GRAMMAR: RUN-ON SENTENCES AND MORE

Run On Sentences• This chapter starts on p. 125 of your Pathways textbook. • A RUN-ON occurs when two (or more) independent clauses are in the same sentence without any punctuation separating them from each other. • You can recognize run-ons by…•Reading a sentence aloud and listening for the places where you pause naturally. Is there proper punctuation where you paused? (See p. 125-6 to test this skill.)• Identifying independent clauses and checking for proper punctuation.•Checking long sentences. (Not all long sentences are run-ons, but they often are.)

How to Fix a Run-on• Turn the run-on into two separate sentences with a period and a capital letter.• I passed my driving test it was easy.• I passed my driving test. It was easy.

• Use a semicolon (;) to separate the two independent clauses. • I like action movies she likes comedies.• I like action movies; she likes comedies.– This method usually works best when there is a close, clear

relationship between the two independent clauses.

More Ways to Fix Run-Ons

•Use a comma AND a coordinating conjunction (FANBOYS) to separate the independent clauses. • See p. 129 for a list of coordinating conjunctions and their meanings. • We wanted to play baseball outside it rained all afternoon. • We wanted to play baseball outside, but it rained all afternoon.

The Final Way to Fix a Run-on…

• Make one of the independent clauses into a subordinate (dependent) clause. • I like to go to the zoo we go two or three times every year. • Because I like to go to the zoo, we go two or three times

every year. • Remember the comma rules for independent and

dependant clauses: • Dependant clause first = need a comma• Independent clause first = no comma

• We go to the zoo two or three times a year because I like to go.

Comma Splices

• A Comma Splice occurs when two independent clauses are joined only by a comma. Comma Splices are incorrect. • I didn’t know how to bake chocolate chip cookies, so I called my mom and asked her. • Notice that this is a comma splice because only a comma

separates the two independent clauses.

• Comma splices can be fixed in the same four ways as run-on sentences.

Grammar Practice: Run-Ons and Comma Splices

• About Run-On Sentences and how to recognize them:• Page 125-126

• Recognizing Comma Splices• Page 135

• Identify the Run-On Sentences: Do Exercise 5-1 on page 127• Do exercises 1-5

• Correct the Comma Splices: Do Exercise 5-7 on page 136• Read directions carefully.• Do exercises 1-5

Break Time

Rough Draft Due Monday:Using Examples and Reflection

Reflection is where the author takes a step back

from the examples they are giving from their

experience to talk about the significance of these

examples/events.

- what they meant for his or her life

- how they might connect to other experiences or

subjects

- how they relate to the outside world.

- The “Camera Lens” metaphor—Zoom In, Zoom Out

WORKSHOPS AND PEER EDITINGHow to get the most out of your Peer Review

Freewrite:• Tell me about a time you participated in a peer

review group or worked with a peer responder (a student or a group of students who read your writing and gave you feedback).

• What was the experience like? What did you learn from it?

• If you have never worked with peer responders before, talk about a time when someone gave you feedback on your writing while it was in the drafting stage.

The Purpose of Peer Editing: • Praise – Always mention what they are doing right

• Suggestions - This is discussing the problems in the paper, give suggestions on how to improve.

•Corrections – This proofreading for grammar, spelling, etc.

Give Praise!• Tell the author WHAT they are doing right and WHY it works.

• Help each other brainstorm ways to do more of what works.

Suggestions: What should I focus on?• Try to get at the IDEAS behind the paper.• What are they trying to say? How can they say it more clearly?• Give suggestions on:• Things that might make the point come across more

clearly or make the paper more engaging. • If you wish that there had been more detail here or if

the point of the essay had been clearer sooner, point it out!

• If you are confused, tell them! We are all inside our own heads—so we aren’t always aware that we haven’t explained something enough.

Corrections and Proofreading:• It is not just about looking for grammar errors or fixing typos. • In fact, it is not your job to proofread your classmates papers for them. • If you notice something, make a note, but don’t focus entirely on proofreading.

How to Give Constructive Criticism: Emphasis on the word “constructive”

• Constructive means “to build”• Many of us cringe when we hear the

word ‘criticism’ applied to our writing.

• However, constructive criticism has the purpose of building us up as writers, making us better.

• Getting advice from writers who are at the same level and encountering some of the same challenges can be a valuable experience.

1. Be kind, yet honest. • Never tear down another writer, but don’t hesitate to point out passages that don’t make sense, logical fallacies, and other mistakes.

• The author may not have caught them, and they’ll be grateful to you for pointing them out!

2. Give every essay in your peer group your focus and attention

• This is one of the reasons I put you in groups of four—small enough to get to everyone.

• Come to class prepared to read and think analytically about your classmates’ essays.

• Remember, your classmates are going to give their attention to your essay; it’s only fair that you return the favor.

3. Everyone has something to offer.

• Don’t be intimidated if you feel that you’re being asked to comment on a ‘better’ writer.

• You don’t have to be a great writer to be a great reader and give excellent feedback!

• Don’t forget, we comment on professional writers all the time!

5. Actually write on the paper! • If you think of something as you read, it’s always a good idea to make a little note of it.

• This doesn’t mean you have to fill all the margins as you peer edit, but even if you make a small note, it will draw the authors attention to that part of the paper, which almost always results in better writing.

Tips for taking criticism gratefully:

1. Remember that your group is offering you criticism in order to help you.

• Try not to be defensive, and be open to suggestions.

2. Ask questions about your group members’ comments.

If you don’t understand why a group member is saying something, ask them to explain.

3. If a group member is being too vague…

• Ask them to point to specific places in your essay where they see problems.

4. Propose solutions to the problems your group members see in your essay.

Ask if these solutions would solve the problems.

Peer Review is on Monday• Monday, 8/4In Class: Peer Review Workshop• Due:

• Rough Draft for Peer Review. Must be at least 1-2 full pages. Bring 3+ printed copies for Peer Review Participation.

• Tuesday, 8/5In Class: Discuss Revising Your Essay—Underdeveloped Paragraphs. Discuss Run-On Sentences and Fragments.• Due:

• Pathways “Revising Underdeveloped Paragraphs” p. 422-431 (skip the Exercises) and check out the Revision Checklist on p. 441

• Wednesday, 8/6In Class: Discuss Consistent Verb Tense and Active Voice. Revising Confusing or Inconsistent Sentences.• Due:

• Pathways p.264, 268-269• Pathways p.231, 236-237, 242-244

• Thursday, 8/7In Class: Essay 1 Due. Introducing Essay 2.• Due:

• Final Draft of Essay 1. Before class, upload Essay to turnitin.com, with rough draft attached.