1. Dan Conrad
Proposal for Teaching Comma Splices
1. Introduction
1.1 Purpose
I propose a solution to the current teaching method for comma splices. I’m writing this
proposal in response to the number of comma splice errors found in students’ papers and
the incomplete resources on the concept. I will describe the background of the problem,
explain my proposed solution (approach), and include resources and costs needed to
accomplish the solution.
1.2 Background
In English classes students have trouble with grammar in writing assignments, especially
learning comma splices. Comma splices are difficult to learn, because people often
overlook them. Students may not have a clear understanding of grammar, because
grammar rules in different course materials or style guides often overlap or not have
enough information. A comma splice is when a comma joins two independent clauses
without a conjunction. An example of this would be: “my family bakes together nearly
every night, we then get to enjoy everything we make together” (Wells, 2009). This
sentence should be changed from a comma to a period, or a conjunction (or subordinator)
should be placed at the beginning. In this case the subordinator ‘after’ would work.
Learning about comma splices is a problem, because there have been multiple instances
of errors in students’ papers. Connors and Lunsford document the greatest number of
errors in papers (1988). They found 124 instances of comma splice errors. This was the
third greatest error in the papers they looked at after spelling and “introductory element”
errors (Connors, 1988). The amount of errors found indicates that the current learning
method is not enough. Another resource I found, The Everyday Writer, listed comma
splices at number 8 of the 20 most common errors. The Everyday Writer, a more modern
source than Connors (1988), shows that comma splices have decreased overall, but are
nevertheless important. Students don’t often learn about the exceptions of comma splices
as well as what doesn’t work.
A study conducted by professors tried to see how students learning grammar from an
Internet based program compared to a more traditional classroom setting in a college
composition class (Mills, 2010). Grammar is typically taught with strict rules that don’t
allow the students to fully understand the concepts. Students need to apply their
knowledge in some way to have a full understanding instead of just memorizing basic
rules. Learning grammar is often a slow process for students. Software programs have
begun to gain importance including Microsoft Word’s spell-check and other software.
Two control groups were compared in the study: students learning grammar with the
program and students learning grammar without the program in the classroom. The
Internet based program users didn’t score that much higher than the students who did not
use the program on the English Competency Test, but 90% of the program users

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answered “yes” to a question about if the program helped (Mills, 2010). Overall the
students felt more confident about taking their test once they had used the Internet based
program.
A good way for students to learn about comma splices would be to use Microsoft Word.
Though, programs like Microsoft Word only seem to pick out sentence fragments, run-on
sentences, nonparallel or incorrect sentence structure, overuse of conjunctions, and
incorrect shifts within the structure of a sentence (Mills, 2010). A grammar program on
the web would be a great resource for students to learn about comma splices.
Resources like Schoolhouse Rock often make concepts more fun to learn. One of
Schoolhouse Rock’s songs, “Conjunction Junction”, explains conjunctions as connectors
of train cars. It doesn’t go into detail about the commas and comma splices that also
separate the clauses. Turning grammar rules and concepts into a song with cartoon
characters makes the learning more memorable and enjoyable. Schoolhouse Rock adds
entertainment value to basic grammar rules, but doesn’t feature the comma splice.
There are many resources for comma splices, but they are not as in depth about comma
splices compared to other grammar rules. Purdue OWL or Online Writing Lab is a good
resource for grammar, but the page on comma splices is very short. It contains a brief
description and examples (Wells, 2009). It doesn’t have enough explanation about the
comma splice to help students learn the concept.
Grammar resources often give brief overviews of grammar rules. The Grammar
Handbook from University of Illinois Urbana-Champaign is a clearly written guide for
people who need the facts straight away (“Grammar R”). It only has a one-sentence
definition for a comma splice: “A comma splice occurs when two independent clauses
are joined only by a comma” (“Grammar H”). The concept is simple enough, but more
explanation is needed in order to know the correct and incorrect forms of comma
placement within two independent clauses and comma splices.
Comma splices can be rather difficult to understand. According to Anne Klinck, it’s often
hard to identify a comma splice from “a legitimate juncture involving the comma” (96).
Sentences can have different grammatical functions. This makes teaching and learning
about comma splices quite difficult. A Writer’s Reference (1989) gives a straightforward
definition of comma placement: place with a coordinating conjunction or use a semicolon
(Klinck 96). One grammar book, the Harbrace College Handbook, describes the comma
as being used in between two main clauses that are parallel in form (Klinck 96). Sheridan
Baker’s Practical Stylist (1990) accepts comma splices when they are used in tag
questions like “you can come, can’t you?” or a list of objects “in balance or in a series”
like “I came, I saw, I conquered” (Klinck 96). Klinck later gives a list of more exceptions
to comma splices, including between independent clauses in parallel structure, between
independent clauses in a series, between independent clauses that contain semicolons, in
coordinating conjunction sentences that omit the second part (like “but also” with “not
only”), and in tag questions (Klinck 97).

