Sentence structure sentence Fragments

This guide is not meant to be complete, but rather to provide assistance with those errors appearing most commonly in student work.

1. SENTENCE STRUCTURE

   1. Sentence Fragments

A sentence fragment is a group of words that’s missing either a subject, verb or both, or that expresses an incomplete thought.
Fragment: Seems fine to me. (The subject is missing.)

Complete sentence: Your plan seems fine to me.
Fragment: Next to my desk. (Both the subject and verb are missing.)

Complete sentence: The file is next to my desk.
Fragment: The teacher and her students. (The verb is missing and the thought isn’t complete.)

Complete sentence: The teacher and her students left for lunch.

2. Run-On Sentences

A run-on sentence occurs when two sentences are joined without a conjunction or proper punctuation.
Run-On: Nobody was listening to the teacher everyone was talking.

Corrected Form: Nobody was listening to the teacher. Everyone was talking.

Corrected Form: Nobody was listening to the teacher because everyone was talking.

Corrected Form: Nobody was listening to the teacher; everyone was talking.

3. Comma Splice

A comma slice occurs when two sentences are joined with a comma instead of a semicolon.
Comma-splice: I never saw her use negative reinforcement, it was all positive.

Corrected Form: I never saw her use negative reinforcement; it was all positive.

Corrected Form: I never saw her use negative reinforcement. It was all positive.

2. PUNCTUATION

   1. Comma

Commas are used to show a pause or change in thought so words and ideas don’t run together making writing difficult to understand.
Use a comma between words in a list. Lesson materials included drawing paper, markers and rulers.
Use a comma between clauses in a list. Use the computer lab for supporting creative writing, accessing online reference materials, or playing educational games.
Use a comma to set off spoken words: “That’s a good book,” said Jim. Or: Jim said, “That’s a good book.”

NOTE: When simply reporting speech rather than quoting it directly, no comma or quotation marks are used. Example: Jim said that’s a good book.
Use a comma to set off interruptions: Maintain class control using the least disruptive technique possible. You can, for example, make eye contact with a student or stand near them. I acknowledge, however, sometimes more is needed. But less intrusive methods, as we all know, are more desirable.
Use a comma to set off an interjection: Wow, that’s fantastic. Yes, I always enjoyed that. No kidding, you like that? Now, let’s get started.
Use a comma to set off a noun of direct address: Sally, please come here. Or, Please come here, Sally.
Use a comma to set of explanatory phrases: Behaviorism, the theory of learning made famous by Skinner, underlies much instructional design.
Use a comma to set of an appositive: (An appositive identifies or renames a noun. A one-word appositive needn’t include a comma.)

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  Appositive phrase: Positive reinforcement, providing praise or other rewards, is a vital part of an effective classroom management plan.
  
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  One-word appositive: The reinforcer candy may upset parents concerned about nutrition.
  

A comma may be used between two independent clauses joined by a conjunction: There are many ways to use technology in schools, but some support higher level thinking better than others.
Use a comma to separate clauses and phrases:

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  Modifying clause: In the not too distant future, most reference materials will reside on CD’s or DVD’s rather than being paper based.
  

NOTE: No comma is needed after a short phrase: In time students will become familiar with using online resources.

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  Adverb clause: After bringing up the image on the computer screen, students can print the pictures they want.
  

Use a comma to separate adjectives which equally modify a noun:

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  Equally modifying adjectives: The happy, smiling students looked my way.
  

NOTE: Adjectives which unequally modify a noun are not separated by a comma. For example, no comma is used in this sentence: The angry sixth-grade student was sent to the principal’s office. To decide if adjectives modify equally you can try reversing their order; if the sentence still makes sense, the adjectives modify equally. For example, it makes sense to say, “The smiling, happy students looked my way,” but it doesn’t make sense to say, “The six-grade angry student was sent to the principal’s office. Another trick is to try saying the word and between the adjectives. If the sentence makes sense the adjectives modify equally and a comma should be used.

