What does a comma signal?
What do periods signal and semicolons signal?
What is a run-on sentence?
What is a comma splice?
How can I correct comma splices and run-ons?
This document discusses diction and tone in writing. It defines diction as an author's choice of words and tone as the attitude or feeling expressed through those words. When analyzing either, it is important to consider the specific words used and how they contribute to the overall tone. The document provides examples of passages and identifies the type of diction used and tone created in each through the word choices. It emphasizes that diction should always be described with an adjective when discussing how it impacts an author's tone.
This document outlines five rhetorical modes: narrative, descriptive, expository, and argumentative. Narrative intends to present an event, descriptive aims to vividly convey sensory experiences, expository seeks to inform or instruct through comparison/contrast, classification/division, definition, process, or cause and effect. Argumentative attempts to change the reader's view by engaging their reasoning or influencing their beliefs and feelings in support of action.
A copywriter's guide to: Commonly misused (and misspelled) wordsBelinda Weaver
As copywriters our reputation can rest on our understanding of language. On which turn of phrase will get a response from the reader but at a more basic level, which words are actually right to use.
These slides tackle some of the clangers in copywriting. The most commonly misused and misspelled words that make us do a double take during proofing and run through our rules to make sure we’ve selected the right word.
Check out copywritematters.com for more copywriting content that will improve your writing... including copywriting courses that will help YOU become an in-demand copywriter.
This document discusses sentence fragments and run-on sentences. It defines a sentence fragment as a group of words that does not express a complete thought, often missing a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
Powerpoint present and past participlesgrammarific
The document discusses present and past participles. It explains that participles are verb forms used as adjectives to describe nouns by answering questions like what kind, how many, and which one. It provides examples of present participles like "running" describing the noun "track" and past participles like "tired" describing the noun "animal." It notes that participles can come before or after the nouns they modify and gives examples of irregular past participles used as adjectives, like "burnt," "forgotten," and "fallen."
The document summarizes the use of present and past participles in English grammar. It discusses:
1) Present participles are formed by adding "-ing" to verbs and can function either as part of verbs when used with forms of "to be", or as adjectives when not used with "to be".
2) Past participles are formed by adding "-ed" to verbs and can function either as part of verbs when used with forms of "to be" or "have", or as adjectives when not used with those verbs.
3) Examples are provided to illustrate the different uses of present and past participles as parts of verbs or as adjectives in sentences. PowerPoint
The document outlines 11 rules for using commas in sentences, including using commas with coordinating conjunctions to join independent clauses, after introductory phrases or dependent clauses, in a series, between coordinate adjectives, to set off nouns of direct address, parenthetical elements, and non-restrictive appositives, and with dates, addresses, and direct quotations. It provides examples for each rule.
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.
This document discusses diction and tone in writing. It defines diction as an author's choice of words and tone as the attitude or feeling expressed through those words. When analyzing either, it is important to consider the specific words used and how they contribute to the overall tone. The document provides examples of passages and identifies the type of diction used and tone created in each through the word choices. It emphasizes that diction should always be described with an adjective when discussing how it impacts an author's tone.
This document outlines five rhetorical modes: narrative, descriptive, expository, and argumentative. Narrative intends to present an event, descriptive aims to vividly convey sensory experiences, expository seeks to inform or instruct through comparison/contrast, classification/division, definition, process, or cause and effect. Argumentative attempts to change the reader's view by engaging their reasoning or influencing their beliefs and feelings in support of action.
A copywriter's guide to: Commonly misused (and misspelled) wordsBelinda Weaver
As copywriters our reputation can rest on our understanding of language. On which turn of phrase will get a response from the reader but at a more basic level, which words are actually right to use.
These slides tackle some of the clangers in copywriting. The most commonly misused and misspelled words that make us do a double take during proofing and run through our rules to make sure we’ve selected the right word.
Check out copywritematters.com for more copywriting content that will improve your writing... including copywriting courses that will help YOU become an in-demand copywriter.
