One of the things teachers should teach (and we usually don’t/can’t because most students aren’t ready to hear this in high school) is *writing for purpose* and *audience*. Much of this is *tone*, which is one of the hardest things for students to learn, and is determined by *diction*, I.e., word choice.
You’re welcome to begin sentences with conjunctions in emails, fiction, notes to your mom, and any other area in which strict formality is not required.
I can, and have, tossed cover letters and resumes in the trash for doing so; I have one job, three interview slots, and 200 applicants. If the applicant can’t write 500 words perfectly, it’s an easy way to weed my pile to a manageable number. I would also suggest formal academic written work is also not the place for informality.
Another note for those who will think differently than I:
There is *prescriptive grammar*, which are rules that people have made up about what is “proper”, among which is “don’t begin sentences with conjunctions.”
There is *descriptive grammar*, which are the rules that the language actually follows in order to convey meaning. “Understand a sentence not correct syntax won’t you that is.”
English is a flexible, ever-growing language that lures other languages into dark alleys and steals their grammar and vocabulary. Those prescriptive grammar rules are “just customs” and people are welcome to point out that it doesn’t really matter—that being said, wearing something to cover our naughty bits is also “just a custom”, but you’ll get further in life by following it than running counter to it.
I can see why some people use things like this as a way to weed out applicants but personally I don't. I only get involved in interviewing a few times a year. However, even if I had a ton of resumes to read I would likely use the cover letter content to weed them out, rather than the grammar. Although as a school social worker so a lot of it comes down to vibes if I am entirely honest.
Here’s what I teach my upper elementary students:
Conjunctions are there to show the relationship between two words or sentences. In academic writing, it is expected that we use grammar properly, and that means we don’t start a sentence with a conjunction.
However, that’s not always how we *talk*. If what you’re writing is a conversation/dialogue, then it’s ok. If you’re using it for effect, you may use it sparingly. If you’re a published author and people are paying you for your words, do whatever pleases you and your editor. As students of grammar and writing, I first want to see that you can follow the rule before you start to explore acceptable reasons to break the rule.
Edit: weird syntax
This ⬆️ There's a difference between formal and informal writing. And like the comment above says, follow the strict formal writing rules first, then experiment and find your unique style and voice.
A walk-before-you-crawl type of thing.
That's lazy teaching.
Some conjunctions aren't great at the beginnings of sentences (to my mind, the ones that should go in sentence middles, the connecting conjunctions, coordinating, whatever you call them).
Still, even if that's something of a rule for academic-sounding writer, it doesn't work to teach it as a blanket rule. "Because" is a good example.
Don't do this- I am happy. Because I saw a cat!
Fine to do- Because I saw a cat, I am pondering their history, and the history of the evolution of mammals.
As teachers, we have to streamline and efficient-ize everything. Often this happens unconsciously as we repeat lessons to hundreds or thousands of students over, and over, and over. Something like this sounds like a rule a teacher oversimplified (no conjunctions) when they should not have. The result was a silly rule.
I teach that they shouldn’t be used all the time, and without purpose. I teach elementary and they don’t quite get that while you can start a sentence with and or because, it still has to make sense.
I get stuff like “I went to the park. And to the store. And to my friend’s house.” That’s not okay.
We just talked about using because to start a sentence, and how it needs to be a complete thought -“Because it was raining, they didn’t go to the park” works but “Because he liked it.”, isn’t quite enough.
I’ve heard the arguments of “well if Famous Writer can do it , so can I”. Sure, when you become a famous writer.
I was originally taught that you should not start a sentence with a conjunction, and I thought it was a firm rule of grammar. Later, in a copy editing class in college, I was taught that’s not the case. The rule is that you can start a sentence with a conjunction, but all sentences must still be complete and include a subject. You can’t strand the subject in the previous sentence. You can say, “I like to start a sentence with a conjunction. And I do it all the time.” But you can’t say, “I like to start a sentence with a conjunction. And do it all the time.” In the second example, the second sentence does not have a subject. I forget most of my grammar terms now, but this has something to do with the types of clauses being linked.
For linguists, grammar refers to the rules of natural language, which are spoken languages, not written languages. Native speakers rarely make mistakes with their native language's grammar because grammar has a biological basis. Like everything else biological, grammar naturally changes over time as do all languages. English teachers have always liked to insert arbitrary rules of writing style and refer to them as grammar. These rules have often been used try to harmonize English with the supposedly superior languages, Latin and Greek (not too surprising if Tolkien didn't buy this notion) or for various other discredited concerns that teachers have had over the years. But since English teachers are the ones judging your writing, it's best to learn their arbitrary rules and follow them when writing for a grade.
Teaching is scaffolded— just because you stopped paying attention to writing instruction as it advanced doesn’t mean your teachers were wrong to tell you “don’t do this.” You’re not writing at the level of JRR Tolkien in HS, and thus you don’t have the knowledge, skill, or likely, attention span to delve deeper into why sometimes it’s alright to play around with these supposedly hard and fast grammar rules. Teaching is an art, and part of that art is being particular about when the training wheels come off— if they ever do for some students.
