Abstract
The famous Awk is a well-known designation, but this label does not refer to a well-defined concept. The authors report here on an empirical study of the predominant types and patterns of awkward sentences in student writing. They suggest that four general types of syntactic problems—mismanagement of clause structure in errors of embedding, of syntax shift, of parallel structure, and of direct/indirect speech—are associated with four general patterns of semantic problems—mismanagement of idea structure in errors of subordinating ideas, of starting and finishing ideas, of adding ideas, and of incorporating ideas from sources. The authors argue that awkward sentences arise from a complex combination of semantics and syntax, as student writers struggle to manage the relationships among multiple ideas as well as the relationships among multiple clauses. These findings are used to suggest a number of possible pedagogical approaches to the problem of awkward sentences, including the use of read-aloud editing, the targeted teaching of grammar for syntactic editing, and the separation of ideas from sentence form for semantic editing.