This document discusses sentence fragments and run-on sentences. It defines a sentence fragment as a group of words that does not express a complete thought, often missing a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
Powerpoint present and past participlesgrammarific
The document discusses present and past participles. It explains that participles are verb forms used as adjectives to describe nouns by answering questions like what kind, how many, and which one. It provides examples of present participles like "running" describing the noun "track" and past participles like "tired" describing the noun "animal." It notes that participles can come before or after the nouns they modify and gives examples of irregular past participles used as adjectives, like "burnt," "forgotten," and "fallen."
The document summarizes the use of present and past participles in English grammar. It discusses:
1) Present participles are formed by adding "-ing" to verbs and can function either as part of verbs when used with forms of "to be", or as adjectives when not used with "to be".
2) Past participles are formed by adding "-ed" to verbs and can function either as part of verbs when used with forms of "to be" or "have", or as adjectives when not used with those verbs.
3) Examples are provided to illustrate the different uses of present and past participles as parts of verbs or as adjectives in sentences. PowerPoint
The document outlines 11 rules for using commas in sentences, including using commas with coordinating conjunctions to join independent clauses, after introductory phrases or dependent clauses, in a series, between coordinate adjectives, to set off nouns of direct address, parenthetical elements, and non-restrictive appositives, and with dates, addresses, and direct quotations. It provides examples for each rule.
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 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.
Verbs can be action verbs, linking verbs, or helping verbs. Action verbs show physical actions or actions of the mind. Linking verbs connect the subject to a noun or adjective and include forms of "to be" as well as verbs for the five senses. Helping verbs help or complete the main verb and include verbs like "have", "do", and modals. Verb tenses like present, past, and future indicate when the action occurs through verb endings or helping verbs. Perfect tenses also use helping verbs to show actions that began in the past or will begin in the future.
This document defines and provides examples of simple, compound, complex, and compound-complex sentences. A simple sentence contains one subject and verb and expresses a single thought. A compound sentence uses coordinating conjunctions to join two independent clauses. A complex sentence has an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction. A compound-complex sentence contains at least two independent clauses and one dependent clause.
The document discusses verb phrases and their components. It defines a verb phrase as consisting of a main verb and optional helping verbs that provide information on mood, tense, aspect, and voice. It describes the different types of mood (indicative, imperative, subjunctive) and aspect (simple, progressive, perfect, perfect progressive). It also explains how to form the passive voice and provides examples of passive sentences. The summary provides a high-level overview of the key topics covered in the document relating to verb phrases and their structure and function.
This document discusses dangling and misplaced modifiers. It defines modifiers as words that identify or describe another word, usually a noun. Dangling modifiers occur when the word being modified is not present in the sentence. Misplaced modifiers appear to modify the wrong word because they are placed too far from the word they are intended to modify. The document provides examples of dangling and misplaced modifiers and how to correct them by moving the modifier closer to the word it modifies or adding the missing subject. It emphasizes that modifiers should be placed directly before or after the word they describe to avoid confusion. Practice exercises are assigned to reinforce these concepts.
This document provides rules for using commas correctly in sentences. It discusses six main rules:
1. Use commas to separate independent clauses joined by coordinating conjunctions.
2. Use commas in a series of three or more items.
3. Use commas after introductory phrases.
4. Use commas to set off nonessential clauses and phrases.
5. Use commas to set off a person's name when directly addressed.
6. Use a comma between two adjectives when they are interchangeable.
The document gives examples for each rule and exercises for the reader to practice applying the rules.
The Future Perfect and the Future Perfect ProgressiveAnne Agard
The document discusses how to form and use the future perfect tense in English. It states that the future perfect is formed with will/won't have + past participle of the main verb. It is used to describe an event that will be completed by or before a specified time in the future. Examples are provided such as "By next October, we will have lived here for ten years." The future perfect progressive is also mentioned but noted to be rare, using will/won't have been + verb+ing to describe an ongoing action up until a point in the future.
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
The document discusses the differences between hyphens and dashes. Hyphens are shorter and are used to connect word parts, make compound numbers, and avoid awkward letter combinations. Dashes are longer than hyphens and are used to indicate breaks or interruptions in thought, substitute for small phrases, and substitute for parentheses and commas. The document provides examples of proper uses of hyphens and dashes in writing.
