2.  When communicating in standard English, we rely on sentences to convey what we call a complete thought. A unit of complete thought consists of an actor (person or thing) and an action or a comment on the actor's state of being. Sentences (That is, strings of words that look like sentences) fail to convey a unit of complete thought when they omit one of these elements or when they confuse the message with too many elements and not enough cues to help the reader sort through them. This section introduces sentence problems by their grammatical classifications. Two tutorials appear at the end. One asks you to identify sentence problems by type, and the other asks you to consider how to correct the errors. Introduction

3.  A term used in prescriptive grammar for an instance of faulty, unconventional, or controversial usage, such as a common splice or misplaced modifier are grammatical error with correctness. The Defination of the Error!

4.  Sentences are classified as simple, compound, complex, and compound-complex. This designation is  based on the clauses used to create the sentence.  Clauses:  Every clause must have a subject and a verb. There are two types of clauses: independent and dependent  (subordinate).  An independent clause contains a subject, a verb, and expresses a complete thought. It is able to stand  independently.  Example: The class is hard.  A dependent (subordinate) clause contains a subject and a verb but does not express a complete thought,  and, therefore, cannot be left alone. If a subordinate clause is left alone, a fragment will result. These  clauses depend on independent clauses to express a complete thought.  Example: If the class is hard, Sentences: Types, and Common Mistakes

5.  A simple sentence is one independent clause with no subordinate clauses.  Example: The statue is in the garden.  A compound sentence has two or more independent clauses and no subordinate clauses. The two clauses are  joined by either a coordinating conjunction or a semicolon.  Coordinating Conjunctions (for, and, nor, but, or, yet, so) can be easily recalled by learning the acronym  FANBOYS.  Example: I finished reading the book, and I returned it to the library.  The girls went to the store; they bought new shoes.  A complex sentence consists of one independent clause with one subordinate clause.  Example: When the teacher spoke, the students were silent.  A compound-complex sentence has at least two independent clauses and at least one subordinate clause.  Example: Because the students work hard, they will pass, and they will be happy.  The class was difficult; however, the students will pass because they worked hard. Sentence Types:

6.  Subject-Verb Agreement:  The subject of a sentence specifies who or what the sentence is about. The subject consists of a simple subject  and a complete subject. The simple subject is the main noun or pronoun that the sentence is about. The  complete subject consists of the simple subject and all the words that modify it.  Examples: The blue shoes are on the shelf.  In this sentence the simple subject is “shoes.” The complete subject is “the blue shoes.”  Subject-Verb Agreement relies on both the subject and verb being either singular or plural.  Incorrect: The students was late for class.  In this sentence, the subject “students” is plural while the verb “was” is singular.  Correct: The students were late for class.  In this sentence, both the subject “students” and the verb “were” are plural. Thus, the  subject and verb are in agreement.  Incorrect: Jessica take the bus to school.  In this sentence, the subject “Jessica” is singular while the verb “take” is plural.  Correct: Jessica takes the bus to school.  In this sentence, both the subject “Jessica” and the verb “takes” are singular. Thus the  subject and verb are in agreement. Common Sentence Errors:

7.  Comma splices are another common error that create run- on sentences. A comma splice occurs when two or  more independent clauses are joined by a comma without a coordinating conjunction.  Example: The baby is in his crib, he is sleeping.  In this sentence, the two independent clauses are combined using only a comma.  Correction: The baby is in his crib; he is sleeping.  The baby is in his crib, and he is sleeping.  To correct these sentences, one may use either a semicolon or a comma with a coordinating conjunction. Comma Splice:

8.  A run-on sentence is a sentence in which two or more independent clauses are written one  after another with no punctuation (fused sentences) or with incorrect punctuation (comma  splice).  Incorrect: His family went to Australia then they immigrated to Canada.  Correct: His family went to Australia; then they immigrated to Canada  Incorrect: Learning a new language is similar to learning to swim it takes a lot of practice.  Correct: Learning a new language is similar to learning to swim since it takes a lot of  practice.  Correct: Learning a new language is similar to learning to swim; it takes a lot of practice.  Incorrect: The experiment failed, it had been left unobserved for too long.  Correct: The experiment failed; it had been left unobserved for too long.  Correct: The experiment failed because it had been left unobserved for too long. Run-on Sentence:

9.  Sentence Fragment is an incomplete sentence. It usually lacks either a subject or a verb,  or both, or contains only a dependent clause.  Incorrect: Studying very hard on weekends.  Correct: Studying on weekends is very hard.  Incorrect: Because some students work part-time while taking a full load of courses.  Correct: Because some students work part-time while taking a full load of courses, they  have very little free time. Sentence Fragments:

10.  Non-parallel structures are parts of a sentence which are listed as a sequence, but do not  follow the same grammatical or structural principle. Parallelism in writing means that each item  in a list or comparison should follow the same grammatical pattern.  Incorrect: The teacher wanted to know which country we came from and our future goals.  Correct: The teacher wanted to know which country we came from and what our future  goals were.  Incorrect: This report is an overview of the processes involved, the problems encountered,  and how they were solved.  Correct: This report is an overview of the processes involved, the problems encountered,  and the solutions devised. Non-Parallels:

11.  Rachel is very smart, she began reading when she was three years old.  At eight years old, my father gave me a pony for Christmas.  The baby is in his crib, he is sleeping.  The students was late for class.  The family drove to the beach; it was a beautiful day.  Helena's car being the only one that could carry all of our equipment.  The blue shoes are on the shelf.  Walking on the beach, the water touched my feet.  Going with our biology teacher to visit the marine aquarium research lab.  I went to the zoo, I saw elephants there Illustrating Error Sentences:

12.  Incorrect: Frank, accompanied by his students, were at the studio. Correct: Frank, accompanied by his students, was at the studio. How the error can be corrected?

13.  Metin YILMAZ  No:285486  Sources:  http://www.meredith.edu/grammar/sentence.htm http://www.meredith.edu/grammar/sentence.htm  http://www.yale.edu/graduateschool/writing/forms/T he%20Most%20Common%20Sentence%20Structure%20 Problems.pdf http://www.yale.edu/graduateschool/writing/forms/T he%20Most%20Common%20Sentence%20Structure%20 Problems.pdf  http://www.gmc.edu/students/arc/documents/Comm onSentenceErrors.pdf http://www.gmc.edu/students/arc/documents/Comm onSentenceErrors.pdf Prepared by: