EDITING SENTENCES
AVOIDING SENTENCE FRAGMENTS AND RUN-ON SENTENCES
The two most common sentence errors students make are fragments and run-ons. In order to
avoid these errors, students need to develop their “Sentence Sense” and understand the
relationship between the structure of a sentence and its meaning. This unit, with its combined
editing focus, is designed to improve editing skills – finding and correcting errors. But it also
develops your ability to read and write complex sentences in English. If you want to improve
your “sentence sense”, Chapter 23 in your textbook, “Cracking the Sentence Code” (5th Ed p.
365-76; 6th Ed p. 325-34), is a good place to start.
WHAT IS A SENTENCE FRAGMENT?
When we write paragraphs and essays, we sometimes write incomplete thoughts that are missing
important parts of a sentence. We need to recognize which words groups are incomplete or
“sentence fragments” and learn how to correct them by adding words or connecting them to
complete sentences. See 5th Ed p. 377-84; 6th Ed p. 334-40).
WHAT IS A RUN-ON SENTENCE?
We also tend to write sentences that include two or more complete thoughts without joining
strategies that clearly show the reader where one thought ends and the next begins. We need to
recognize run-on sentences and their most common form, comma splices (see attached) and learn
the four simple ways to correct them. (See5th Ed p. 385-88; 6th Ed p. 340-43).
If you did not complete COM 084/086 or feel you need more help with these concepts, please
ask your teacher for additional textbook activities, online resources and review sheets.
When you understand how to identify and correct fragments and run-on sentences
separately, you will complete some combined editing worksheets and later write a quiz.
HOW TO PROOFREAD
When you proofread, you check the next-to-final draft of a paper for grammar,
punctuation and other mistakes you may have missed when you were focusing on
content. If you skip this important step, your writing may have careless errors that
leave a bad impression and result in a lower grade.
Here are some tips for effective proofreading, adapted from Essay Essentials (272-3):
 Proofreading should not be rushed, so it is better not to wait to the last minute
(except, of course, when writing exams).
 It is especially hard to see your errors right after you finished writing. Take a
break and do something else before you come back and check over your work.
 Read your paper out loud, or “aloud” in your head” (move your lips if
necessary). This may help you to “hear” when something is wrong.
 Read your paper backwards. It is easier to spot spelling errors or missing words
when you are not caught up in the meaning of the whole sentence
 Read through your paper several times, looking for different types of errors in
each reading. Essay Essentials recommends this sequence:
1st Reading: fragments, run-ons, comma splices (focus on sentence structure)
2nd Reading: verb errors
3rd Reading: capital letters and punctuation
4th Reading: Missing words or missing –s and –ed endings
5th Reading: Spelling mistakes
 Use your dictionary and spell-check to look for misspelled words. Remember,
spell-check misses many errors, especially those involving homonyms.
 Keep a “red flag” list of your own personal recurring errors. See what kind of
errors the teacher found in your draft or your previous papers, and spend extra
time looking for them.
 If possible, have a friend look over your paper. Fresh eyes may see errors you
can’t see. The friend can also check for organization and support.
SENTENCE RECOGNITION A
Identify the following word groups as complete sentences (C) or fragments (F).
Add words to the fragments to make them complete sentences.
1.
Wondering if she had passed the exam.
_____
2.
Thousands of cars on the 401 every day.
_____
3.
Does Fortinos have the best specials?
_____
4.
The snow piled up to the window sill.
_____
5.
The 1A bus stopping at Shopper’s World.
_____
6.
The winner of the Academy Award for Best Actor is.
_____
7.
But would not be able to come until next week.
_____
8.
The assignment taken all day to finish.
_____
9.
When he met her for the first time.
_____
10.
I love you.
_____
11.
Is all it takes to reach the top.
_____
12.
The beautiful young lady with shining eyes.
_____
13.
Did you bring your pencil?
_____
14.
Hurry!
_____
15.
Major League baseball players earning too much money?
_____
16.
If you don’t mind moving to another seat.
_____
17.
Who is the Prime Minister of Canada?
_____
18.
Justin Trudeau.
_____
19.
Once you have learned how to recognize a sentence.
_____
20.
You will be able to think and write better.
_____
/20
WHAT IS A COMMA SPLICE?
By Tina Blue
Quite simply, a comma splice is the attempt to join two independent clauses with a
comma, but without a coordinator.
Let's back up for a moment. First of all, according to the definition most of you learned
in grade school, an independent clause is one that can stand alone as a sentence.