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
Hyphens, en dashes, and em dashes are punctuation marks that each have a specific purpose. Hyphens are used to join compound words and modifiers, and with non-inclusive numbers. En dashes indicate ranges like page numbers or years. Em dashes can replace commas, parentheses, colons and semicolons to set off parenthetical phrases or change the tone of a sentence.
This document provides guidance on using commas correctly. It indicates that commas should be used to separate items in a series of three or more nouns, adjectives, or verbs. Commas should also be used to separate phrases or clauses. The document also discusses rules for using commas between two adjectives describing a noun, depending on whether the adjectives can be reversed or combined with "and" without changing the meaning.
This document provides information about using semi-colons and colons in writing. It discusses three main functions of the semi-colon: to join two independent clauses; to join independent clauses separated by a conjunctive adverb or transitional expression; and to avoid confusion when clauses already contain commas. It also discusses two main uses of the colon: to introduce a list of items; and to introduce a sentence that summarizes or explains the previous sentence. Examples are provided to illustrate proper uses of semi-colons and colons in writing.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
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 discusses different types of sentences and common sentence structure issues. It describes simple, compound, complex, and compound-complex sentences. It also outlines issues like sentence fragments, run-on sentences, comma splices, choppy sentences, and stringy sentences. Examples are provided to illustrate each concept. The document encourages practicing different sentence structures and reviewing additional resources to improve writing skills.
There are three main ways to correct a run-on sentence: 1) Separate the two ideas into two sentences with periods, 2) Add punctuation such as commas and use FANBOYS conjunctions to connect the two sentences, or 3) Use a semicolon to join two closely related sentences without it being a run-on. The document provides examples and exceptions for properly using semicolons and FANBOYS conjunctions to connect or separate ideas in run-on sentences.
The document discusses varying sentence structure by using simple, compound, and complex sentences and provides examples of each. It explains that simple sentences contain one independent clause, compound sentences contain two independent clauses joined by a semicolon, coordinating conjunction, or transition, and complex sentences contain one independent clause and one dependent clause joined by a subordinating conjunction. The document aims to teach readers how to effectively vary their sentence structure for more interesting writing.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
The document discusses various grammatical concepts for diagramming sentences, including:
- Simple sentences with subjects and predicates
- Compound sentences with two or more subjects and predicates joined with conjunctions
- Different types of phrases like prepositional, gerund, infinitive, and participial phrases
- Various parts of speech like adjectives, adverbs, articles, and objects
- Clauses such as adjective, adverb, and compound clauses
The goal is to understand sentence structure and identify different elements to improve writing.
This document provides guidance 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, run-on sentences and comma splices can be fixed by separating sentences with a period or semicolon, joining two independent clauses with a FANBOYS conjunction, or making one clause dependent on the other. Practice examples demonstrate how to identify errors and apply these rules to improve punctuation.
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.
Verbs can be action verbs, linking verbs, or helping verbs. Action verbs show physical actions or actions of the mind. Linking verbs connect the subject to a noun or adjective and include forms of "to be" as well as verbs for the five senses. Helping verbs help or complete the main verb and include verbs like "have", "do", and modals. Verb tenses like present, past, and future indicate when the action occurs through verb endings or helping verbs. Perfect tenses also use helping verbs to show actions that began in the past or will begin in the future.
This document defines and provides examples of simple, compound, complex, and compound-complex sentences. A simple sentence contains one subject and verb and expresses a single thought. A compound sentence uses coordinating conjunctions to join two independent clauses. A complex sentence has an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction. A compound-complex sentence contains at least two independent clauses and one dependent clause.
The document discusses verb phrases and their components. It defines a verb phrase as consisting of a main verb and optional helping verbs that provide information on mood, tense, aspect, and voice. It describes the different types of mood (indicative, imperative, subjunctive) and aspect (simple, progressive, perfect, perfect progressive). It also explains how to form the passive voice and provides examples of passive sentences. The summary provides a high-level overview of the key topics covered in the document relating to verb phrases and their structure and function.
