The correct answer is C. Dwayne checked his essay for errors before turning it in; he felt certain that he would get a good grade.
A run-on sentence is joined by a comma, while the correct answer uses a semicolon to join the two independent clauses.
This document discusses compound adjectives and how they are formed. It explains that compound adjectives are formed by combining two or more words with a hyphen to describe a noun as a single idea. Some compound adjectives are formed by combining a noun, adjective, or adverb with a present or past participle. Examples are provided such as "good-looking", "hair-raising", and "empty-handed" to illustrate how compound adjectives are formed.
The document discusses various grammar concepts including active and passive voice, parallelism, dangling modifiers, and misplaced modifiers. It provides examples and explanations of each concept. For active and passive voice, it explains that the active voice focuses on the subject performing the action while the passive voice focuses on the object receiving the action. It also discusses uses of the passive voice and how to form passive sentences.
The document discusses the formation of adverbs of manner in English. It states that most adverbs of manner are formed by adding -ly to the corresponding adjective. However, there are some exceptions depending on the ending of the adjective, such as adding -ally after adjectives ending in -ic or changing the ending before adding -ly. It provides many examples of adjectives and their corresponding adverbs of manner. It also notes that not all adverbs end in -ly and gives examples of other types of adverbs.
The document discusses short and long vowels. It explains that short vowels have a short sound, while long vowels say their name. Adding a silent -e to the end of a CVC word with a short vowel changes the vowel sound from short to long. Examples are provided such as hat/hate and pet/Pete to illustrate this rule. Readers are guided through examples of applying the rule by adding -e and reading words aloud.
The document provides information about absolute phrases, including:
- An absolute phrase consists of a noun followed by a participle (usually an -ing verb).
- Examples of absolute phrases are given from sentences describing a bicyclist racing down a road and zooming in on specific nouns and their associated -ing verbs, such as "legs pumping" and "sweat dripping".
- The document outlines different structures for absolute phrases, including using nouns with -ing, -ed, or -en verbs, adverbs, adjectives, prepositions, and possessive pronouns. Removing the verb "to be" from sentences can also create absolute phrases.
This document is a slideshow presentation about dangling modifiers that was created by Brandon Deppert for a composition class at the University of South Florida. It defines dangling modifiers as words or phrases that modify a word not clearly stated in a sentence, leaving the reader confused. The presentation identifies examples of dangling modifiers and provides steps for revising sentences to correct dangling modifications. It concludes by congratulating the reader on learning how to properly form sentences without dangling modifiers.
The go to tool of any writer is a great verb. Students often overload their writing with adjectives and adverbs and neglect to think about using a better verb.
This document discusses different types of sentence errors: run-on sentences, comma splices, fused sentences, and fragments. It provides examples of each error type and explains the main ways to correct each, such as separating sentences, adding conjunctions, semicolons, or punctuation, or making clauses dependent. Common errors include connecting two independent clauses with just a comma or missing punctuation between clauses. The document emphasizes checking work by reading backwards to identify fragments or other errors.
The document discusses three types of verbals: gerunds, participles, and infinitives. It provides details on gerunds and participles. Gerunds are verbal nouns that end in "-ing" and can function as subjects, objects, or possessives. Participles are verbal adjectives that end in "-ing", "-ed", "-d", or "-en" and always modify nouns. Both gerunds and participles can take objects or modifiers.
This document discusses misplaced and dangling modifiers. It defines modifiers, misplaced modifiers, and dangling modifiers. It provides examples of each type of error and explains how to fix them by revising the sentence structure to clearly identify what the modifier is intended to modify.
An adjective clause is a subordinate clause that modifies a noun or pronoun. It is introduced by a relative pronoun such as who, whom, whose, which, or that, or by a relative adverb such as when, where, why, or how. An adjective clause can modify the subject, a noun in the predicate, a direct object, an indirect object, or an object of a preposition. The relative pronoun or adverb can sometimes be omitted in spoken English.
This document provides guidance on using commas correctly in sentences. It discusses how commas are used to separate items in a series, set off nonessential clauses and phrases, and join independent clauses in compound sentences. Examples are given to illustrate the proper use of commas with clauses, phrases, adjectives, and in compound and complex sentences. Common comma errors like comma splices are also explained along with how to correct them.
