wren webinar: sst 301 – sentence fragments and fused sentences ... - kenwood academy · 2015. 1....
TRANSCRIPT
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WREN Webinar: SST 301 – Sentence Fragments and Fused Sentences / Run-Ons
Mr. Loeb English II Kenwood Academy High School 2014-2015
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Our Goals
• Kenwood Academy 10th grade writers will… 1. Achieve 3 points growth between the pre-PLAN and post-
PLAN. 2. Achieve 85% mastery on all English and Reading College
Readiness Skills covered in the course. 3. Score an average of 85% on all writing assignments by
the end of the year.
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• Good writers recognize and express complete thoughts in independent clauses (independent sentences).
• They use conjunctions (FANBOYS and Conjunctive Adverbs) and appropriate punctuation correctly to indicate the beginning, end, or combination of clauses.
• They revise to fix fragments (incomplete sentences) and fused (run-on) sentences, where two clauses are joined without a conjunction and/or punctuation.
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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• A sentence fragment is an error that occurs when an incomplete sentence is punctuated as though it were complete.
Example: • I wrote a great paper. Without any errors. (Incomplete
thought) • Although it had a few mistakes. I wrote a great paper.
(Incorrect use of the DC) • I going to a writing tutor to work on my fragments. (Missing a
subject or verb)
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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• There are three things you should look for when you review your work for sentence fragments. 1. Look for a group of words without a subject. If the
subject is missing, add it. 2. Look for a group of words that does not express a
complete thought. 3. Identify your ICs and DCs. Be sure you haven’t
punctuated a DC as if it is an IC. • Many times you can correct a sentence fragment by
connecting it with an IC. Other times you may need to add words to create / finish the complete thought.
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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Fragment Complete Sentence
Danielle is on the basketball team. Played for fun as a child.
Danielle is on the basketball team. She played for fun as a child.
Danielle scoring more points than any other player.
Danielle was scoring more points than any other player.
The injured Danielle. The injured Danielle was taken to the emergency room.
Because she was taken out of the game. The opposing team won.
Because she was taken out of the game, The opposing team won.
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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• A fused sentence / run-on is two or more complete sentences written as though they were one sentence and usually feature no punctuation and/or conjunctions.
Example: • My alarm did not go off I was late for school. (Two ICs
combined together without punctuation or conjunctions.) • Meteorology is fascinating to me, I watch the Weather
Channel every day. (no conjunction connecting the two ICs) • I walked along the shore and I sat down near the waves. (Two
ICs combined without punctuation.)
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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• There are three things you should look for when you review your work for fused sentences / run-ons: 1. Check to see if there are two independent clauses. 2. Make sure that the two independent clauses are
connected using either (a) Comma + FANBOYS; (b) Semincolon; (c) Semicolon + Conjunctive Adverb + Comma.
3. If the two independent clauses are not connected appropriately, use one of the three patterns above to do so.
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
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Example #1
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
The Supreme Court is debating an important
issue in the criminal justice system. (1) Juveniles
given life sentences for crimes that do not
involve murder? In Illinois, over 100 individuals
under 18 are serving life sentences without
parole for nonfatal crimes such as armed
robbery.
1. A. NO CHANGE
B. Juveniles should be given
C. Should juveniles be given
D. Juveniles are given
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Example #1
SST 301: Sentence Fragments and Fused Sentences / Run-Ons
In a 2005 case, the Supreme Court voted
5-‐4 that the death penalty was cruel and
unusual punishment for anyone under 18.
Thus, the death penalty for juveniles
became (1) unconstitutional and they
abolished it.
1. A. NO CHANGE
B. unconstitutional, and abolished
C. unconstitutional. And they
D. unconstitutional, and they
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Practice: (1) Identify each item by writing either F for fragment or R for run-on sentence. Then rewrite each item, correcting the error. In some cases, you may have to add words or finish the thought. 1. Martin’s dog under the porch of the big old house. 2. Someday I’ll be just like Dorothy Sayers, I’ll write good
mysteries. 3. Sometimes underestimating the power of a determined
teenager. 4. Works well is a great value and is very attractive. 5. Please leave me alone, I’m not in a good mood.
WREN Skills Practice: SST 301