Editing: Run-ons

Dependent Clause

• Incomplete thought: may or may not have a subject and verb, but the idea implies that there is more to come.

• Example 1:  Having eaten.  

• Who ate? What have they eaten? What did eating do?

• Example 2:  At the store. 

• Yes???? This specific example is a prepositional phrase with no context, or subject or verb!

Independent clause

• Complete thought/sentence: has both the subject and verb. Most often, there is also a predicate = verb + object/how subject is modified

• Example: We went to the store. Bourdain is sarcastic. Spivet speaks like a genius.

Run-ons

1. Comma Splices (marked on essays as CS or CS/RO): combine two sentences with only a comma=error.
2. Run-ons/ Fused Sentences (marked on essays as RO or FS or both): two sentences without a conjunction or punctuation=error

• Therefore, run-ons have either incorrect or lack of punctuation for two or more independent clauses.

• To fix, you need to use one of the five methods below to make the two (or more) sentences coordinate with each other or to make one be subordinate

• Each method includes at least a punctuation mark that indicates an end to a complete thought:

1. period  (  .   ) or exclamation point or question mark ( ! or ? )
2. or semi-colon (   ;   )  (only an 'end' when placed after the first sentence when combining multiple sentences)
3. or use the  comma and a conjunction rule (  , + FANBOYS)

• Which method depends on how you want the multiple sentences to coordinate or subordinate. In other words, each methods shows a different relationship between the two sentences!  Let's look at the five methods to see what I mean...

Before fixing, Identify Run-ons

• Mark each of your current end punctuations in your draft with a bar:  | 

• Diagram the first subject (s), verb (v) ... this is the idea of your sentence, right!

• Underline the basic subject, if you haven't...
• Circle the verb that goes with it, if you haven't...
• Box in modifiers

• Read for the mind pause: mark where your brain understands a complete thought/idea.

• Read out loud for the breath pause: mark where you hear an idea sound finished.

• Neither of the above methods will be usually be enough, so you will have to:

• First, look at your extra long sentences and your sentences that have commas in them (because chances are you may have a comma splice!)

• Then, identify where the sentences seems to restart: when the sentence repeats or changes subject from the beginning of the sentence, draw a straight line ( | ) before the restart.

• Besides looking for repeat parts of speech, look for:

• a completely separate "action" is happening...
• a new idea is started...

Five Methods For Fixing Run-ons (Fused and Comma Splices)

• Make Separate Sentences: an easy fix (20c, p.192), find where the two sentences are fused or spliced and place period (or ? or !) between the two clauses. Capitalize the subject of the second sentence.

• Example comma splice: Why should we spend money on expensive space exploration, we have enough underfunded programs here on Earth.   

• Fix: Why should we spend money on expensive space exploration? We have enough underfunded programs here on Earth.   

• Use a comma and a coordinating conjunction: another easy fix (20a, p. 191), find where the second sentence starts and add the comma with the right FANBOYS conjunction.  [Of course, if you have a comma splice, you just need to add the right conjunction after the comma.]

• Example comma splice: Some lesson plans include exercises, completing them should not be the focus of all class periods.

• Fix: Some lesson plans include exercises, but completing them should not be the focus of all class periods.

• Use a semi-colon to connect two complete thoughts: also very easy (20b, p.191), the function/purpose of a semi-colon is to join two independent clauses/complete sentences. 

• Rules for Writers suggest, as well, that you can use a colon or a dash. Warning: make sure you know the function of both (191-192) before you consider using either. 

• Colons are good to use when introducing a quote (192).

• Example fused sentence: Tragedy depicts the individual confronted with the fact of death comedy depicts the adaptability of human society.

• Fix: Tragedy depicts the individual confronted with the fact of death; comedy depicts the adaptability of human society.

• Use a semi-colon, followed by a conjunctive adverb (a type of transitional word or phrase): (20b, 191), more difficult to pull off, though really good to emphasize a relationship between two sentences that are being combined. 

• conjunctive adverb: conjunctive is like conjunction--it means to join, just like a highway junction is the connection of two different routes!

• They are words that imply further action, or a furthering of the idea, such as "thereafter" and "moreover" and "however"

• Example fused sentence:  We ran the race hard we ran to win.

• Fix:   We ran the race hard; moreover, we ran to win. 

• Turn one of the sentences into the subordinate to the other: the most difficult grammatically (20d, p.192) for one still getting the hang of sentence structure, but can be worth it for sake of showing a clearer relationship between two ideas.

• One of the independent clauses is turned into a dependent clause by adding a subordinating conjunction to the beginning of the original clause. 

• Example: We went out to a fancy restaurant for dinner; we were disappointed.  (How boring is this grammatically correct sentence!?!) 

• Subordinating one to the other: Although we went out to a fancy restaurant for dinner, we were disappointed. (Edits make this one sentence where one idea takes importance because of the subordinate conjunction.)