This document discusses different types of clauses and proper punctuation usage. It covers independent and dependent clauses, adverb clauses, restrictive and nonrestrictive clauses, and common errors like comma splices, fragments, and run-on sentences. Guidelines are provided for using punctuation like commas correctly with different clause structures and for fixing common sentence errors.
This document provides explanations and examples of four spelling rules and five pluralization spelling rules that were covered in class. It defines key terms like prefix, suffix, plural, and pluralize. For each rule, it provides the rule statement, examples, and then words to determine if they are spelled correctly based on the rule. It explains that knowing how to spell words in their singular form helps with pluralizing them according to the rules.
This document discusses adverbs and how they are formed from adjectives in English. It provides spelling rules for adding the suffix "-ly" to form adverbs from adjectives ending in letters like "-ic", "-le", "-ll", "-ue", and "-y". It also notes some adverbs like "well" that do not follow the typical "-ly" formation. Examples are given to illustrate the spelling patterns and distinguish adverbs from adjectives.
This document discusses absolute phrases and how they can be translated into different types of adverb clauses, including clauses of reason, time, condition, and concession/contrast. It provides examples of each type of clause and notes that the subject of the absolute phrase can be omitted if it is the same as the subject of the main clause. Absolute phrases add contextual information about when, why, if, or although something occurred.
This document summarizes rules for comma usage as presented in a workshop by the Purdue University Writing Lab. It discusses how commas are used to clarify meaning and indicate pauses in sentences. It provides guidance on using commas with clauses, phrases, compound and complex sentences, lists, and adjectives. Examples are given for proper use of commas with essential and nonessential elements as well as correcting comma splices. Attendees are directed to the Writing Lab for additional grammar help.
The document discusses misplaced and dangling modifiers and provides examples and corrections. It explains that a misplaced modifier is separated from the word it intends to describe, while a dangling modifier starts a sentence without being followed by the word it describes. Examples are given of misplaced and dangling modifiers and how to identify and fix them by placing the modifier closer to what it describes or adding context to clarify the intended meaning. Strategies for avoiding ambiguous meanings caused by modifiers include paying attention to placement of words like adverbs, prepositions, and verbals.
This document is a workshop from Purdue University's Writing Lab about proper comma usage. It discusses what commas are and their grammatical purpose, as well as rules for using commas with clauses, phrases, compound and complex sentences, lists, adjectives, and correcting comma splices. The workshop provides examples and exercises for determining correct comma placement and identifies additional resources for comma help.
The document provides an overview of comma usage including:
- Commas are used to indicate pauses in sentences and clarify meaning.
- They separate independent clauses joined by coordinating conjunctions in compound sentences.
- Dependent clauses are set off by commas when placed at the beginning of a sentence.
- Commas are used to set off nonessential/nonrestrictive phrases and clauses.
- Items in a list or series are separated by commas.
- Two independent clauses joined only by a comma is a comma splice error.
This document defines clauses and describes the two main types: independent and dependent clauses. It provides examples of each. Independent clauses can stand alone as a sentence, while dependent clauses cannot. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Examples of each type are given. The document also lists related topics and provides links to free online grammar lessons.
This document from the Purdue University Writing Lab provides guidance on improving sentence clarity through avoiding misplaced and dangling modifiers, using active rather than passive voice, and combining sentences for conciseness. It addresses common clarity issues, provides examples to illustrate problems and solutions, and directs readers to additional resources for writing assistance.
The document provides rules and guidelines for English spelling, including:
- The "i before e" rule, with some exceptions
- Changing a final "y" to "i" when adding an ending, except when ending in "-ing" or preceded by a vowel
- Dropping a silent "e" when adding an ending starting with a vowel, keeping it for endings starting with consonants, unless preceded by a vowel
- Forming plurals by adding "-s" or "-es", changing "-y" to "-i" and adding "-es" for words ending in consonant+"-y"
This document provides rules and exceptions for English spelling. It discusses doubling consonants when adding suffixes to words ending in vowels, changing 'y' to 'i' when adding suffixes, dropping silent 'e's and exceptions. It also covers forming plurals, adding prefixes, and exceptions for one or two syllable words and words ending in two vowels. The document encourages writing practice and using spell checkers or dictionaries for questions.
