TEACHING AND ASSESSMENT OF THE GRAMMAR

MODULE 10-E (3 hrs)

COMMUNICATIVE LANGUAGE COMPETENCE

THREE COMMON ERRORS: FRAGMENTS, COMMA SPLICES, AND RUN-ON SENTENCES

Introduction

The erroneous use of punctuations can result in ambiguity or miscommunication. The use of correct
punctuation will enable you to communicate effectively. There are three common errors made in
composition writing and this module will discuss these errors and the ways to correct them.

Objective: This module will enable you to:

1. Identify the three common errors in grammar and how to correct them, namely:
a. Fragments
b. Comma splices and
c. Run-on sentences.
2. Perform exercises correcting errors in fragments, comma splices and run-on
sentences.

Reference: Barnet, Sylvan and Stubbs, Marcia. ( ). Barnet & Stubbs’s Practical Guide to Writing with
Additional Readings, 5 th Edition.

Anticipatory Set

Review your module 8, particularly that which discusses punctuation. In the lesson in this module, you
will see how the incorrect use of punctuation can muddle up your sentences.

Lesson Proper

A. Fragments and How to Correct Them

A fragment is a part of a sentence set off as if it were a complete sentence: Because I didn’t care. Being
an accident, Later in the week. For several reasons. My older sister. Fragments are common in speech,
but they are used sparingly in writing. A fragment used carelessly in writing often looks like an
afterthought – usually because it was an afterthought, that it, an explanation or other addition that
really belongs to the previous sentence. With appropriate punctuation (and sometimes with no
punctuation at all) a fragment can usually be connected to the previous sentence.

Here are examples of incorrect use of fragments and the corrections:

1. Incorrect
Many nineteenth-century horror stories have been made into films. Such as Dracula and
Frankenstein.
Correct
Many nineteenth-century horror stories have been made into films, such as Dracula and
Frankenstein.
 2. Incorrect
Many schools are putting renewed emphasis on writing. Because SAT scores have declined
for ten years.
Correct
Many schools are putting renewed emphasis on writing because SAT scores have declined
for ten years.

3. Incorrect
He practiced doing card tricks. In order to fool his friends.
Correct
He practiced doing card tricks in order to fool his friends.

4. Incorrect
She wore only rope sandals. Being a strict vegetarian.
Correct
Being a strict vegetarian, she wore only rope sandals.
She wore only rope sandals because she was a strict vegetarian.

5. Incorrect
A fragment often looks like an afterthought. Perhaps because it was an afterthought.
Correct
A fragment often looks like an afterthought – perhaps because it was an afterthought.

6. Incorrect
He hoped to get credit for two summer courses. Batik and Hang-Gliding.
Correct
He hoped to get credit for two summer courses: Batik and Hang-Gliding.

Notice in the examples above that, depending upon the relationship between the two parts, the
fragment and the preceding statement can be joined by a comma, a dash, a colon, or by no
punctuation at all.

Notice also that unintentional fragments often follow subordinating conjunctions, such as because
and although. Subordinating conjunctions introduce a subordinate (dependent) clause; such a clause
cannot stand as a sentence. Here is a list of commonest subordinating conjunctions.
after although because before if provided since
though unless until when where whereas while

B. COMMA SPLICES AND RUN-ON SENTENCES, AND HOW TO CORRECT THEM

An error known as a comma splice or comma fault results when a comma is mistakenly placed between
two independent clauses that are not joined by a coordinating conjunction: and, or, nor, but, for, yet,
so. If the comma is omitted, the error is called a run-on sentence.
Examples of the two errors:

Comma splice or comma fault:

In the second picture the man leans on the woman’s body, he is obviously in pain.
Run-on sentence:
In the second picture the man leans on the woman’s body he is obviously in pain.

Run-on sentences and comma splices may be corrected in five principal ways.

1. Use a period. Write two sentences.

In the second picture the man leans on the woman’s body. He is obviously in pain.
2. Use semicolon
In the second picture the man leans on the woman’s body; he is obviously in pain.
3. Use a comma and a coordinating conjunction (and, or, but, for, yet, so).
In the second picture the man leans on the woman’s body, and he is obviously in pain.
4. Make one of the clauses dependent (subordinate). Use a subordinating conjunction such as
after, although, because, before, if, since, though, unless, until, when, where, while.
In the second picture the man leans on the woman’s body because he is in pain.
5. Reduce one of the independent clauses to a phrase, or even a single word.
In the second picture the man, obviously in pain, leans on the woman’s body.