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Klinck’s article also goes into detail about how learning comma splices has become less
prevalent in the classroom. In informal and sometimes professional writing, comma
splices can be encountered. Writers often choose a comma where a semicolon should go
between independent clauses, because it changes the form of the sentence and softens the
division that the semicolon creates (Klinck 98). Even with these stylistic exceptions, the
comma splice is important for students to learn.
Klinck’s article brings up some good points about learning comma splices. Even though
some informal writing contains usable comma splices, students don’t understand that
comma splices can be used incorrectly. Klinck also doesn’t go into detail about what
makes the examples correct. Students should also learn the correct way to use comma
splices utilizing the informal examples.
A general punctuation resource often doesn’t have a section dedicated to comma splices.
Lauchman gives the different rules for commas without examples of incorrect grammar.
He gives the definition of how commas should normally be used between independent
clauses with the appropriate conjunction (Lauchman 102). Commas should be omitted if
there is only one subject. The comma section is very long but doesn’t contain any
information about comma splices.
The rules about comma splices themselves can be questionable. Rulebooks cannot be
seen as “sacred texts,” because they don’t encapsulate all aspects of sentence structure
(Dawkins 533). Punctuation often is either right or wrong according to grammar rules. A
writer can never know if they can change the sentence to fit their rhetorical choices
(Dawkins 534). Rulebooks often encourage good behavior without showing the errors to
discourage bad behavior.
Dawkins explains the “Degree of Separation” between different punctuation marks (535).
The comma has a minimum level of separation where the semicolon has a medium level
of separation. Sentences with comma splices often have a comma where a semicolon
should be. If the two clauses are connected rhetorically, the lesser separation of the two
punctuation marks would be accepted. Instead of a semicolon, a comma should be used in
this case. The rule for comma splices becomes hard to master. A semicolon is considered
as used in “separate independent clauses” and a comma is considered as used in “separate
non-independent clause elements from the independent clauses. (Dawkins 536).”
Dawkins’ explanation of punctuation is interesting, but proves that comma splices don’t
always have a right-or-wrong answer in sentences. It depends on the rhetorical
relationships between the independent clauses. Not many rulebooks give examples of
acceptable comma splices along with looking at the meanings and separation, or lack
thereof, between the clauses.
The concept of comma splices is difficult for students to learn, because rulebooks either
contain a very brief explanation or nothing at all about comma splices. The rules
themselves can overlap, because styles and connections within the sentences can change.
There is often no right-or-wrong answer for comma use in a compound sentence

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depending on the connection or division between the two clauses. A solution needs to be
made to make comma splices easier to learn in a more memorable, electronic method. It
needs to include not only incorrect sentences, but also exceptions to the rule of comma
splices that can help students feel more confident about their writing.
1.3 Scope
This proposal only addresses comma splices in a classroom setting. Outside professional
settings do not apply to my solution. The solution is a new integrated teaching method
program for comma splices.
2. Discussion
2.1 Approach
A solution that could solve this problem would be a new teaching method. This method
would have an electronic program, which will help students learn comma splices through
examples and practice exercises. An electronic teaching method would cater to modern
standards. The program would let the students have fun learning about comma splices by
playing games and watching videos. The program should be designed as a resource and
have a fun aspect like Schoolhouse Rock.
Online learning ultimately feels more accessible to students. It won’t require the students
to carry around a textbook or notebook. Students can learn the importance of comma
splice errors and exceptions in an easily accessible, fun way.
My method stems from the fact that learning grammar can often be tough for students. In
the classroom, it is difficult for students to retain knowledge if they are only supposed to
memorize the material (Joseph, 2014). The learning portion on the online program would
have videos and games for the students to take part in that will make the concept more
engaging and memorable. Games like word puzzles are excellent examples of
components to the learning section. The videos may have colorful cartoon characters
singing a song about comma splices similar to Schoolhouse Rock’s “Conjunction
Junction”.
The electronic method also includes “inductive learning,” which requires students to
actually think through and decide for themselves what the correct grammar option would
be (Joseph, 2014). Grammar books do have exercises in them, but they don’t have
sentences that students will see in their own writing or in books they might read. The
online testing portion would include literary sources and professional writings. The
testing section would have various questions where students either mark what is correct
or incorrect in terms of the comma splices. This would come after the learning section so
that students can put their knowledge to the test. What sets the online program apart from
classroom teaching is that students can get instant results upon completion. The learning
portion can be insightful for students by having memorable, entertaining content about
the concepts so that they can practice with real-world examples in the testing portion.