This document discusses fragments, run-ons, and how to correct them. It defines a fragment as an incomplete sentence missing an essential element, and identifies common types of fragments. A run-on is formed when two complete sentences are incorrectly joined without proper punctuation. The two types of run-ons are fused sentences joined without punctuation and comma splices joined solely by a comma. The document provides examples and explains four main ways to correct fragments and run-ons: adding missing elements, attaching to another sentence, and separating or joining sentences using punctuation like periods, semicolons, or conjunctions.
The go to tool of any writer is a great verb. Students often overload their writing with adjectives and adverbs and neglect to think about using a better verb.
This document discusses different types of sentence errors: run-on sentences, comma splices, fused sentences, and fragments. It provides examples of each error type and explains the main ways to correct each, such as separating sentences, adding conjunctions, semicolons, or punctuation, or making clauses dependent. Common errors include connecting two independent clauses with just a comma or missing punctuation between clauses. The document emphasizes checking work by reading backwards to identify fragments or other errors.
The document discusses three types of verbals: gerunds, participles, and infinitives. It provides details on gerunds and participles. Gerunds are verbal nouns that end in "-ing" and can function as subjects, objects, or possessives. Participles are verbal adjectives that end in "-ing", "-ed", "-d", or "-en" and always modify nouns. Both gerunds and participles can take objects or modifiers.
This document discusses misplaced and dangling modifiers. It defines modifiers, misplaced modifiers, and dangling modifiers. It provides examples of each type of error and explains how to fix them by revising the sentence structure to clearly identify what the modifier is intended to modify.
An adjective clause is a subordinate clause that modifies a noun or pronoun. It is introduced by a relative pronoun such as who, whom, whose, which, or that, or by a relative adverb such as when, where, why, or how. An adjective clause can modify the subject, a noun in the predicate, a direct object, an indirect object, or an object of a preposition. The relative pronoun or adverb can sometimes be omitted in spoken English.
This document provides guidance on using commas correctly in sentences. It discusses how commas are used to separate items in a series, set off nonessential clauses and phrases, and join independent clauses in compound sentences. Examples are given to illustrate the proper use of commas with clauses, phrases, adjectives, and in compound and complex sentences. Common comma errors like comma splices are also explained along with how to correct them.
This document discusses different types of clauses and proper punctuation usage. It covers independent and dependent clauses, adverb clauses, restrictive and nonrestrictive clauses, and common errors like comma splices, fragments, and run-on sentences. Guidelines are provided for using punctuation like commas correctly with different clause structures and for fixing common sentence errors.
This document provides explanations and examples of four spelling rules and five pluralization spelling rules that were covered in class. It defines key terms like prefix, suffix, plural, and pluralize. For each rule, it provides the rule statement, examples, and then words to determine if they are spelled correctly based on the rule. It explains that knowing how to spell words in their singular form helps with pluralizing them according to the rules.
This document discusses adverbs and how they are formed from adjectives in English. It provides spelling rules for adding the suffix "-ly" to form adverbs from adjectives ending in letters like "-ic", "-le", "-ll", "-ue", and "-y". It also notes some adverbs like "well" that do not follow the typical "-ly" formation. Examples are given to illustrate the spelling patterns and distinguish adverbs from adjectives.
This document discusses absolute phrases and how they can be translated into different types of adverb clauses, including clauses of reason, time, condition, and concession/contrast. It provides examples of each type of clause and notes that the subject of the absolute phrase can be omitted if it is the same as the subject of the main clause. Absolute phrases add contextual information about when, why, if, or although something occurred.
This document summarizes rules for comma usage as presented in a workshop by the Purdue University Writing Lab. It discusses how commas are used to clarify meaning and indicate pauses in sentences. It provides guidance on using commas with clauses, phrases, compound and complex sentences, lists, and adjectives. Examples are given for proper use of commas with essential and nonessential elements as well as correcting comma splices. Attendees are directed to the Writing Lab for additional grammar help.
The document discusses misplaced and dangling modifiers and provides examples and corrections. It explains that a misplaced modifier is separated from the word it intends to describe, while a dangling modifier starts a sentence without being followed by the word it describes. Examples are given of misplaced and dangling modifiers and how to identify and fix them by placing the modifier closer to what it describes or adding context to clarify the intended meaning. Strategies for avoiding ambiguous meanings caused by modifiers include paying attention to placement of words like adverbs, prepositions, and verbals.
