piece of creative writing, a blog, or an informal response paper, a fragment is probably fine. But in a professional report being submitted to an executive or a client, or in a final term paper for a college class, a fragment could reflect poorly on you.

Learning "style," then, is deeply entwined with learning about your major. Pay close attention to the texts you are asked to read, the research sources you are directed to, and any writing samples provided by your professors. These are the best starting place for your stylistic exploration.

Some stylistic considerations in academic writing:

Tone: Should your writing be formal and structured, or informal and loosely organized? Are you allowed to use "I"? (If not, be sure you understand why .) Are you allowed to use "you"?

Passive Voice: Is passive voice encouraged or discouraged in your field? Why ? ( Hint: Whichever it is, remember two things: 1. You can't completely avoid passive voice ~ it's just not possible. 2. Passive voice can obscure who is doing what in your sentence, which is confusing for readers. Be sure to make "doers" visible even when you are using passive voice.)

Point of View / Voice: Are you expected to remove yourself from the writing and act as if you are a completely objective observer (even when making an argument)? Are you allowed to include humor, personal references, and colorful language that add some personality to your writing, or are those touches too informal?

Word Choice: What vocabulary level are you expected to draw on? Are you writing for a general audience? Are you writing for an educated audience? Are you writing for "insiders" who are familiar with the jargon and terms used in your discipline? Have you chosen the best words possible to convey your intended meaning?

Complex Sentences: Does your field value short, succinct sentences that get right to the point? Or are you encouraged to write long sentences that cram in a lot of information? ( Hint: Whichever it seems to be, remember that variety is your friend. Long sentences get more impact if they are balanced by shorter sentences.)