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ROSA FORT HIGH AFJROTC
GRAMMAR PROGRAMMED TEXT
Lesson 3:
Complete/Incomplete Sentences
INTRODUCTION
You can maximize your learning from this programmed text by following a few simple steps.
First, take a quick scan over the layout of the document. You’ll notice that this lesson is divided
into individual sections starting with a Reading Assignment, followed by a few Review
Questions, and concluded with Answers to Review Questions in the back. Once you are
familiar with the layout, complete the reading assignment and then answer the corresponding
questions (using pen or pencil) to the best of your ability (choose the correct response, complete
the sentence, fill in the blank, etc.). Check your work after answering all the questions. If you
find that you’ve made a mistake, make the appropriate correction and try to determine the reason
for your error before continuing with the lesson. If you do not understand the basis for the
correct response to a particular question, consult your flight instructor during normal duty hours.
Once complete, turn in this programmed text to your flight instructor to certify completion.
READING ASSIGNMENT
Complete/Incomplete Sentences
A sentence is a group of words that contains at least one subject and at least one verb and that
always expresses a complete thought. A logical relationship exists between the subject and verb.
A complete sentence is also referred to as a main (or independent) clause. Each of the offerings
below constitutes a complete sentence. Each has an identifiable subject and a verb in agreement.
Each one flows smoothly, can stand alone, and makes sense when read.


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The rain falls.
The canary sings.
John screams.
Do kittens purr?
Of course, there are exceptions, such as in the case where a single word (such as “Wait!”)
constitutes a complete sentence (where the subject you is implied).
An incomplete sentence, on the other hand, is essentially a group of words that lack either a
subject or a verb, and depends upon the rest of the sentence for its complete meaning. These
words may deceptively appear to be a complete sentence; they may even begin with a capital
letter and end with a period. Incomplete sentences are commonly referred to as sentence
fragments. A sentence fragment leaves the reader with an unfinished thought (no sense of
closure) and it usually makes reference to the complete sentence immediately preceding it or
following it.
The four most common types of sentence fragments are: the participial phrase, the prepositional
phrase containing a gerund, the appositive phrase, and the absolute phrase. The following
examples show how different types of sentence fragments (underlined) can be properly
combined with full sentences:
1. A participle is a verb that has taken a present-tense form (usually by adding –ing) or a pasttense form (usually be adding –ed). Both present and past participles function as adjectives
to modify nouns and pronouns. A complete sentence and a participial phrase can be
combined as follows:
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
Incorrect: The Boy Scouts who built the wall around the fort found the work trying.
Having had no experience in masonry.
Correct: Having had no experience in masonry, the Boy Scouts who built the wall
around the fort found the work trying.
2. A preposition connects a noun or pronoun to another word in the sentence (i.e. on, above, at,
beyond, for, under, etc.) A gerund is a verb that has been transformed into a noun by the
addition of the –ing ending. A complete sentence and a prepositional phrase containing a
gerund can be combined as follows:
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
Incorrect: Pete receives a letter of appreciation every year. For maintaining perfect
attendance and spending many hours of overtime at work.
Correct: Pete receives a letter of appreciation every year for maintaining perfect
attendance and spending many hours of overtime at work.
3. An appositive is a word or phrase that renames another nearby noun (usually the noun just
before the appositive). A complete sentence and an appositive phrase can be combined as
follows:


Incorrect: As an adult, Dr. Peters recalled the year he received a microscope. The
birthday gift that exposed him to the study of medical science.
Correct: As an adult, Dr. Peters recalled the year he received a microscope, the
birthday gift that exposed him to the study of medical science.
4. Absolute phrases have no specific grammatical connection to a noun, verb, or any other word
in the sentence, but they modify the entire sentence by adding information or by providing
clarification. An absolute phrase and a complete sentence can be combined as follows:


Incorrect: The game finished and the spectators gone. The team readied itself for the
next game.
Correct: The game finished and the spectators gone, the team readied itself for the next
game.
In each of the above instances, the sentence fragments could also have been corrected by
changing the phrase into a full sentence by ensuring the presence of both a subject and a verb.
For example, the phrase and the sentence in item #1 above could be rewritten as follows:

The Boy Scouts who built the wall around the fort found the work trying. They had no
experience in masonry.
An incomplete sentence can also occur when a comma is used to separate two independent
clauses but the coordinating conjunction (i.e. and, but, or, etc.) has been omitted. This is referred
to as a comma splice, comma fault or comma blunder. There are several ways to correct a
comma splice, depending on the relationship between the ideas in the two independent clauses.
5. If the ideas are closely related and can form a unit, the comma may be replaced by a
semicolon:
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
Incorrect: Many supporters called in person to congratulate the President, others sent
him letters.
Correct: Many supporters called in person to congratulate the President; others sent
him letters.
6. If the ideas are not sufficiently related to form a unit, the comma should be replaced by a
period:


Incorrect: Nina hoped that the hotel room was quiet, she wanted to prepare for her
upcoming presentation.
Correct: Nina hoped that the hotel room was quiet. She wanted to prepare for her
upcoming presentation.
7. If the ideas are closely related enough to form a single unit and if the second clause illustrates
or provides specific meaning for the first clause, the comma may be replaced by a colon:


Incorrect: John and Bill love athletics, they are both majoring in sport science.
Correct: John and Bill love athletics: they are both majoring in sport science.
8. If the first clause asks a question and the second clause answers it, the comma should be
replaced by a question mark:
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
Incorrect: Why do people mistreat animals when they are stressed-out, they are using
them as scapegoats.
Correct: Why do people mistreat animals when they are stressed-out? They are using
them as scapegoats.
9. If a coordinating conjunction can clarify the relationship into a unit, the conjunction should
be added:


Incorrect: My telephone is my worst enemy, it is also my best friend.
Correct: My telephone is my worst enemy, but it is also my best friend.
10. If the comma splice occurs before a conjunctive adverb (i.e. therefore, furthermore, although,
etc.), the comma should be replaced by a semicolon:


Incorrect: She knew Chinese from working with the Chinese delegation at the UN,
furthermore, she had once lived in Shanghai.
Correct: She knew Chinese from working with the Chinese delegation at the UN;
furthermore, she had once lived in Shanghai.
11. If the idea of one clause clearly depends on that of the other clause, proper subordination
should be used by placing a subordinating conjunction (i.e. although, because, if, whenever,
etc.) in the appropriate place:


Incorrect: The baby boy watches his reflection in the mirror, he appears puzzled.
Correct: The baby boy appears puzzled whenever he watches his reflection in the
mirror.
12. If a modifying phrase appears between the main clauses, punctuation should be supplied to
show to which clause the phrase belongs:
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

Incorrect: He feels that the present system is archaic, ever since last year, he has been
lobbying for change.
Correct: He feels that the present system is archaic; ever since last year, he has been
lobbying for change.
Correct: He has felt that the present system is archaic ever since last year; he has been
lobbying for change.
Sentences are also incomplete when they omit one or more words needed for clarity. It is
important to mention here that computerized grammar or style checks may not pick up many of
the incomplete sentences which will follow. It’s imperative, therefore, that proper proofreading
be practiced to ensure all sentences are complete.
In everyday speech, as well as in writing, we commonly omit words not necessary for meaning.
Such omissions are acceptable when the omitted words are common to all parts of a compound
construction. When the parts differ in either grammar or idiom, all words must be included in all
parts of the sentence.

Some trains will operate on diesel fuel and others (will operate) on electricity. The
phrase in brackets can be omitted, since it does not alter the meaning.

Some old refrigerators use excessive kilowatt hours; our new refrigerator uses few.
(Since there are plural and singular subjects, the plural and singular form of the verb use
must appear. Otherwise, the verb would only need to be mentioned once.)

Ted believes in and petitions for world peace. (Idiom requires different prepositions for
the two different verbs.)
All comparisons should be complete and logical. That is, they should state what is being
compared, ensure clarity, compare items that are comparable, and make proper use of the words
any or any other.
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
Fuzzy: Policemen care about society more than criminals.
Clear: Policemen care about society more than criminals do.
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Illogical: The cost of a gasoline-powered car is greater than an electric car. (Illogical
comparison between a cost and a car.)
Logical: The cost of a gasoline-powered car is greater than that of an electric car.
Illogical: Montgomery is hotter than any city in Alabama. (Since Montgomery is itself a
city in Alabama, are we saying that Montgomery is hotter than itself?)
Logical: Montgomery is hotter than any other city in Alabama.
Fuzzy -- Brand “Z” is much stronger, but Brand “Y” gets clothes whiter. (Stronger and
whiter than what?)
Clear: Although Brand “Z” is much stronger than Brand “Y”, Brand “Y” gets clothes
whiter.
All prepositions, articles, and other essential words need to be included in a sentence.