This document is a workshop from Purdue University's Writing Lab about proper comma usage. It discusses what commas are and their grammatical purpose, as well as rules for using commas with clauses, phrases, compound and complex sentences, lists, adjectives, and correcting comma splices. The workshop provides examples and exercises for determining correct comma placement and identifies additional resources for comma help.
The document provides an overview of comma usage including:
- Commas are used to indicate pauses in sentences and clarify meaning.
- They separate independent clauses joined by coordinating conjunctions in compound sentences.
- Dependent clauses are set off by commas when placed at the beginning of a sentence.
- Commas are used to set off nonessential/nonrestrictive phrases and clauses.
- Items in a list or series are separated by commas.
- Two independent clauses joined only by a comma is a comma splice error.
This document defines clauses and describes the two main types: independent and dependent clauses. It provides examples of each. Independent clauses can stand alone as a sentence, while dependent clauses cannot. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Examples of each type are given. The document also lists related topics and provides links to free online grammar lessons.
This document from the Purdue University Writing Lab provides guidance on improving sentence clarity through avoiding misplaced and dangling modifiers, using active rather than passive voice, and combining sentences for conciseness. It addresses common clarity issues, provides examples to illustrate problems and solutions, and directs readers to additional resources for writing assistance.
The document provides rules and guidelines for English spelling, including:
- The "i before e" rule, with some exceptions
- Changing a final "y" to "i" when adding an ending, except when ending in "-ing" or preceded by a vowel
- Dropping a silent "e" when adding an ending starting with a vowel, keeping it for endings starting with consonants, unless preceded by a vowel
- Forming plurals by adding "-s" or "-es", changing "-y" to "-i" and adding "-es" for words ending in consonant+"-y"
This document provides rules and exceptions for English spelling. It discusses doubling consonants when adding suffixes to words ending in vowels, changing 'y' to 'i' when adding suffixes, dropping silent 'e's and exceptions. It also covers forming plurals, adding prefixes, and exceptions for one or two syllable words and words ending in two vowels. The document encourages writing practice and using spell checkers or dictionaries for questions.
This document discusses fragments, run-ons, and how to correct them. It defines a fragment as an incomplete sentence missing an essential element, and identifies common types of fragments. A run-on is formed when two complete sentences are incorrectly joined without proper punctuation. The two types of run-ons are fused sentences joined without punctuation and comma splices joined solely by a comma. The document provides examples and explains four main ways to correct fragments and run-ons: adding missing elements, attaching to another sentence, and separating or joining sentences using punctuation like periods, semicolons, or conjunctions.
This document provides information on run-on sentences and how to identify and correct them. It defines run-on sentences as two or more complete sentences run together without proper punctuation or conjunction. There are two main types of run-ons: fused sentences with no punctuation between complete ideas, and comma splices which incorrectly use only a comma to join two independent clauses. The document then discusses four ways to correct run-ons: using a period, using a comma plus conjunction, using a semicolon, or using subordination. Examples are provided to illustrate each correction technique.
The workshop taught participants how to identify and correct common sentence errors like fragments, run-on sentences, and comma splices. It defined what constitutes a complete sentence and explained the differences between fragments, run-ons, and comma splices. The workshop provided strategies for fixing each error type, including using conjunctions, semicolons, dependent clauses, and separating sentences. Participants practiced applying these techniques to sample sentences and learned how to check their own writing for these errors.
This document discusses fragments and run-on sentences. It defines a fragment as an incomplete sentence missing a subject, verb, or complete thought. Run-ons are formed when two complete sentences are joined incorrectly without proper punctuation. There are two types of run-ons - fused sentences with no punctuation and comma splices joined only by a comma. The document provides examples and ways to correct fragments and run-ons, such as adding missing elements, attaching to another sentence, or using punctuation like periods, semicolons, commas with conjunctions, or dependent words.
This document provides guidance on avoiding common punctuation errors such as run-on sentences, comma splices, and fragments. It defines independent and dependent clauses and explains how to punctuate sentences containing dependent clauses in different positions. Various methods for correcting run-on sentences and comma splices are presented, including using periods, semicolons, coordinating conjunctions, conjunctive adverbs, and subordinating conjunctions. Examples are provided to demonstrate each correction technique.