Run-on sentences and comma splices are especially common in sentences containing transitional words
or phrases such as the following:

also for example however nevertheless

besides furthermore indeed therefore
consequently hence in fact whereas

When these words join independent clauses, the clauses cannot be linked by a comma.

Take this as an example:

Incorrect:
She argued from faulty premises, however the conclusions happened to be correct.

Here are five correct revisions, following the five rules just given.

1. She argued from faulty premises. The conclusions, however, happened to be correct.
(Two sentences)
2. She argued from faulty premises; the conclusions, however, happened to be correct.
(Semicolon)
3. She argued from faulty premises, but the conclusions, however, happened to be correct.
(Coordinating conjunction)
4. Although she argued from faulty premises, but the conclusions, however, happened to be
correct.
(Subordinating conjunction)
5. She argued from faulty premises to correct conclusions.
(Reduction of an independent clause to a phrase)
 EXERCISE 10-E

I. Correct the following sentence fragments. You may join fragments to independent
clauses, or you may recast them as complete sentences.

1. He left the sentence fragments in the final version of his essay. Instead of trying to fix them.
___________________________________________________________________________
2. Her boyfriend left the country. Although their wedding day was already set.
___________________________________________________________________________
3. The town mayor argues that closing the school will be a costly mistake. That action will be
disadvantageous to the residents of the town.
__________________________________________________________________________
__________________________________________________________________________
4. He made correction s on the final copy of his essay by hand. Being unwilling to retype the
whole paper.
__________________________________________________________________________
__________________________________________________________________________
5. She spent three hours waiting in line in the rain to buy tickets to his concert. She is an avid
Bamboo fan.
__________________________________________________________________________
__________________________________________________________________________

II. Determine which of the following sentences are run-ons and which contain comma splices.
Label them accordingly and correct them appropriately – using any of the five methods given in the
module. An example is done for you.

Example:

‘Wuthering Heights’ is one of her favorite books, she’s reading it now for the fifth time.
Comma splice - ‘Wuthering Heights’ is one of her favorite books. She’s reading it now
for the fifth time. (Two sentences)
1. The husband is not pleased, in fact, he is embarrassed.
____________________ - ______________________________________________________
( )
2. Ambiguously punctuated sentences are usually confusing often they are humorous.
____________________ - _______________________________________________________
( )
3. It’s nearly dinner time I must see to laying the table.
____________________ - ______________________________________________________
( )
4. If you can see the day through with your aunt without losing your temper I’ll believe you.
____________________ - ______________________________________________________
( )
5. She needs a rest she is too exhausted to work a second shift.
____________________ - ______________________________________________________
 III. Correct the following sentences, inserting the necessary colons (:) and semicolons (;).

1. I signed up for four courses this semester English plus, geology, calculus, and composition.
2. “Every dark cloud had a silver lining” I’ve found that the cliché doesn’t always hold true.
3. The semicolon is tricky it can be effective, but it is often misused.
4. I finished my final papers three weeks early consequently, I had nothing to do while everypne
else was working.
5. Dinner was a disaster he broiled fish, which he burned he steamed broccoli, which came out
soggy and he baked a souffle, which fell.

IV. Place commas correctly in the following sentences.

1. While she was cooking the cat jumped onto the refrigerator.
2. Geometry is a prerequisite for trigonometry and calculus is a prerequisite for physics.
3. “Don’t write sentence fragments” the instructor said they are unacceptable.
4. Final exams they thought were a waste of time.
5. Although he’s aware of the dangers of smoking it seems impossible for her to quit.

V. Correct the following sentences, adding apostrophes where needed.

1. Its easy to learn to use apostrophes.

2. The boys books are on their shelves, under their beds, and in their closets.
3. There are three copies of Barnet and Stubbs Practical Guide to Writing in the professors office.
4. My copys falling apart.
5. In the 1940s ones pesos went farther.