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2.2 Result
Implementing this new teaching method for comma splices would accrue various
benefits. The program would make it easier for students to learn comma splices by being
more accessible than other methods. Students would enjoy learning with games and
practice that can make the concept more engaging and memorable. Comma splice errors
in students’ writing would go down from implementing this new teaching method.
Students will learn the correct and incorrect ways to use comma splices and feel more
confident about their writing.
2.3 Statement of Work
To achieve the goals of my proposal, I will need to do the following tasks:
• Task 1: Acquire the necessary materials and personnel
• Task 2: Create the comma splice website/online learning program
• Task 3: Implement the new teaching method
3. Resources
3.1 Personnel
For creating this online teaching method, I will need help from website designers or
programmers. I would only need help from one or two website designers who have
experience making websites. I can make the bare minimum of the program, because I do
have experience working with HTML5 and CSS3. Other website designers would
ultimately expand my basic outline of the program. They would make sure that the
program works well and looks nice for students to use. Depending on how many website
designers I have, one would design the learning portion and the other one would design
the testing portion. They would work with me to make sure that the program runs
smoothly by conducting user testing. The user testing will let people try out the program
and will take place during the last three weeks of the project.
3.2 Facilities/equipment
My proposal only requires equipment for the sole purpose of creating an online program
for students learning about comma splices. This equipment would come in the form of
free web design software for my own use in the project. No additional equipment is
necessary for this proposal.
4. Costs
4.1 Fiscal
The fiscal cost for implementing this solution would be determined by the website design
material fees. Costs would also include the salaries for the website designers and
programmers related to how long they will work on the project. The estimated fiscal cost
for the project is detailed below:

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Web design:
• Website designers (3 months) @ $55,000/year = $13,750 (depending on the
number of designers)
• Web design software (free) = $0
Total cost (minimum): $13,750
4.2 Time
The website or program will take about 3 months to complete. An extra month may need
to be added to allow for planning and testing the program with users. The planning period
could take from a week to a month to complete. The overall structure and content will
need to be planned before actually creating the website. The testing period would take up
the last three weeks of the project. This time will be necessary for the website program to
address the audience’s needs through user testing. The time to complete this project
would ultimately take three to four months to complete.
5. Conclusion
5.1 Summary
Students have trouble learning comma splices in a classroom setting. The resources for
comma splices are lacking, because they either don’t explain the concept fully or do not
include exceptions to the rule and examples. An online program with games, videos, and
tests can make the concept more memorable and engaging to learn. My solution to the
problem of comma splices should cater to modern standards and make learning more fun
for students.
My proposed solution will have minimal risks, because professional web designers will
check and make sure that the web program is running smoothly. Part of the process
includes user testing so that we can test to see if it meets students’ needs in the learning
process. User testing lets us know what works and doesn’t work for the online program.
So overall my solution should work without creating any additional problems.
5.2 Contact
For any questions regarding my proposal, please contact me at dgconrad@iastate.edu.
Suggestions on my proposal are welcome.

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Annotated Bibliography
Connors, Robert J. and Lunsford, Andrea A. “Frequency of Formal Errors in Current
College Writing, or Ma and Pa Kettle Do Research”. College Composition and
Communication. Vol. 39, No. 4 (Dec., 1988). National Council of Teachers of
English. Online. 8 Sep 2015. <http://www.jstor.org/stable/357695>
This source talks about errors found in papers including comma splices and
misspellings. It explains the history of formal error analysis in writing. They were
trying to find the most common errors at the time (in the 80’s). This book is pretty
outdated, but it should be reviewed with other modern sources. The greatest
number of error, 450, were spelling errors. 138 instances had “No comma after
introductory element” (400) and 124 instances had comma splice errors. Errors
that were found the least, less than 4 times, included wrong pronoun, missing
articles, wrong verb form, and double negative. Teachers do the analysis.
“Students today may be less familiar with the visible aspects of written forms
(406).” They found that errors have remained about the same in the past as they
are today.
Dawkins, John. “Teaching Punctuation as a Rhetorical Tool.” College Composition and
Communication. Vol. 46, No. 4. National Council of Teachers of English, Dec
1995.
This source mentions how certain grammar rulebooks are overlapping and don’t
offer help for problems with comma splices or other punctuation. Rulebooks often
encourage good behaviors, but don’t condemn bad behaviors in writing. The
comma in a sentence has a minimum “degree of separation” compared to
semicolons or dashes. Therefore, the comma should not be used where a
semicolon is and vice versa. Sentences are made up of independent clauses. The
source gives lots of examples of not only comma splices, but also incorrect usage
of other punctuation including semicolons and dashes. Removing a comma is an
example of “lowering” (Dawkins 539). Lowering often justifies comma splices.
“Grammar Handbook: Fused Sentences, Run-ons, and Comma Splices.” The Center for
Writing Studies. University of Illinois at Urbana-Champaign.
http://www.cws.illinois.edu/workshop/writers/fusedsentences/
This is the Grammar Handbook’s page on comma splices. It has a very brief
explanation and examples for comma splices. The definition they give is “A
comma splice occurs when two independent clauses are joined only by a comma
(“Grammar H”).” They give methods to change the sentence, which include
separating the clause into two sentences, linking the clauses with a semicolon,
linking the clauses with a conjunction, and recasting the two independent clauses
as a single independent clause.

