English Language Arts
Grade 8
15 min
Is it a complete sentence or a run-on?
Is it a complete sentence or a run-on?
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1
Introduction & Learning Objectives
Learning Objectives
Define and identify the essential components of a complete sentence.
Distinguish accurately between complete sentences, sentence fragments, and run-on sentences.
Identify specific types of run-on sentences, including fused sentences and comma splices.
Apply at least three different strategies to correct run-on sentences effectively.
Revise their own written work to eliminate sentence fragments and run-on sentences.
Explain how proper sentence structure enhances clarity and comprehension in academic writing.
Ever read a paragraph that just keeps going and going, making you feel out of breath? 🤯 That's often the work of a run-on sentence!
In this lesson, you'll become an expert at identifying the building blocks of a complete sentence and master...
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Key Concepts & Vocabulary
TermDefinitionExample
Complete SentenceA group of words that expresses a complete thought and contains both a subject (who or what) and a predicate (what the subject does or is). It can stand alone as an independent clause.The diligent student studied for the exam.
SubjectThe noun or pronoun that performs the action or is described in the sentence. It answers 'who' or 'what' the sentence is about.In 'The dog barked loudly,' 'dog' is the subject.
PredicateThe part of the sentence that contains the verb and tells what the subject does or is. It includes the verb and any related words.In 'The dog barked loudly,' 'barked loudly' is the predicate.
Independent ClauseA clause that contains a subject and a predicate and expresses a compl...
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Key Rules & Conventions
The Complete Sentence Checklist
A complete sentence must have: 1. A subject. 2. A predicate (verb). 3. Express a complete thought (be an independent clause).
Always check for these three components. If any are missing, it's a fragment. If it has multiple complete thoughts improperly joined, it's a run-on.
Identifying Run-on Sentences (The 'Two-Thought Test')
If you can identify two or more independent clauses (complete thoughts) within a single sentence that are not separated by a period, a semicolon, or a comma followed by a coordinating conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So), it's a run-on.
Read the sentence aloud. If you naturally pause and could put a period in the middle, but there isn't one (or proper punctuation), you like...
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Challenging
A student wrote the following for an essay: 'The protagonist faces many obstacles, this develops her character. She learns to be resilient. Forging her own path.' Which of the following revisions best corrects the errors for clarity and flow?
A.The protagonist faces many obstacles, and this develops her character, she learns to be resilient and forges her own path.
B.The protagonist faces many obstacles. This develops her character. She learns to be resilient. She forges her own path.
C.The protagonist faces many obstacles, this develops her character, she learns to be resilient, forging her own path.
D.The protagonist faces many obstacles, which develops her character and teaches her to be resilient as she forges her own path.
Challenging
One learning objective is to explain how proper sentence structure enhances clarity. A student writes: 'Climate change is a major issue it affects weather patterns worldwide this leads to more extreme storms.' Why does this run-on sentence weaken the argument?
A.It uses simple vocabulary, which makes the argument sound unconvincing.
B.It forces the reader to guess the relationship between the ideas, creating confusion and undermining the author's credibility.
C.It is too short and does not provide enough evidence to be persuasive.
D.It contains a spelling error that distracts the reader from the main point.
Challenging
Consider this run-on: 'The new policy was controversial many people protested it.' Evaluate the following corrections. Which one best establishes a clear cause-and-effect relationship?
A.Because the new policy was controversial, many people protested it.
B.The new policy was controversial, and many people protested it.
C.The new policy was controversial; many people protested it.
D.The new policy was controversial. Many people protested it.
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