VI. In the following sentences, decide what punctuation is needed, and then add it. If the sentence
is correctly punctuated, place a check mark to the left of it.
1. Around his neck is a scarf knotted in in front and covering his head is a wide brimmed hat.
2. Boys on the whole do not keep diaries.
3. Character like a photograph develops in darkness.
4. In a grief reaction especially when the person has suffered a loss crying comes easily and
produces a healthy release from pent up emotion.
5. There is no God but Allah and Mohammed is His prophet.
 Southern Luzon Technological College Foundation Pio Duran, Inc.
Pio Duran, Albay

FINAL EXAMINATION
TEACHING AND ASSESSMENT OF THE GRAMMAR

A. GRAMMAR

Directions: Each of the sentences under each section (Nouns, Verbs, Adjectives, Adverbs) has
form errors. Follow the directions given in each section. The first one in each section is
done for you.

A.1. Errors in Noun Forms

 Underline all the nouns

 Circle and correct the errors in word forms.
 Make notes to explain your corrections.

1. Conversational style has been the focus of Deborah Tannen’s researches

research = noncount noun, no plural.
2. I have read three of Tannen’s article.

3. She always gives some informations about how problems in conversation can be avoided.

4. It is my believe that the differences she writes about are often cross-cultural, not just American.

5. I have seen these differences results in many bad feeling between peoples. (2 errors)

6. When you are trying hard to communicate successfully, sometimes the greater expectation you
have, the greater disappointed you have.

7. The feeling of sad may last for a long time.

A.2. Errors in Verb Forms

 Underline all the verbs.

 Circle and correct the errors in word form.
 Make notes to explain your corrections

8. Being too direct can causes misunderstanding.

Modal + simple form
9. My cousin was very upset when his girlfriend told him she had decide not to see him anymore.

10. He said he still wanted to going out with her even through she hurted him. (2 errors)
 11. He was use to being with her every weekend.

12. Her directness made him felt sad.

13. In my opinion, they should break up: he has chose the wrong girlfriend.

14. He think that he won’t find another girlfriend as great as she is, but I’m sure he can success in
finding one. (2 errors)

A.3. Errors in Adjective Forms

 Underline all the adjectives.

 Circle and correct the errors in word forms.
 Make notes to explain your corrections.

15. If a speaker prefers directness, the listener might feel confusing if he or she prefers indirectness.
- ed described the person (“listener”) who feels the emotion.

16. We all want to avoid misunderstandings in our everydays lives.

17. Having cross-cultural problems is very frustrated for all of us.

18. Increasing communication by e-mail and voice mail can lead to problems because we may lose
our origin way of communicating with others.

19. Building good communication skills requires one to be patience.

20. Being open-mind also helps with good communication.

A.4. Errors in Adverb Forms

 Underline all the adverbs

 Circle and correct the errors in word forms.
 Make notes to explain your corrections.

21. In one case, I felt that I could not talk very comforted.
needs adverb (comfortably) to describe the verb “talk.”

22. This might have happened because we don’t oftenly talk about our personal problems.

23. However, we usually talk very honest about school and our parents.

24. Also, some time we discuss our plans for the future.

25. When we talk about the future, we can speak very direct and open.

A.5. Instruction: This will test your command of the use of adjectives and adverbs. Read the paragraph
 below and do the items

When I feel nervous, I unconsciously bite my thumb nail. I can’t remember when this (1) BAD
habit started. This (2) BAD habit made my thumb nail look BADLY misshapen. A well-meaning friend
wanted me to get rid of this (3) BAD habit, so one day, she unobtrusively caught me on video using her
gadget, then showed the video to me. I felt (4) BAD watching it. The practice looks (4) BAD so I promised
myself, I would get rid of it. I wrapped my right thumb with a band aid so that when I feel nervy and
attempt to bring my (5) BADLY jugged thumb nail to my mouth, I get reminded of how (5) BADLY I
looked biting my nail. It worked. But it took me months and boxes full of band aids to finally do away
with this (6) BAD habit.