Incomplete: Regular payroll deductions are a type painless savings. You hardly notice
missing amounts, and after period of years the contributions can add a large total.
Complete: Regular payroll deductions are a type of painless savings. You hardly notice
the missing amounts, and after a period of years the contributions can add up to a large
total.
Incomplete: The personnel director expects many employees will benefit from the plan.
(Many employees seems to be the object of expects.)
Complete: The personnel director expects that many employees will benefit from the plan.
There are occasions when a sentence fragment can be stylistically effective and simply state
exactly what you want. As long as you are in control of the situation, this is permissible. But the
freedom to exercise this type of stylistic license is usually very limited in Air Force
correspondence. If in doubt, ask your instructor. Whereas the following examples are generally
acceptable, consult your flight instructor if you have any questions.
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Good news?
Promote!
Right.
This concludes the reading assignment portion of the PT on complete/incomplete sentences.
Now that you’ve had an opportunity to review this material on proper sentence structure, it’s
time for you to take it to the next level! The following series of questions will reveal whether
you have achieved the desired level of expertise with complete/incomplete sentences or if you
need further study in this area. As explained in the introduction, the correct answer and rationale
for each question is located at the back for your ready reference. Consult the answer bank only
after you have completed all questions. If you miss a question, read the provided rationale and
go back over the corresponding section of the reading assignment if necessary. Do your best to
thoroughly understand this material. If anything is not clear to you, ask your instructor for
assistance. Good luck!
REVIEW QUESTIONS
Select the BEST response from the choices provided.
1.
Although he had been an often decorated soldier during World War I and had fought many
battles for the losing cause of liberalism in the Congress.
a. This sentence is correctly written.
b. This is a fragment. Place a comma after Congress and finish the sentence.
c. This is a fragment. Place a semicolon after Congress and finish the sentence.
2.
Right after the Christmas holidays and 2 weeks before class begins in January.
a. This sentence is correctly written.
b. This is a fragment. Place a comma after January and finish the sentence.
3.
She ran.
a. This sentence is correctly written.
b. This is a fragment because it is far too short to serve as a sentence.
4.
Perplexed by the rising interest rates and alarmed by the decline in the value of the dollar.
a. This sentence is correctly written.
b. This is a fragment. Place a comma after dollar and finish the sentence.
5.
Annabel realizes what she is doing I think but she is doing it anyway.
a. This is a correctly written sentence.
b. This is a fragment; we’re missing part of the verb.
6.
A complete sentence requires a subject and a verb and it must serve as an independent
clause.
a. true
b. false
7.
Every well-written sentence should include at least one comma splice.
a. true
b. false
8.
Which of the following punctuation marks may be used to repair a sentence fragment?
a. comma, semicolon, exclamation point
b. comma, colon, semicolon
9.
If one clause is clearly dependent on another clause, use an appropriate subordinating
_______________ to join the two together.
a. conjunction
b. preposition
10. A complete sentence must contain at least _____________.
a. one word
b. two words
Using the principles from the reading assignment, CORRECTLY rewrite each sentence.
11. Kim sat in the bleachers and cheered for the team, Tom watched her as he defended the goal.
12. The cat jumped from step to step, it gracefully landed with each jump.
13. The professor stated that he especially favors personally connected papers, these papers
reflect the most emotion.
14. Anthony did not agree with the method he was taught, he found other means to solve the
problem.
15. I learned the song on the piano, I chose never to play it.
16. Nicole chose what she thought were the best answers to the questions, her grade did not
reflect these choices.
17. The correct format looked odd, Victoria chose not to solve the problem that way.
18. Michael sculpted the statue, he also painted the picture.
19. The First World War was a triumph, it also was a struggle.
20. Victoria managed the class, Julia coached the team.
ANSWERS TO REVIEW QUESTIONS
1.
b.
2.
b.
3.
a.
4.
b.
5.
b.
6.
a.
7.
b.
8.
b.
9.
a.
10. a.
11. Kim sat in the bleachers and cheered for the team. Tom watched her as he vigorously
defended the goal.
12. The cat jumped from step to step; it gracefully landed with each jump. OR
The cat jumped from step to step. It gracefully landed with each jump. OR
The cat jumped from step to step, and it gracefully landed with each jump.
13. The professor stated that he especially favors personally connected papers; these reflect the
most emotion. OR
The professor stated that he especially favors personally connected papers. These reflect the
most emotion.
14. Anthony did not agree with the method he was taught; he found other means to deal with the
problem. OR
Anthony did not agree with the method he was taught. He found other means to deal with
the problem. OR
Anthony did not agree with the method he was taught, and he found other means to deal
with the problem. OR
15. I learned the song on the piano, but I chose to never play it.
16. Nicole chose what she thought were the best answers to the questions; her grade did not
reflect these choices.
17. The correct format looked odd, so Victoria chose not to complete the problem that way.
18. Michael sculpted the statue, but he also painted the picture.
19. The First World War was a triumph, but it was also a struggle.
20. Victoria managed the class, but Julia coached the team.