When two independent clauses are next to each other, you have only two choices: you
can either join them, or you can separate them.
(1) To join two independent clauses, you must use a coordinating conjunction.
The coordinating conjunctions are for, and, but, or, nor, yet, and so. You can
remember them by combining their first letters into the word "fanboys."
(2) To separate two independent clauses, you must use some form of end-stop
punctuation. Here are all of your possible choices: the period [.], the exclamation point
[!], the question mark [?], and the semicolon [;]. (Remember, a semicolon is a weak
period, not a strong comma.
What this means is that if you have two independent clauses with nothing between
them but a comma, you have failed either to join them with a coordinator or to separate
them with end-stop punctuation. (You will notice that the comma is not on either of
those two lists.) Thus, you have a comma splice, which is a form of run-on sentence.
Here is an example of a comma splice, followed by several ways of correcting it:
COMMA SPLICE: I got up late this morning, I didn't have time for breakfast.
CORRECTIONS:
I got up late this morning. I didn't have time for breakfast.
or
I got up late this morning; I didn't have time for breakfast.
or
I got up late this morning, so I didn't have time for breakfast.
Notice that, the coordinating conjunction joining the two independent clauses is
preceded by a comma. What causes a comma splice is not the comma between the two
clauses, but rather the absence of the coordinator in the attempt to join the clauses.
A DIFFERENT STRATEGY: If you choose to turn one of the clauses into a
subordinate (dependent) clause, you can use just the comma between the two
clauses:
Because I got up late this morning, I didn't have time for breakfast.
COM 090
Comma Splices Practice
Name: _______________________________________________________
A.
/15
Correct any sentences that are comma splices by adding a conjunction or a semicolon. If a
sentence is correct, write C and leave it alone.
/10
1. Tickets to the show are selling fast, they may all be sold soon.
2. Scientists can’t cure the common cold, medicine may relieve its symptoms.
3. Justine must stay in the hospital, but she is feeling better.
4. The fog lifted, we could see the mountains.
5. The team improved in the second half of the game, they still lost.
6. If it rains, the wedding party will be inside.
7. The lights dimmed, the audience grew quiet.
8. Before the rinse cycle starts, you should add the fabric softener.
9. Cynthia can’t play basketball, she sprained her wrist.
10. The radio station gave away T-shirts, all of us got one.
B.
Identify and correct five comma splices in the following paragraph.
/5
“Typhoid Mary” is the name that was given to a woman who unknowingly spread death throughout New
York City at the turn of the twentieth century. Typhoid is caused by a virus and is highly infectious, it
causes fever, diarrhea, and often death. Mary was a carrier of the disease, but she herself was
unaffected by it. Unfortunately, Mary worked as a cook, so she passed the disease to others through the
food she touched. Mary would take a job as cook to a household. A few weeks later, several members of
the family would become ill, sometimes typhoid would break out over a whole neighbourhood. After
this happened several times, Mary became frightened, death appeared wherever she went, but she did
not understand why or how. Eventually, Mary was tracked down and arrested by public health
authorities. When she promised not to work as a cook again, she was released, she then vanished into
the city. But there were rumours that she continued to work as a cook, whenever typhoid broke out in
the city for years afterward, "Typhoid Mary” was blamed.
COMBINED EDITING EXERCISES 1: Fragments and Run-Ons
Practice the proofreading skill of identifying and correcting common errors in sentence structure:
fragments or run-on sentences (including comma splices). There is one error in each passage. Indicate
the type of error to the left of the passage (Fragments = F and Run-ons = RO). Then correct the error
within the passage. You may need to add words or change punctuation and capitalization.
1. When all the votes had been counted. People were astonished at the
________
result. They couldn’t believe who had actually won the election.
2. Everybody I know spends hours every day on social media, they can’t
________
resist checking every update. I can’t understand the fascination myself.
3. My brother never knows his schedule very far in advance. He often visits
________
us unexpectedly. Telling us only the day before to expect him for dinner.
4. Although the box says this drug is safe over a long period of time. Studies
________
have shown there is a risk of serious side effects. Check with your doctor.
5. Children understand words before they can speak them. Parents should
________
use proper words when talking to their toddlers, this builds their
vocabulary.
6. Applicants should check their OCAS accounts frequently. Then accept as
________
soon as they see an offer posted. They don’t want to miss out on a spot.
7. Because her children had all left home, Maria felt that her life was empty,
________
she had lost her purpose. She decided to train for a new career too.