BOX A

annoying awkward awkwardly destructive disagreeable disturbed

disturbing embarrassed embarrassingly nasty pernicious objectionable
repulsive ugly unpleasant unpleasantly

1. Select from the descriptive words in BOX A the appropriate adjective of adverb to use in lieu
of the words BAD and BADLY. Write your answer in the blanks that follow:
(1) _____________________ (2) ______________________ (3) ______________________
(4) _____________________ (5) ______________________ (6) ______________________

2. Read orally the paragraph changing the uppercase words BAD and BADLY with your
answers.

3. Rewrite the paragraph above and change the word BAD / BADLY to an appropriate adjective
or ADVERB. Please write legibly with correct capitalization and punctuation. The accuracy,
correctness and neatness of the paragraph will earn you a maximum of 4 points.
A.6. Instruction: This time, you will supply an adjective in lieu of the word BEAUTIFUL. This will test your
fluency. REWRITE the paragraph substituting the word BEAUTIFUL with an
appropriate one. You may consult your dictionary or thesaurus.

I have a (1) BEAUTIFUL house on a hill. From the third floor which I occupy by myself I enjoy
the (2) BEAUTIFUL views. Looking down from my veranda I see a (3) BEAUTIFUL river. Every
afternoon, young and old flock to the river to fish using their bamboo fishing hooks. I enjoy
listening to their (4) BEAUTIFUL laughter. Across the river is the national road going to Legazpi
City center. The (5) BEAUTIFUL road is fenced off by (6) BEAUTIFUL hedges because vehicles
could fall into the river. At dawn the road is covered by (7) BEAUTIFUL mist. It is so (8)
BEAUTIFUL to look at. My sitting room opens to a (9) BEAUTIFUL veranda facing West where I
usually watch the (10) BEAUTIFUL twilight. From my window facing the South, I enjoy watching
the cattle graze on a (11) BEAUTIFUL grazing ground. I frequently see early and late afternoon
the (12) BEAUTIFUL herons perched on the carabaos’ back. What I love most is listening to the
(13) BEAUTIFUL chirping of the birds which wakes me up early in the morning. From my
bedroom window facing the North, I can watch the (14) BEAUTIFUL Mount Mayon. As I enjoy the
(15) BEAUTIFUL scenery I say to myself how BEAUTIFUL God’s creations are!.

__________________________________________________________________________________
A.7. Instruction: Many prepositions appear in the form of phrasal verbs.

A phrasal verb combines is a combination of a verb with an adverb or preposition to

give a new meaning that cannot be worked out from the individual parts, e.g. break
down or see to.

A.7.(1). Phrasal Verbs – Stand: Complete the sentences with one of the following prepositions –
around, by (2). For (2), in for, out, over, up for, up to.

1. The teacher of the subject was ill so I had to stand _____ _____ him.
2. I stood _____ in Balagtas Street for five minutes, looking for the Small Talk Café.
3. The Sunday walks we took with Mrs. Cordova still stand ____ in my memory.
4. If you’re not prepared to stand ____ ____ yourself, how can we help you?
5. The letters UNO stand ____ the United Nations Organization.
6. I can’t bear my boss standing _____ me while I am working.
7. My leg is better but I don’t think it would stand ______ a lot of exercise.
8. I will stand ____ the agreement.
9. Do you expect me to stand _____ when I see a friend of mine being attacked?
10. I won’t stand _____ any more insults.

A.7. (2). Phrasal Verbs – Get: Complete the sentences with one of the following prepositions –
away, away with, down, on(3), on with, out of, over, up.

11. I asked Johnny’s teacher how he was getting _____ at school.

12. I get ______ at seven o’clock every morning.
13. Don’t sit there doing nothing. Get _____ your work.
14. She was upset when she heard the news but now she has got _____ it.
15. She had a bad temper when she was a little girl so we didn’t get _____ very well.
16 This terrible weather is getting me _____.
17. I ran after the thief but unfortunately he got _____.
18. He kept asking me to go out with him. In the end, it got _____ my nerves.
19. You said that you would help me with the washing up. Don’t try to get ____ it.
20. I’m not going to punish you now, but next time I won’t let you get ___ with it.

A.7. (3). Phrasal Verbs – Get: Complete the sentences with one of the following prepositions –
Off, on (2), out, through

21. The police officer is carrying ____ an investigation into a burglary.

22. Carry ____ with your work.
23. He carried ____ as if he were the boss.
24. The actor forget his lines but carried it _____ so well that no one noticed.
25. He carried the project ___ in spite of the difficulties.
 B. COMPOSITION

Instruction: For 10 points, write descriptions of any one of the following in not fewer than 200
words:
1. An important person in Pio Duran
2. An important tourist spot in Pio Duran
3. An important building or monument in Pio Duran