This document defines and provides examples of common sentence issues: fragments, run-on sentences, and comma splices. It explains that fragments lack a subject and verb, while run-on sentences and comma splices join two independent clauses without correct punctuation. The document offers ways to fix each issue, such as adding subjects or verbs to fragments, and using coordinators, subordinators, semicolons or periods between independent clauses for run-on sentences. Activities provide practice identifying and correcting these sentence problems.
This document provides an overview of common grammatical errors such as fragments, run-ons, and comma splices. It defines each error type and provides examples. Readers are then guided through an "obstacle course" with exercises to identify and correct examples of each error type. The document also allows clicking on highlighted terms to access definitions of related grammatical concepts such as dependent clauses, independent clauses, and conjunctions.
This tutorial discusses run-on sentences and comma splices, specifically how to identify and fix them. It defines key terms like subjects, verbs, clauses, and punctuation like commas and semicolons. It explains that run-on sentences and comma splices occur when two independent clauses are incorrectly joined without proper punctuation. The presentation teaches that independent clauses should be joined using a period, semicolon, or coordinating conjunction followed by a comma.
This document discusses advanced sentence structures, including parallelism, sentence fragments, and run-on sentences. It provides examples and activities to identify these structures. Parallel structure means using similar grammatical forms to connect two or more elements in a sentence. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Run-on sentences contain two or more complete sentences joined without proper punctuation or conjunctions.
This document provides guidance on identifying and correcting run-on sentences and sentence fragments. It defines complete sentences, run-on sentences, and sentence fragments. Strategies are presented for correcting run-on sentences, such as using periods, coordinating conjunctions, semicolons, or subordinating clauses. Sample sentences are given with explanations of the errors and corrections. Practice activities with answer keys allow the reader to apply the concepts and improve sentence structure skills.
The document discusses different types of run-on sentences and methods for correcting them. It defines run-on sentences as consisting of two or more complete sentences written as one without an adequate break between them. There are two main types - fused sentences with no punctuation and comma splices using only a comma. Four common methods to correct run-ons are outlined: using a period and capital letter to separate sentences, adding a comma and joining word, using a semicolon, or subordinating one thought. Transitional words that can be used with semicolons are also provided.
This document discusses run-on sentences and comma splices, defines what they are, provides examples, and explains four ways to correct them: adding a period, semicolon, comma and conjunction, or dependent word. It defines a run-on sentence as two complete sentences joined without punctuation and a comma splice as two complete sentences joined only by a comma. It then gives tips on identifying them and describes each correction method with examples.
The document discusses comma splices, which occur when independent clauses are joined by a comma instead of a period or other punctuation. It provides examples of comma splices and their corrections. The most common way to fix a comma splice is by replacing the comma with a period, turning the independent clauses into separate sentences. However, comma splices can also be corrected by joining the independent clauses with a coordinating conjunction like "and", "but", or "or". Using a coordinating conjunction keeps the ideas together in one sentence rather than separating them.
The document discusses sentence structure errors that commonly appear on the ACT exam, specifically run-on sentences, comma splices, and sentence fragments. It provides examples and explanations of each error type and methods for correcting them, including using periods, semicolons, conjunctions, or restructuring the sentences. A series of practice examples are provided for the reader to identify whether sentences contain errors and apply the correction techniques. The goal is to help readers recognize and avoid sentence structure issues to improve their ACT English/writing scores.
The document discusses proper comma usage, including identifying compound sentences, comma splices, introductory commas, disruptive commas, and run-on sentences. It provides examples and explanations of each type of comma usage. The document also identifies online resources for further reference on commas and grammar.
The document discusses sentence structure errors that commonly appear on the ACT exam, specifically run-on sentences, comma splices, and sentence fragments. It provides examples and explanations of each error type and gives strategies for correcting them, such as using periods, semicolons, conjunctions, or making one sentence dependent on the other. The document also includes practice examples for the reader to identify errors and applies the correction techniques.
This document provides writing basics and guidelines for proper grammar, mechanics, punctuation and sentence structure. It discusses 6 comma rules, the use of semicolons with adverbs, how to identify and correct run-on sentences and comma splices, and the importance of sentence clarity.
This document provides information on avoiding common punctuation errors such as run-on sentences, comma splices, and fragments. It explains what commas, periods, and semicolons signify and how to correct sentence structure issues. Specifically, it outlines five ways to correct run-ons and comma splices: using a period, semicolon, semicolon with a transitional word, comma with a FANBOYS conjunction, or joining sentences with a subordinating conjunction/relative pronoun. The document emphasizes practicing examples to determine the proper punctuation.
