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Parallel structure

In writing, parallel structure (or parallelism) means using the same pattern of words or phrases to express two or more similar ideas in a sentence.

The PhD student is collecting, categorising* and analysing data.*	Similar verb forms
The language students love conversation practice* and pronunciation exercises.*	Similar nouns
The students were intelligent, conscientious* and self-directed.*	Similar adjectives

Parallel structures are balanced

In parallel structures, what is on one side of the conjunction connecting items must be equal to what is on the other side of the conjunction.

Parallel structure and coordinating conjunctions

Parallel structures are commonly used with coordinating conjunctions, for example, the conjunctions, and or or. The box on the left contains non-parallel structures and the box on the right contains parallel structures.

Students in the class would wave their hands or clicking their fingers for attention.

Angela likes physics, art and doing mathematics.

Students in the class would wave their hands or click their fingers for attention. (Both verbs are now in the same form.)

Angela likes physics, art and mathematics. (This is a list of nouns.)

Parallel structures use the same grammatical structures

The sentence below (left) outlines the benefits of a new course. Parallel structure (right) has been achieved by either using matching verbs in the sentence, or breaking the sentence into two sentences.

The new e-learning course would save money on classrooms, increases student engagement and its value was proven by winning two global teaching innovation awards.

The new e-learning course would save money on classrooms, increase student engagement, and attract global recognition through its teaching awards. (All verbs are in the same tense)

or

The new e-learning course would save money on classrooms and increase student engagement. The course had proven its value winning two teaching innovation awards. (Two sentences)

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Example from a student assignment – read through this paragraph looking for mistakes with parallel structures

This section of the report outlines critical events occurring during the group project. Group work can be motivating, stimulating and with many rewards. However, not all group meetings run efficiently. For example, recently, when my group leader upset the group members, she refused to acknowledge her mistake and just running out of the room. She returned three minutes later, apologised and explained that our team risked failing the unit because our assignments were frequently a mess and often handed in when they were overdue. We then sat down and talked about our feelings. We recognised that not all group members completed tasks in a fair and timely manner, and it was often unclear whose responsibility it was to submit final drafts. This frank, being friendly and supportive meeting was a turning point for our group.

For explanation, click on the underlined text

This section of the report outlines critical events occurring during the group project. Group work can be motivating, stimulating and with many rewards. However, not all group meetings run efficiently. For example, recently, when my group leader upset the group members, she
refused to acknowledge her mistake and just running out of the room. She returned three minutes later, apologised and explained that our team risked failing the unit because our assignments were frequently a mess and often handed in when they were overdue. We then sat down and talked about our feelings. We recognised that not all group members completed tasks in a fair and timely manner, and it was often unclear whose responsibility it was to submit final drafts. This frank, being friendly and supportive meeting was a turning point for our group.

Suggested revision

This section of the report outlines critical events occurring during the group project. Group work can be motivating, stimulating and rewarding. However, not all group meetings run efficiently. For example, recently, when my group leader upset the group members, she refused to acknowledge her mistake and just ran out of the room. She returned three minutes later, apologised and explained that our team risked failing the unit because our assignments were frequently a mess and often handed in when they were overdue. We then sat down and talked about our feelings. We recognised that not all group members completed tasks in a fair and timely manner, and it was often unclear whose responsibility it was to submit final drafts. This frank, friendly and supportive meeting was a turning point for our group.

Apply what you have learnt in this module and click on the correct option(s) below

The PhD student is an excellent writer, an engaging presenter, and a very good researcher.

The PhD student is an excellent writer, an engaging presenter and he is very good at doing research too.

The PhD student is an excellent writer, presenter and researcher.

Try again

This is a good sentence.

This sentence can benefit from using a parallel structure to make it more concise.

Not used.

Quick Tip 1

To improve common mistakes with parallel structures, learn more about coordinating conjunctions and their role in parallel structure.

Quick Tip 2

If your sentence is grammatically correct, check whether it could be further improved by using parallel structures.

Quick Tip 3

To proofread for faulty parallel structures, check whether all elements in the list of items in the sentence are of equal status, of equal importance, and use the same grammatical form.

Useful links on parallel structures

Language and Learning on-line: Parellel structure, Monash University

Parallel structure, University of New England

On-line Writing Lab: Parellel structure, Purdue University

Self-teaching unit on parallel structure, M . Benner

Face-to-face support

Who can help with English at Monash?

LearnHQ consultations - support from a SAS learning advisor

English Connect - improving conversational English and presentation skills

Resources – grammar books

Azar, B. S. & Hagen, S.A. (2009). Understanding and using English grammar (4th ed.). USA: Pearson Longman.

Borjars, K. & Burridge, K. Introducing English grammar (2nd ed.). London: Hodder Education.

Foley, M. & Hall, D. (2012). MyGrammarLab (Advanced). England: Pearson.

Hewings, M. (2012). Advanced grammar in use: a reference and practice book for advanced students of English (2nd ed.). Cambridge: Cambridge University Press.

Murphy, R. (2011). English Grammar in Use (Intermediate) (3 ed.). Cambridge: Cambridge University Press.

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Copyright © Monash University (2017). All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of English Connect web administrator. Material created by Dr Anna Podorova, Ms Julia Ghazarian and Dr Amber McLeod.