2. Colon

Colons are used to introduce lists or emphasize a point.
Use a colon to introduce a list: Please have the following when you come to class: a notebook, pen or pencil, scissors and a ruler.
Use a colon to emphasize a point: When establishing a classroom management plan always remember one thing: be consistent.

3. Semicolon

Semicolons are a combination of a period and a comma and sometimes are used to replace either one.
Use a semicolon to join two independent clauses: The class really enjoyed the lesson; everyone was paying attention.

4. Quotation Marks

Quotation marks are used to set off the exact words someone says. NOTE: Periods and commas are always placed inside quotation marks.
“Stop,” said the crossing guard.

The crossing guard said, “Stop.”

“Stop!” yelled the crossing guard.

“Can’t you see that car?” asked the crossing guard.

“Can you tell me,” asked the crossing guard, “what the rules are?”

5. Apostrophes

Apostrophes are used to show possession and to form plurals.
Use an apostrophe before the s to form a singular possessive: Sally’s notebook is red.

NOTE: When a singular noun ends with an s or z sound, form the possessive either by adding ‘s or just an apostrophe, as in “Memphis’ population” or, “Memphis’s population.” However, if the word is one syllable, the possessive is usually formed by adding ‘s, as in “boss’s office.”
Use an apostrophe after the s to form a plural possessive: All the students’ tests were graded.

NOTE: When a plural nouns ends in an s sound, form the possessive by adding just an apostrophe, as in “Mrs. Jones’ classroom.”
Use an apostrophe to form plurals: All those students earned A’s.

6. Ellipsis

An ellipsis (three periods) is used to indicate a pause in dialogue or show that one or more words have been left out of a quotation.
To Show a Pause: “I think the answer is…well, I really don’t know.”
To Show Words Left Out: “The students scores…increased by one standard deviation.” The original quote was, “The students scores were a focus of their teacher’s instruction during the entire semester and as a result, increased by one standard deviation.”

NOTE: If the left out words occur at the end of the sentence, include a period followed by three dots.

3. Punctuating Titles

   1. Italicize the following: the titles of books, plays, book-length poems, magazines, radio and television programs, movies (videos), record albums (cassettes, CD's), pamphlets, manuals, the names of ships and aircraft, and newspapers.

2. Place quotation marks around the following: titles of songs, poems, short stories, lectures, courses, episodes of radio or television programs, one-act plays, short films, chapters of books, and articles found in magazines, newspapers or encyclopedias.

4. Use the Right Word

   1. It’s / Its: It’s is the contraction for it is, while its is used to show possession.

2. Less / Fewer: Use fewer to describe nouns that can be counted, and less to describe non-count nouns. NOTE: to differentiate between count and non-count nouns, try placing a number in front of it. For example, you can say one coin, so coin is a count noun, but you can’t say one money, so money is not.

The morning kindergarten has fewer students, crayons, and chairs than the afternoon kindergarten does.

The cafeteria workers give primary grade kids less food.
NOTE: Some nouns can be both count and non-count depending on usage. For example, “I have fewer chickens than you, but I ate less chicken last night for dinner.”
Amount / Number: The words amount and number follow the same rules as less and fewer, with number used with count nouns and amount used with non-count nouns.
Much / Many: the words much and many follow the same rules with many used with count nouns and much used with non--count nouns.

3. Myself: Myself is a reflexive pronoun.

Correct: I hurt myself.
Incorrect: Fred, Steve and myself were hurt. NOTE: A good way to check to see if myself is correct is to remove the other names – you wouldn’t say “Myself was hurt,” you’d say, “I was hurt.” So this sentence should read, “Fred, Steve and I were hurt.”
Incorrect: She’s been a good friend to Steve and myself. NOTE: Again, try removing the other name – you’d say, “She’s been a good friend to me,” so this sentence should read, “She’s been a good friend to Steve and me.”