Rebuilding the library community in a post-Twitter worldNed Potter
油
My keynote from the #LIRseminar2025 in Dublin, from April 2025.
Exploring the online communities for both libraries and librarians now that Twitter / X is no longer an option for most - with a focus on Bluesky amd how to get the most out of the platform.
The particular emphasis in this presentation is on academic libraries / Higher Ed.
Thanks to LIR and HEAnet for inviting me to speak!
Launch of The State of Global Teenage Career Preparation - Andreas Schleicher...EduSkills OECD
油
Andreas Schleicher,Director for Education and Skills at the OECD, presents at the launch of the OECD report 'The State of Global Teenage Career Preparation' on the 20 May 2025. You can check out the video recording of the launch on the OECD website - https://oecdedutoday.com/webinars/
How to Manage Cross Selling in Odoo 18 SalesCeline George
油
In this slide, well discuss on how to Manage cross selling in Odoo 18 Sales. Cross-selling is a powerful sales technique that involves recommending complementary or related products to a customer who is already considering a purchase.
How to Use Upgrade Code Command in Odoo 18Celine George
油
In this slide, well discuss on how to use upgrade code Command in Odoo 18. Odoo 18 introduced a new command-line tool, upgrade_code, designed to streamline the migration process from older Odoo versions. One of its primary functions is to automatically replace deprecated tree views with the newer list views.
How to Add Button in Chatter in Odoo 18 - Odoo 際際滷sCeline George
油
Improving user experience in Odoo often involves customizing the chatter, a central hub for communication and updates on specific records. Adding custom buttons can streamline operations, enabling users to trigger workflows or generate reports directly.
This presentation has been made keeping in mind the students of undergraduate and postgraduate level. To keep the facts in a natural form and to display the material in more detail, the help of various books, websites and online medium has been taken. Whatever medium the material or facts have been taken from, an attempt has been made by the presenter to give their reference at the end.
The Lohar dynasty of Kashmir is a new chapter in the history of ancient India. We get to see an ancient example of a woman ruling a dynasty in the Lohar dynasty.
This presentation covers the conditions required for the application of Boltzmann Law, aimed at undergraduate nursing and allied health science students studying Biophysics. It explains the prerequisites for the validity of the law, including assumptions related to thermodynamic equilibrium, distinguishability of particles, and energy state distribution.
Ideal for students learning about molecular motion, statistical mechanics, and energy distribution in biological systems.
Mental Health Assessment in 5th semester bsc. nursing and also used in 2nd ye...parmarjuli1412
油
Mental Health Assessment in 5th semester Bsc. nursing and also used in 2nd year GNM nursing. in included introduction, definition, purpose, methods of psychiatric assessment, history taking, mental status examination, psychological test and psychiatric investigation
How to Change Sequence Number in Odoo 18 Sale OrderCeline George
油
In this slide, well discuss on how to change sequence number in Odoo 18 Sale Order. In Odoo, sequences are used to generate unique identifiers for records. These identifiers are often displayed as reference numbers, such as invoice numbers, purchase order numbers, or customer numbers.
Search Matching Applicants in Odoo 18 - Odoo 際際滷sCeline George
油
The "Search Matching Applicants" feature in Odoo 18 is a powerful tool that helps recruiters find the most suitable candidates for job openings based on their qualifications and experience.
2. Sentence
Reminder
Complete sentences MUST include a subject and a
predicate.
Identify the main subject, verb and complete idea
within a sentence to write correct sentence.
Correct sentence fragments (incomplete sentences).
Sometimes dependent clauses trick us into thinking they
are complete sentences.
3. Sentence
Reminder:
Subjects | Predicates
The subject identifies the ACTOR in the sentence.
Who is engaging in the action of the sentence?
Examples:
She sang.
Andrea played violin for the audience
while the main act tuned their instruments.
The predicate identifies the ACTION in the
sentence.
What is the subject doing in the sentence?
Examples:
She sang.
Andrea played violin for the audience
while the main act tuned their instruments.
4. Sentence
Reminder:
More than the sum of its parts
Subject + predicate + complete thought=
Complete Sentence!
Andrea played violin for the audience while the main
act tuned their instruments.
Andrea played violin for the audience while the main
act tuned their instruments.