This document discusses dangling and misplaced modifiers. It defines modifiers as words that identify or describe another word, usually a noun. Dangling modifiers occur when the word being modified is not present in the sentence. Misplaced modifiers appear to modify the wrong word because they are placed too far from the word they are intended to modify. The document provides examples of dangling and misplaced modifiers and how to correct them by moving the modifier closer to the word it modifies or adding the missing subject. It emphasizes that modifiers should be placed directly before or after the word they describe to avoid confusion. Practice exercises are assigned to reinforce these concepts.
This document provides rules for using commas correctly in sentences. It discusses six main rules:
1. Use commas to separate independent clauses joined by coordinating conjunctions.
2. Use commas in a series of three or more items.
3. Use commas after introductory phrases.
4. Use commas to set off nonessential clauses and phrases.
5. Use commas to set off a person's name when directly addressed.
6. Use a comma between two adjectives when they are interchangeable.
The document gives examples for each rule and exercises for the reader to practice applying the rules.
The Future Perfect and the Future Perfect ProgressiveAnne Agard
The document discusses how to form and use the future perfect tense in English. It states that the future perfect is formed with will/won't have + past participle of the main verb. It is used to describe an event that will be completed by or before a specified time in the future. Examples are provided such as "By next October, we will have lived here for ten years." The future perfect progressive is also mentioned but noted to be rare, using will/won't have been + verb+ing to describe an ongoing action up until a point in the future.
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
The document discusses the differences between hyphens and dashes. Hyphens are shorter and are used to connect word parts, make compound numbers, and avoid awkward letter combinations. Dashes are longer than hyphens and are used to indicate breaks or interruptions in thought, substitute for small phrases, and substitute for parentheses and commas. The document provides examples of proper uses of hyphens and dashes in writing.
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
Hyphens, en dashes, and em dashes are punctuation marks that each have a specific purpose. Hyphens are used to join compound words and modifiers, and with non-inclusive numbers. En dashes indicate ranges like page numbers or years. Em dashes can replace commas, parentheses, colons and semicolons to set off parenthetical phrases or change the tone of a sentence.
This document provides guidance on using commas correctly. It indicates that commas should be used to separate items in a series of three or more nouns, adjectives, or verbs. Commas should also be used to separate phrases or clauses. The document also discusses rules for using commas between two adjectives describing a noun, depending on whether the adjectives can be reversed or combined with "and" without changing the meaning.
This document provides information about using semi-colons and colons in writing. It discusses three main functions of the semi-colon: to join two independent clauses; to join independent clauses separated by a conjunctive adverb or transitional expression; and to avoid confusion when clauses already contain commas. It also discusses two main uses of the colon: to introduce a list of items; and to introduce a sentence that summarizes or explains the previous sentence. Examples are provided to illustrate proper uses of semi-colons and colons in writing.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
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 discusses different types of sentences and common sentence structure issues. It describes simple, compound, complex, and compound-complex sentences. It also outlines issues like sentence fragments, run-on sentences, comma splices, choppy sentences, and stringy sentences. Examples are provided to illustrate each concept. The document encourages practicing different sentence structures and reviewing additional resources to improve writing skills.
There are three main ways to correct a run-on sentence: 1) Separate the two ideas into two sentences with periods, 2) Add punctuation such as commas and use FANBOYS conjunctions to connect the two sentences, or 3) Use a semicolon to join two closely related sentences without it being a run-on. The document provides examples and exceptions for properly using semicolons and FANBOYS conjunctions to connect or separate ideas in run-on sentences.
The document discusses varying sentence structure by using simple, compound, and complex sentences and provides examples of each. It explains that simple sentences contain one independent clause, compound sentences contain two independent clauses joined by a semicolon, coordinating conjunction, or transition, and complex sentences contain one independent clause and one dependent clause joined by a subordinating conjunction. The document aims to teach readers how to effectively vary their sentence structure for more interesting writing.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
The document discusses various grammatical concepts for diagramming sentences, including:
- Simple sentences with subjects and predicates
- Compound sentences with two or more subjects and predicates joined with conjunctions
- Different types of phrases like prepositional, gerund, infinitive, and participial phrases
- Various parts of speech like adjectives, adverbs, articles, and objects
- Clauses such as adjective, adverb, and compound clauses
The goal is to understand sentence structure and identify different elements to improve writing.
