1. Sentence structure concerns: Fused (also known as run-on) sentences Beginning sentences with coordinating conjunctions Use of pronouns Introductory clause commas Subject-verb agreement Sentence fragments Combining independent clauses

2.  SEE COMBINING INDEPENDENT CLAUSES FOR MORE DETAILS AND FIXESCOMBINING INDEPENDENT CLAUSES  (just note that adding commas between phrases is NOT sufficient to link ideas, especially if there are LOTS of clauses) List 3

3.  DON’T DO IT.  Starting a sentence with FANBOYS (coordinating conjunctions – for, and, nor, but, or, yet, so)  BAD EXAMPLE: So the court found him guilty.  This is BAD because FANBOYS show relationship DIRECTLY to previous ideas. This has no connection to the previous idea!  BAD EXAMPLE: And the article stated the cause.  This is BAD for the same reason.  The fix:  Change the way the sentence starts OR combine in with the previous sentence.  GOOD EXAMPLE: As a result, the court found him guilty.  GOOD EXAMPLE: The article also stated the cause of the event. List 3

4.  When we have problems with pronouns, we most commonly refer to it as a PRONOUN-ANTECEDENT agreement issue.  This means that the PRONOUN does not match in NUMBER the ANTECEDENT or NOUN it replaces.  Be sure that you have carefully checked. If you say “A student went to the restroom,” the proper pronoun is HE or SHE and not THEY. List 3

5.  These are phrases that introduce basic information to a reader.  Typically this information can be MOVED to the end of the sentence and still make sense.  To learn yoga, she watched several YouTube videos.  (She watched several YouTube videos to learn yoga  still makes sense)  Before going to the dance, she checked her reflection many times.  (She checked her reflection many times before going to the dance  still makes sense)  Having left the office early, he headed to buy dinner at the store.  (He headed to buy dinner at the store having left the office early  still makes sense)  Exception:  A phrase with fewer than three words List 3

6.  When writing a sentence, be sure that the number in your SUBJECT matches the number in your VERB conjugation.  BAD example: THERE IS many people who like to eat sushi.  This is BAD because we’re talking about MANY people (PLURAL) but our verb indicates a singular grouping.  FIXED example: THERE ARE many people who like to eat sushi. NOTE: while I notice this in other situations, it seems to occur MOST FREQUENTLY when using pronouns to begin sentences. Be careful! List 3

7.  Sentence Fragments  BAD EXAMPLE: The act of identifying a perpetrator.  This is BAD because I don’t know WHO or WHAT is the act of identifying a perpetrator.  The fix:  Make sure all of your sentences have both SUBJECTS and VERBS! I need to know what each thing is doing and who/what is doing each action  FIXED EXAMPLE: “Snitching” is the act of identifying a perpetrator. List 3

8.  Comma Splices  BAD EXAMPLE: Rebecca knew there was a problem, she knew the situation wasn’t normal.  This is BAD because there is not a conjunction between two INDEPENDENT CLAUSES (each could stand alone as its own sentence)  The fix:  Make sure you have one of the THREE options between independent clauses:  Period – shows that they are two independent ideas  Semicolon – shows that they are related but two independent clauses  Comma plus conjunction – shows that they are related and uses a FANBOYS (for, and, nor, but, or, yet, so) to show relationship  ACCEPTABLE EXAMPLE: Rebecca knew there was a problem. She knew the situation wasn’t normal.  GOOD EXAMPLE: Rebecca knew there was a problem; she knew the situation wasn’t normal.  GOOD EXAMPLE: Rebecca knew there was a problem, and she knew the situation wasn’t normal. List 3