5. Sentence
Reminder:
Be careful with dependent clauses
that include a subject and a verb.
They cannot act as a complete
sentence. See the underlined
example.
Subject + predicate + dependent clause (completes
thought)=Complete Sentence!
Andrea played violin for the audience while the main
act tuned their instruments.
Andrea played violin for the audience. While the main
act tuned their instruments.
(Complete sentence followed by a fragment.)
6. Sentence
Reminder:
Fragments | Dependent Clauses
Correct sentence fragments (incomplete sentences).
Sometimes dependent clauses trick us into thinking they
are complete sentences.
Examples:
Since it is time... (What will happen now?)
When you get to Charlotte... (What will happen?)
If you come to the concert... (What happens then?)
After next fall... (What happens after next fall?!)
7. Sentence
Reminder:
Subordinate Conjunctions
Wait, don't these examples have a subject and a verb?!
Why aren't they sentences?
It is because they are subordinate conjunctions.
Since it is time...
When you get to Charlotte...
If you come to the concert...
Because we still need money...
8. Sentence
Reminder:
Subordinate Conjunctions
Subordinate conjunctions accomplish these tasks:
1. They connect two sentences.
2. They make one sentence depend on the other. This
means one part of the sentence is a dependent
clause.
Dependent clauses can be place at the beginning of a
sentence too!
Example:
Because my car was out of gas, I rode my bike.
I rode my bike because my car was out of gas.
3. They show relationships.
9. Sentence
Reminder:
Subordinate Conjunctions
Subordinate conjunctions show these relationships:
Cause & effect: since, so, because
Compare & contrast: even though, though, whereas, while,
although
Place & in what way: how, however, where, wherever
Conditional: if, unless, whether
Relative: that, which, who
Time: before, when, after, as, whenever, while, until
10. Run-ons
A run-on fuses two complete
thoughts (sentences) together
without separating them with
punctuation or conjunctions.
Example run-on errors:
My favorite movie is The Neverending
Story the character Atreyu is my hero.
My brother does a great impersonation
of Kermit the Frog he has always had a
gift for useless talents.
11. How to Correct
Run-ons
Option 1
Place a period at the end of the
first complete thought to form
two separate sentence.
Example run-on error:
My favorite movie is The Neverending Story the
character Atreyu is my hero.
Correction:
My favorite movie is The Neverending Story. The
character Atreyu is my hero.
12. How to Correct
Run-ons
Option 2:
Add a comma and coordinating
conjunction OR a semicolon.
Ex. My favorite movie is The Neverending Story the
character Atreyu is my hero.
Correction: My favorite movie is The Neverending Story,
and the character Atreyu is my hero.
My favorite movie is The Neverending Story; the
character Atreyu is my hero.
13. Comma Splices
A comma splice occurs when the
writer joins two or more
complete sentences with a
comma only.
Example comma splice errors:
My favorite movie is The Neverending Story, the character
Atreyu is my hero.
My brother does a great impersonation of Kermit the Frog,
he has always had a gift for useless talents.
14. How to Correct
Comma Splices
Add a coordinating conjunction
after the comma OR change the
comma into a semicolon.
Example comma splice error:
My favorite movie is The Neverending Story, the character Atreyu is my
hero.
Correction:
My favorite movie is The Neverending Story, and the character Atreyu is
my hero.
My favorite movie is The Neverending Story; the character Atreyu is
my hero.
15. How to Correct
Comma Splices
Add a coordinating conjunction
after the comma OR change the
comma into a semicolon.
Example comma splice error:
My brother does a great impersonation of Kermit the Frog, he has always had a gift for
useless talents.
Correction:
My brother does a great impersonation of Kermit the Frog, and he has always had a gift
for useless talents.
My brother does a great impersonation of Kermit the Frog; he has always had a gift for
useless talents.
16. Read this run-on:
Dwayne checked his essay for errors before turning it in he felt
certain he would get a good grade.
Which makes this sentence correct?
A. Dwayne checked his essay for errors, before turning it in, he felt certain he would get a good grade.
B. Dwayne checked his essay for errors before turning it in: he felt certain he would get a good grade.
C. Dwayne checked his essay for errors before turning it in; he felt certain that he would get a good grade.
D. Dwayne checked his essay for errors before turning it in he felt certain he would get a good grade.