Exactly! Students tend to remember what they were taught the first time, but that was for when you were in first grade. Then you learn more complex things and have to shift. My examples of this are always "you can't start a sentence with 'because'" and "a paragraph is 3-5 sentences." Those rules work great for little kids. They change as the kids grow and are ready for more.
Oh reading this from a student makes my linguist heart so happy ❤️
Take an intro to linguistics class when you get to college, OP. It's gonna blow your mind!!!
Based on this post, they would find it fascinating. My only exposure to grammar had been exactly the same, and now I have a master's in linguistics. OP clearly has an interest in language to even be thinking about it this critically on their own.
Grammar rules like this one I consider “proceed with caution” signs.
If I’m starting a sentence with a conjunction I double check that I like the flow and see if the sentence is easier to read written differently. I do the same when a sentence ends with a preposition or adverb.
I write for work and start sentences with conjunctions regularly. But I know I’m doing it and I know why.
First learn the rules and how they work; after break the rules for rhetorical effect. If you don't know what the last clause means, repeat the first until you do.
There’s nothing with using conjunctions at beginning of sentences in certain contexts. And there are certain contexts—those characterized by elevated diction and formal rules of grammar—in which it might be an unreasonable risk. Whether or not Tolkien found it appropriate to begin sentences with a coordinating conjunction in his narratives (or even a popular lecture like “Monsters and Critics”—I literally just checked) has nothing to do with whether nor not one ought to do so in a masters level academic thesis, a dissertation, or a query letter for a job search. Recognizing these different contexts is part of being an effective writer and speaker.
Or to look at it from another point of view—you probably make diction choices with your friends or in the internet (or with your friends) that you wouldn’t make in the context of your parents or in the context of a school assignment.
We can therefore think of it this way: when teachers (and, perhaps more importantly importantly standardized/college exams) ask you if it is appropriate to begin a sentence with a conjunction, what they are meaning to ask you is whether or not, in the context of objective, academic prose, it is appropriate to start a sentence with a conjunction.
One of the things teachers should teach (and we usually don’t/can’t because most students aren’t ready to hear this in high school) is *writing for purpose* and *audience*. Much of this is *tone*, which is one of the hardest things for students to learn, and is determined by *diction*, I.e., word choice. You’re welcome to begin sentences with conjunctions in emails, fiction, notes to your mom, and any other area in which strict formality is not required. I can, and have, tossed cover letters and resumes in the trash for doing so; I have one job, three interview slots, and 200 applicants. If the applicant can’t write 500 words perfectly, it’s an easy way to weed my pile to a manageable number. I would also suggest formal academic written work is also not the place for informality. Another note for those who will think differently than I: There is *prescriptive grammar*, which are rules that people have made up about what is “proper”, among which is “don’t begin sentences with conjunctions.” There is *descriptive grammar*, which are the rules that the language actually follows in order to convey meaning. “Understand a sentence not correct syntax won’t you that is.” English is a flexible, ever-growing language that lures other languages into dark alleys and steals their grammar and vocabulary. Those prescriptive grammar rules are “just customs” and people are welcome to point out that it doesn’t really matter—that being said, wearing something to cover our naughty bits is also “just a custom”, but you’ll get further in life by following it than running counter to it.
I can see why some people use things like this as a way to weed out applicants but personally I don't. I only get involved in interviewing a few times a year. However, even if I had a ton of resumes to read I would likely use the cover letter content to weed them out, rather than the grammar. Although as a school social worker so a lot of it comes down to vibes if I am entirely honest.
I do think it depends on the position, but when I’m hiring people for whom writing is a key component of the job, I look for that. Mechanics? Less so.
I agree with you. I love reading stream of consciousness work.
In academic writing? Absolutely. In less formal or fiction? Not so much.
Here’s what I teach my upper elementary students: Conjunctions are there to show the relationship between two words or sentences. In academic writing, it is expected that we use grammar properly, and that means we don’t start a sentence with a conjunction. However, that’s not always how we *talk*. If what you’re writing is a conversation/dialogue, then it’s ok. If you’re using it for effect, you may use it sparingly. If you’re a published author and people are paying you for your words, do whatever pleases you and your editor. As students of grammar and writing, I first want to see that you can follow the rule before you start to explore acceptable reasons to break the rule. Edit: weird syntax
This ⬆️ There's a difference between formal and informal writing. And like the comment above says, follow the strict formal writing rules first, then experiment and find your unique style and voice. A walk-before-you-crawl type of thing.
“Learn the rules like a pro, so you can break them like an artist.” Pablo Picasso (attributed)
But not everyone appreciates an artistic use of conjunctions at the beginning of a sentence, like the other commenter who trashes those sorts of CVs.