8. Ahmed and Fatima immigrated to Canada ten years ago. They had one
________
main goal. To give their children a better future.
9. After he noticed there was a major traffic jam on the 401, Henry turned
________
off onto a side street then he took a different road home.
10. During her diet, Alex found it hard to wait for mealtimes. She kept a
________
Identification
packet of vegetables with her. To eat whenever she felt hungry.
/10 + Correction
/10 =
/20 X 5 =
%
COMBINED EDITING EXERCISES 2: Fragments and Run-Ons
Practice the proofreading skill of identifying and correcting common errors in sentence structure:
fragments or run-on sentences (including comma splices). There is one error in each passage. Indicate
the type of error to the left of the passage (Fragments = F and Run-ons = RO). Then correct the error
within the passage. You may need to add words or change punctuation and capitalization.
1. The view from the deck was beautiful as the sun rose and cast golden
________
shadows. Sea birds flew above us, others skimmed the surface of the sea.
2. Although the bed looked lumpy. I flopped on it gratefully, totally
________
exhausted. I felt as if I needed about ten hours’ sleep. .
3. We were excited when my partner got a promotion. We decided to save
________
first for a new car. And then start to set aside savings for a house. .
4. While the class was waiting for the test to begin. The teacher passed out
________
the papers face down. When everyone had one, she let them start.
5. The Harry Potter books are very popular. They describe a fantasy world
________
full of magic the characters also experience realistic teenage problems.
6. Jaz had planned to finish his assignment before leaving for school.
________
Running out of time. He decided to write the final paragraph on the bus.
7. Nobody knows who the person was. Who got into the office and stole
________
some expensive equipment. Now we all have to keep everything locked
up.
8. Some players looked at the sky anxiously, some held out their hands,
________
palm up. If it rained, the championship game would have to be
postponed.
9. Coming to Canada with my family. I had many hopes and fears. Although
________
not all the hopes have been realized, I know there is nothing to fear
either.
10. Residents of Toronto who want better transit are frustrated by the
________
Identification
politicians who play endless games. Meanwhile, nothing being done.
/10 + Correction
/10 =
/20 X 5 =
%
COMBINED MASTERY TEST
FRAGMENTS AND RUN-ONS
Name: ___________________________________________
/10
Choose the best answer to continue the following sentences or parts of sentences.
1. My first date with Elaine was a disaster
a) disaster. I decided to take her to an Italian restaurant
b) disaster I decided to take her to an Italian restaurant
c) disaster, I decided to take her to an Italian restaurant
2. It was an Italian place
a) place. That my friends had told me about.
b) place that my friends had told me about.
c) place; that my friends had told me about.
3. I looked over the menu
a) menu. And realized that I could not pronounce the names of the dishes, such as “fetuccini
Alfredo.”
b) menu and realized that I could not pronounce the names of the dishes. Such as “fetuccini
Alfredo.”
c) menu and realized that I could not pronounce the names of the dishes, such as “fetuccini
Alfredo.”
4. When the waiter came to our table
a) table, he asked me if I wanted to order some wine.
b) table. He asked me if I wanted to order some wine.
c) table, he asked me. If I wanted to order some wine.
5. I ordered a bottle of Baby Duck
a) Baby Duck, this was the only wine that I had heard of and could pronounce.
b) Baby Duck; this was the only wine that I had heard of and could pronounce.
c) Baby Duck. The only wine that I had heard of and could pronounce.
6. The waiter brought the wine
a) wine. He poured it into the glass, then he waited.
b) wine, he poured it into the glass, he waited..
c) wine. He poured it into the glass and waited.
7. I said, “You don’t have to stand there…”
a) “…there. We can pour the wine ourselves.”
b) “…there, we can pour the wine ourselves.”
c) “…there we can pour the wine ourselves.”
8. After the waiter put down the wine bottle
a) wine bottle and left. Donna told me that I was supposed to taste the wine.
b) wine bottle and left, Donna told me. That I was supposed to taste the wine.
c) wine bottle and left, Donna told me that I was supposed to taste the wine.
9. Feeling like a complete fool, I managed
a) I managed. To get through the dinner; however, I felt terrible.
b) I managed to get through the dinner; however, I felt terrible.
c) I managed to get through the dinner, however, I felt terrible.
10. For weeks afterward, I felt like jumping
a) jumping. Out of a tenth storey window, and I never went back to that restaurant.
b) jumping out of a tenth storey window, I never went back to that restaurant.
c) jumping out of a tenth storey window, and I never went back to that restaurant.