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“Grammar Resources.” University of Chicago Writing Program. 12 Sep 2015.
http://writing-program.uchicago.edu/resources/grammar.htm
This online site from the University of Chicago gives advice and information
about grammar resources. It explains how where to find resources, including
links. The Grammar Handbook from University of Illinois Urbana-Champaign is
clearly written for people who want the facts straight away. Some online guides
include quizzes to test your knowledge on grammar. Other important grammar
guides: Jack Lynch’s Grammar and Style Notes, Richard Nordquist’s Grammar
and Composition, Daniel Kies’ Modern English Grammar, Hypergrammar at the
University of Ottawa, Darling’s Guide to Grammar and Writing, Schoolhouse
Rock, Washington State University Common Errors in English, the American
Heritage Guide to English Usage, and the Chicago Manual of Style.
Joseph, Laran. “How to Teach Grammar: What Methods are Quickest and Easiest?”
udemy blog. 3 Feb 2014. Online. 27 Sep 2015.
This online article explains how to teach grammar effectively. Teaching grammar
by memorization is not effective, because students don’t often have a complete
understanding of the concept. They often can’t use what they’ve learned in the
real world. A good way to teach grammar is to have the students play games like
word puzzles or bingo. The fun element makes the concepts more memorable.
Another great way to teach grammar to students is “inductive teaching.” Students
should figure out the correct answer on their own. Also teaching common
mistakes in writing can make it easier for them to understand what not to do in
their own writing.
Klinck, Anne L. “Coming to Terms: Unravelling the Comma Splice.” The English
Journal. Vol. 87, No. 3. National Council of Teachers of English. Mar 1998.
Online. 10 Sep 2015. http://www.jstor.org/stable/822398
This journal article explains how it is hard to distinguish a comma splice from a
correctly placed comma. Different approaches to teaching comma splices are
explained. The writer lists acceptable comma splices from Sheridan Baker’s
Practical Stylist (1990) like “I came, I saw, I conquered (221).” Tag questions are
also acceptable like “you can come, can’t you (Klinck 96)?” Sometimes
coordinating conjunctions like not only … but also are removed. The example
omits the “but also.” Klinck explains that comma splices are often found in
literary works, but shouldn’t be found in professional writing. Choosing a comma
rather than a semicolon conveys “a finesse (Klinck 98).”
Lauchman, Richard. Punctuation at Work: Simple Principles for Achieving Clarity and
Good Style. Amacom Books, Feb 2010. eBook. 12 Sep 2015.
This source is an overview of each punctuation type, including commas. The
comma’s main purpose is “to separate ideas that the reader would otherwise

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mistakenly connect (Lauchman 98).” A comma is supposed to connect two
independent clauses with the correct conjunction: and, but, or, so, or yet. The
comma goes before the conjunction (Lauchman 102). A comma is needed when
there are two subjects, but if there is only one a comma can be omitted. There is
no comma when a dependent clause follows an independent clause. Other comma
rules are also mentioned, which don’t have precedence in this paper.
Mills, Roxanne. “Does Using an Internet Based Program for Improving Student
Performance in Grammar and Punctuation Really Work in a College Composition
Course?” Education. Summer 2010, Vol. 130 Issue 4. Online. 8 Sep 2015.
This source explains a study looking at students using an online program to help
with grammar. It shows that college composition students struggle with learning
grammar and punctuation in the classroom. The Internet based program was
Microsoft Word or other software. There’s no major difference in students who
learn with or without the program, but students who learned grammar on the
program were more confident with their answers on the English Competency
Test. 90% of the program users answered “yes” to a question about if the program
helped (Mills).
Wells, Jaclyn M. Allen Brizee. “1.2: Comma Splices.” Purdue OWL Engagement. 7 Aug
2009. 10 Sep 2015. https://owl.english.purdue.edu/engagement/2/1/34/
This source gives a brief explanation of what a comma splice is along with
examples. Comma splices incorrectly connect independent clauses with just a
comma. Example: “my family bakes together nearly every night, we then get to
enjoy everything we make together (Wells).” This is a good online source for
grammar, but lacking when it comes to the comma splice.