Fragments & Run-ons.

2. WHAT IS A SENTENCE?
• SENTENCES HAVE SEVERAL BASIC COMPONENTS.
• THEY ALWAYS START WITH CAPITAL LETTERS AND END WITH PUNCTUATIONMARKS…BUT THAT’S EASY.
• THEY ALSO ALWAYS, REPEAT ALWAYS, HAVE A SUBJECT AND A VERB.
• FINALLY SENTENCES EXPRESS COMPLETE THOUGHTS.

4. FRAGMENTS
• SENTENCES THAT ARE MISSING EITHER A SUBJECT OR A VERB ARE CONSIDERED FRAGMENTS.
• EXAMPLE:
• RAN IN TO TOWN.
• THE GROWING DOG.
• HOW CAN WE FIX THESE TWO EXAMPLES?

5. FRAGMENTS CONTINUED
• UNFORTUNATELY, THERE IS A BIT MORE TO IT THAN SIMPLY MISSING A SUBJECT OR A VERB.
• YOU CAN HAVE A GROUP OF WORDS WITH A SUBJECT AND A VERB THAT ISSTILL A FRAGMENT.
• PHRASES
• CLAUSES

6. PHRASES
• PHRASES ARE SIMPLY A GROUP OF WORDS.
• COMMON PHRASES INCLUDE PREPOSITIONAL PHRASES.
• THE BOX RULE
• PHRASES ARE EASY.

7. CLAUSES
• CLAUSES ARE MORE COMPLICATED.
• A CLAUSE IS A GROUP OF WORDS WITH A SUBJECT AND A VERB.
• THERE ARE TWO TYPES OF CLAUSES:
• INDEPENDENT CLAUSE = ONE THAT CAN STAND ALONE AND EXPRESS A COMPLETE THOUGHT.
• DEPENDENT CLAUSE = ONE THAT DEPENDS ON ANOTHER PART OF THE SENTENCE TO COMPLETE ITS MEANING.

8. MORE ABOUT CLAUSES
• JUST TO MAKE THINGS MORE DIFFICULT, CLAUSES CAN GO BY DIFFERENTNAMES:
• INDEPENDENT CLAUSE = MAIN CLAUSE
• DEPENDENT CLAUSE = SUBORDINATE CLAUSE

9. CLAUSE PRACTICE
• IDENTIFY THE TYPE OF CLAUSE THAT EXISTS IN EACH EXAMPLE:
• I SIT
• IN FRONT OF THE FIREPLACE
• WHEN IT IS COLD
• CAN YOU PUT ALL OF THOSE TOGETHER INTO ONE SENTENCE THAT MAKES SENSE?

10. REVIEW
• WHAT IS A FRAGMENT?
• WHAT ARE THE TWO NAMES FOR GROUPS OF WORDS?
• WHAT IS THE DIFFERENCE BETWEEN THE TWO TYPES OF GROUPS?

11. RUN-ON SENTENCES
• RUN-ON SENTENCES ARE BASICALLY THE OPPOSITE OF SENTENCE FRAGMENTS
• THEY DO NOT LACK A SUBJECT, VERB, OR A CLAUSE TO COMPLETE THE THOUGHT…
• INSTEAD, RUN-ON SENTENCES HAVE TOO MANY AND CAN CONFUSE MEANING.

12. RUN-ON EXAMPLE
• WHAT’S THE DIFFERENCE BETWEEN THESE TWO SENTENCES:
• I SAW A TEACHER WHO CARES?
• I SAW A TEACHER. WHO CARES?

13. RUN-ON SENTENCES
• THERE ARE SEVERAL WAYS TO FIX RUN-ON SENTENCES DEPENDING ON THE INTENDED MEANING.
• THE FIRST, AND MOST SIMPLE WAY IS TO SIMPLY BREAK THE RUN-ON SENTENCE INTO SMALLER SENTENCES.
• OTHER WAYS TO FIX RUN-ON SENTENCES INCLUDE:
• COMBINING THE SENTENCES INTO A COMPOUND OR COMPLEX SENTENCE.
• COMMAS
• CONJUNCTIONS
• SEMICOLON

14. RUN-ON PRACTICE
• FIX THESE SENTENCES:
• I WALK TO SCHOOL MOM TAKES THE BUS TO WORK.
• LAURA LOVED TRAVELING IN ITALY SHE FELT ROME WAS TOO HOT.
• THE GIRLS PLAYED BASKETBALL THE BOYS PLAYED TENNIS.
• MOTHER’S DAY IS ALWAYS ON A SUNDAY THANKSGIVINGIS ALWAYS ON A THURSDAY.

15. REMEMBER
• SENTENCES MUST EXPRESS AT LEAST ONE COMPLETE THOUGHT.
• PHRASES ARE GROUPS OF WORDS.
• CLAUSES ARE GROUPS OF WORDS WITH SUBJECTS AND VERBS.
• FRAGMENTS ARE MISSING SOMETHING.
• RUN-ON SENTENCES HAVE TOO MANY THOUGHTS IN A SINGLE SENTENCE.