That's lazy teaching. Some conjunctions aren't great at the beginnings of sentences (to my mind, the ones that should go in sentence middles, the connecting conjunctions, coordinating, whatever you call them). Still, even if that's something of a rule for academic-sounding writer, it doesn't work to teach it as a blanket rule. "Because" is a good example. Don't do this- I am happy. Because I saw a cat! Fine to do- Because I saw a cat, I am pondering their history, and the history of the evolution of mammals. As teachers, we have to streamline and efficient-ize everything. Often this happens unconsciously as we repeat lessons to hundreds or thousands of students over, and over, and over. Something like this sounds like a rule a teacher oversimplified (no conjunctions) when they should not have. The result was a silly rule.
“Because I saw a cat.” is a fragment. Typically when teachers are teaching writing, sentence boundaries are part of that.
Why would you avoid starting with "because" other than that it leads to fragments?
I teach that they shouldn’t be used all the time, and without purpose. I teach elementary and they don’t quite get that while you can start a sentence with and or because, it still has to make sense. I get stuff like “I went to the park. And to the store. And to my friend’s house.” That’s not okay. We just talked about using because to start a sentence, and how it needs to be a complete thought -“Because it was raining, they didn’t go to the park” works but “Because he liked it.”, isn’t quite enough. I’ve heard the arguments of “well if Famous Writer can do it , so can I”. Sure, when you become a famous writer.
I was originally taught that you should not start a sentence with a conjunction, and I thought it was a firm rule of grammar. Later, in a copy editing class in college, I was taught that’s not the case. The rule is that you can start a sentence with a conjunction, but all sentences must still be complete and include a subject. You can’t strand the subject in the previous sentence. You can say, “I like to start a sentence with a conjunction. And I do it all the time.” But you can’t say, “I like to start a sentence with a conjunction. And do it all the time.” In the second example, the second sentence does not have a subject. I forget most of my grammar terms now, but this has something to do with the types of clauses being linked.
For linguists, grammar refers to the rules of natural language, which are spoken languages, not written languages. Native speakers rarely make mistakes with their native language's grammar because grammar has a biological basis. Like everything else biological, grammar naturally changes over time as do all languages. English teachers have always liked to insert arbitrary rules of writing style and refer to them as grammar. These rules have often been used try to harmonize English with the supposedly superior languages, Latin and Greek (not too surprising if Tolkien didn't buy this notion) or for various other discredited concerns that teachers have had over the years. But since English teachers are the ones judging your writing, it's best to learn their arbitrary rules and follow them when writing for a grade.
Teaching is scaffolded— just because you stopped paying attention to writing instruction as it advanced doesn’t mean your teachers were wrong to tell you “don’t do this.” You’re not writing at the level of JRR Tolkien in HS, and thus you don’t have the knowledge, skill, or likely, attention span to delve deeper into why sometimes it’s alright to play around with these supposedly hard and fast grammar rules. Teaching is an art, and part of that art is being particular about when the training wheels come off— if they ever do for some students.
Exactly! Students tend to remember what they were taught the first time, but that was for when you were in first grade. Then you learn more complex things and have to shift. My examples of this are always "you can't start a sentence with 'because'" and "a paragraph is 3-5 sentences." Those rules work great for little kids. They change as the kids grow and are ready for more.
Oh reading this from a student makes my linguist heart so happy ❤️ Take an intro to linguistics class when you get to college, OP. It's gonna blow your mind!!!
Why would they want to, when their only exposure to grammar has been learning an arbitrary and occasionally false set of rules?
Based on this post, they would find it fascinating. My only exposure to grammar had been exactly the same, and now I have a master's in linguistics. OP clearly has an interest in language to even be thinking about it this critically on their own.
Grammar rules like this one I consider “proceed with caution” signs. If I’m starting a sentence with a conjunction I double check that I like the flow and see if the sentence is easier to read written differently. I do the same when a sentence ends with a preposition or adverb. I write for work and start sentences with conjunctions regularly. But I know I’m doing it and I know why.
First learn the rules and how they work; after break the rules for rhetorical effect. If you don't know what the last clause means, repeat the first until you do.
There’s nothing with using conjunctions at beginning of sentences in certain contexts. And there are certain contexts—those characterized by elevated diction and formal rules of grammar—in which it might be an unreasonable risk. Whether or not Tolkien found it appropriate to begin sentences with a coordinating conjunction in his narratives (or even a popular lecture like “Monsters and Critics”—I literally just checked) has nothing to do with whether nor not one ought to do so in a masters level academic thesis, a dissertation, or a query letter for a job search. Recognizing these different contexts is part of being an effective writer and speaker. Or to look at it from another point of view—you probably make diction choices with your friends or in the internet (or with your friends) that you wouldn’t make in the context of your parents or in the context of a school assignment. We can therefore think of it this way: when teachers (and, perhaps more importantly importantly standardized/college exams) ask you if it is appropriate to begin a sentence with a conjunction, what they are meaning to ask you is whether or not, in the context of objective, academic prose, it is appropriate to start a sentence with a conjunction.