This document provides guidance 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, run-on sentences and comma splices can be fixed by separating sentences with a period or semicolon, joining two independent clauses with a FANBOYS conjunction, or making one clause dependent on the other. Practice examples demonstrate how to identify errors and apply these rules to improve punctuation.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
This document defines and provides examples of run-on sentences and comma splices, which are grammatical errors that occur when two independent clauses are incorrectly joined. It explains that run-on sentences lack punctuation between the clauses, while comma splices incorrectly use only a comma. The document then lists four methods for correcting these errors: creating separate sentences, using a comma and conjunction, connecting with a semicolon, or adding a subordinating word.
Sassy presentation on how to recognize, avoid, and fix comma splices.
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This document provides instructions on sentence diagramming, which is a method for visually representing the grammatical structure of sentences. It outlines 5 key skills for diagramming sentences: identifying the central parts of a sentence (subject, predicate, direct object, indirect object), establishing the relationships between those parts, showing those relationships with lines on a diagram, assigning modifiers like adjectives to the appropriate parts, and drawing the modifiers onto the diagram. Several examples of diagramming various types of sentences are provided to demonstrate applying these skills.
The document discusses run-on sentences and provides examples of comma splices and fused sentences. It explains that a run-on sentence contains multiple ideas without proper punctuation, which makes it confusing. It also defines comma splices as using only a comma to join two independent clauses, and fused sentences as joining two independent clauses without any punctuation. The document recommends using a period, semicolon, or conjunction word to correctly join two complete sentences. It provides additional tips on limiting the number of clauses in a single sentence to avoid confusion.
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.
The document discusses various punctuation errors like run-on sentences, comma splices, and fragments. It provides examples of each and explains the different ways to correct them, including using periods, semicolons, conjunctive adverbs, or FANBOYS words. Mastering the different types of joining words is identified as the key to avoiding sentence errors. Practice examples are provided to help the reader identify correct punctuation usage.
The document discusses various punctuation errors like run-on sentences, comma splices, and fragments. It provides examples of each and explains the different ways to correct them, including using periods, semicolons, conjunctive adverbs, or FANBOYS words. Mastering the different types of joining words is identified as the key to avoiding sentence errors. The document concludes by testing the reader's understanding with example sentences to identify the proper corrections.
The document discusses common punctuation errors like run-on sentences, comma splices, and fragments, and provides rules and examples for using punctuation like periods, commas, and semicolons to correct these errors. It explains that commas signal brief pauses, periods and semicolons signal the end of a complete thought, and run-on sentences and comma splices can be fixed by adding punctuation or connecting words between the sentences. The document also provides practice identifying correct and incorrect examples of punctuation usage.
This document provides guidance 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, run-on sentences and comma splices can be fixed by separating sentences with a period, semicolon, or comma plus a FANBOYS conjunction. Fragments are corrected by making the incomplete thought a full sentence.
This document provides guidance 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 identify run-on sentences and comma splices. Various methods are presented for correcting punctuation errors, such as using periods to separate sentences, semicolons followed by transitional words, commas with FANBOYS conjunctions, and joining sentences with subordinating conjunctions. Practice examples demonstrate how to identify and fix errors involving run-on sentences and comma splices. The main cause of sentence errors is confusing different joining words and their required punctuation.
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.
Americans use more energy per person than any other country, though they make up only 6% of the world's population. In 1975, the total US energy costs were around $170 billion, and energy needs have risen each year since. Most US energy comes from crude oil, and since domestic production cannot meet demand, nearly half of oil used is imported. Estimates suggest the US has a 25-30 year supply of domestic oil remaining, which could be depleted by 2007 if consumption continues as-is, and natural gas supplies may run out even sooner. As energy demands and prices continue increasing, the availability and cost of future supplies remains uncertain.
The document discusses run-on sentences and comma splices. It defines a complete sentence and different sentence types. Run-on sentences and comma splices occur when two or more complete thoughts are connected without proper punctuation or joining words. The document provides examples of run-on sentences and comma splices and explains different ways to correct them, such as dividing into separate sentences, adding joining words, or making one thought dependent.
The document discusses different types of run-on sentences including fused sentences, comma splices, missing commas, and improper conjunctions. It provides examples of each type of run-on sentence and how to correct it by making each part a complete sentence using proper punctuation like periods, semicolons, or conjunctions. Common conjunction errors involve using transition words incorrectly as sentence joiners.
The document discusses cause-and-effect essays. There are two types: those that focus on causes, exploring why something happened, and those that focus on effects, examining the consequences of an action. A good cause-and-effect essay clearly links a cause to its effects using examples and evidence. It analyzes the relationship between causes and effects.
This document provides information about comparison essays, including what they are, their basic organizational patterns, and how to structure supporting information. A comparison essay compares two or more subjects by focusing on their similarities, differences, strengths and weaknesses. They are typically organized using either a block method, where each subject is discussed completely in separate paragraphs, or a point-by-point method, where each point of comparison is discussed together for all subjects before moving to the next point. Parallel organization of supporting details for each subject is important for effective comparison.
The document provides guidance on organizing responses to speaking tasks. It recommends structuring responses with 3 main parts: a topic sentence, supporting details, and a closing sentence. The topic sentence should introduce the main idea, while supporting details provide facts and examples to back it up. The closing sentence restates the main idea or summarizes the supporting details. Together, the response should be 5-6 sentences in total and take about 2 minutes to prepare and deliver. Transition sentences are suggested if extending the response to multiple topics.
This document provides guidance on how to introduce a speaking task. It recommends that introductions be solid, quick, and concise to make a good first impression. It advises determining the purpose of the task, which is usually to present an opinion, explain facts, summarize another's position, or describe something important. The introduction should state the topic or thesis and then state the reasons or facts to support it depending on the task. Introductions for opinions use phrases like "I believe" while those for summarizing others use phrases like "This person argues." The introduction is meant to be brief and to the point.
This document discusses the elements and structure of a narrative essay. A narrative essay tells a story using elements like setting, characters, plot, theme, and mood. It should include an introduction with a hook and thesis to set up the story, a body organized chronologically with transitional sentences connecting events, and a conclusion that finishes the story and provides a lesson or revelation. An effective narrative essay incorporates these story elements and structural components to engage the reader.
The document discusses the structure and components of an essay. An essay typically contains 3-10 paragraphs that each discuss one idea related to the overall topic. There are four main types of essays: narrative, comparative, cause-effect, and argumentative. The introduction contains a hook to engage the reader, background information, and a thesis statement outlining the key points. The body paragraphs each contain a topic sentence and supporting details. The conclusion restates the main ideas without providing new information.
The document discusses different types of sentences including simple sentences containing one clause, compound sentences containing two or more independent clauses, complex sentences containing one independent clause and one or more dependent clauses, and compound-complex sentences containing at least two independent clauses and at least one dependent clause. It provides examples of each type and exercises for writing various sentence structures.
The document provides information about effective note-taking strategies for lectures. It discusses why taking notes is important, such as having information for tests and assignments. It suggests strategies like including the date and topic, sitting near the instructor, leaving white space, and revising notes after class. Activities include reflecting on note-taking, analyzing strategies, filling in missing information, using context clues, and practicing stress patterns in new words. The document aims to help students improve their note-taking and comprehension of lecture material.
The conclusion is an essential part of any well-organized speech or essay. It should either restate the thesis or summarize the main points. The conclusion is the last chance to make your point to the reader and remind them what you accomplished. It should not introduce any new information or examples. Transitions should be used to connect the conclusion back to the previous sections. The conclusion wraps everything up and brings the speech or essay to a close.
The document discusses how to develop effective body paragraphs when speaking. It recommends including a topic sentence at the beginning of each paragraph that supports the overall introduction. The topic sentence should clearly state the main idea and provide a transition between thoughts. The rest of the paragraph should then provide specific examples, facts, and evidence to substantiate the topic sentence and the overall purpose. Good examples are specific, explained with details, and tied directly back to the central thesis. Transition words and phrases can help create cohesion between paragraphs.
This document discusses four main ways that comparison and contrast are indicated in writing and speech: through words that signal comparison like "similarly" or contrast like "however"; through pairs of antonyms within a statement; through tone of voice like stressing certain words; and through examples of expressions that indicate comparison or contrast.
The document discusses identifying causes and effects in listening. It provides examples of language that can indicate causal relationships between facts, such as "because," "as a result of," and "leads to." It recommends using symbols like "<" and ">" in notes to denote causal connections between ideas, such as "X causes Y" or "X leads to Y which results in Z." An example shows that increased viewing of media violence can cause more aggressive behavior in children.
The document discusses how to identify the main ideas in lectures and presentations. It explains that lectures typically have three parts: an introduction stating the overall thesis, a body presenting the main ideas and examples, and a conclusion summarizing the main points. Some keys to identifying main ideas are discourse markers used by the speaker, repetition of important words or phrases, a slower speaking pace on key points, and visual aids included in the presentation. The overall purpose is to help the listener understand the most important concepts the presenter wants them to remember.
This document discusses strategies for listening for and noting specific details from lectures. It recommends paying attention to how the lecture is organized, with introductions, bodies, and conclusions. For introductions, note summaries of previous classes but not general introductions. In bodies, write down as many details as possible. In conclusions, continue noting details as the conclusion may contain overlooked information. It also presents four methods for organizing notes, such as listing main points and associated details vertically or having details precede main points.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
3. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
A comma signals a pause. (It tells the reader to slow down
briefly, but then keep going until the thought is completed.)
Example:
Because I like writing , I like this class.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
4. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
Semicolons and periods signal a full stop. Idea is
complete.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
Examples:
I love writing . I love this class.
I love writing ; I love this class.
STOP!
5. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
What is a run-on sentence?
A run-on is a sentence error caused by running one
sentence into another, without putting any punctuation in
between.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
Example:
We all like grammar we all love this class.
6. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
What is a comma splice ?
A comma splice is a sentence error caused by putting
just a poor, weak comma between two complete
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
sentences.
Example:
We all like grammar , we all love this class.
,
7. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
How can I correct comma splices and run-ons?
1. Separate them with a period, creating two complete
sentences.
STOP
We like writing . We love this class.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
8. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
Use a period to correct the following run-ons and
comma splice:
o These punctuation rules aren’t hard I know how to avoid run-ons.
o These punctuation rules aren’t hard. I know how to avoid
run-ons.
o My new supervisor has been making all sorts of changes,
she is really causing problems.
o My new supervisor has been making all sorts of changes.
ELCA 216S h e i s r e a l l y 2 cndaseumseinstger ,p 2r0o1b4 l e m s . Mrs. Manal Alahmadi
216 2nd semester, 2014 Mrs. Manal Alahmadi
9. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
How can I correct comma splices and run-ons?
2. Link them with a semicolon; this creates two complete
sentences just as a period does, but the second sentence
doesn’t start with a capital letter.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
Example:
We like writing ; we love this
class.
STOP!
No caps!
10. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
How can I correct comma splices and run-ons?
3. Join the two sentences with a comma and one of the
FANBOYS. (FOR, AND, NOR, BUT, OR, YET, SO)
Example:
We all like writing , and we all love this class.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
11. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
Now you try! Use one of the FANBOYS to correct this
run-on sentence:
o I want a raise I want more vacation days.
o I want a raise, and I want more vacation days.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
12. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
How can I correct comma splices and run-ons?
4. Join the two separate sentences into one, with a
subordinating conjunction or relative pronoun.
We all like writing , we all love this class.
comma splice
Because we all like grammar, we all love this class.
All students who like grammar love this class.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi
dependent clause
dependent clause
13. Avoiding Run-on Sentences , Comma splice,
Comparison Essays
and Fragments
Now Test yourself! Which one is correct?
1. I’m really good with punctuation, because I have been
practicing so much.
1. I’m really good with punctuation; because, I have been
practicing so much.
ELCA 216 2nd semester, 2014 Mrs. Manal Alahmadi
2nd semester, 2014 Mrs. Manal Alahmadi