1. Run-on Sentences Prof. Leah Wendt Adjunct Instructor Kaplan University All Definitions and exercises pulled from Pathways (Kaplan edition)

2. Look at the following: The skydiver jumped from the plane when she had fallen far enough she released her parachute. Many students do not have a specific career goal they do have some general career directions in mind. What makes these difficult to read? What are they called?

3. What if we added commas? The skydiver jumped from the plane, when she had fallen far enough, she released her parachute. Many students do not have a specific career goal, they do have some general career directions in mind. But – they are ot quite right !

4. Comma splices!!! The skydiver jumped from the plane, when she had fallen far enough, she released her parachute. Many students do not have a specific career goal, they do have some general career directions in mind. Like using tape to hold together a house in a tornado!

5. Let’s fix Sentence #1 The skydiver jumped from the plane when she had fallen far enough she released her parachute. How many “ideas”? Which ones can go together? How do we punctuate then?

6. Sentence #1 continued… The skydiver jumped from the plane. When she had fallen far enough, she released her parachute.

7. Let’s fix Sentence *2 Many students do not have a specific career goal they do have some general career directions in mind. How many “ideas”? Are these ideas related somehow? Which word might show this connection?

8. Sentence #2 continued… Many students do not have a specific career goal. They do have some general career directions in mind. Many students do not have a specific career goal, but they do have some general career directions in mind.

9. Sentence #2 continued… Although many students do not have a specific career goal, they do have some general career directions in mind.

10. How to fix Run-Ons 1. Separate the two ideas into two sentences. 2. Separate the two ideas with a semicolon (not recommended). 3. Join the two ideas with a comma and coordinating conjunction (also known as FANBOYS). 4. Make one idea subordinate to (dependent on) the other using a subordinating conjunction. Also on page 133 of Pathways.

11. Coordinating Conjunctions “Coordinate” or “balance” two ideas. F or A nd N or B ut O r Y et S o

12. Coordinating Conjunctions Must be used with a comma when joining two sentences!!! Or you will have a run-on sentence!, and, but, so

13. Subordinating Conjunctions Like a “subordinate” on a job (someone who reports to a higher authority), these make one sentence dependent on the other. AfterAlthoughAsBecause BeforeDuringIfOnce Now thatSinceRather than So thatThat ThroughUnlessUntil When Where Whether Which While Also on page 108 & 110 of Pathways.

14. Subordinating “Clauses” Need a comma after them when they are the first part of the sentence. While the baby slept, the mother worked on her college essay. The mother worked on her college essay while the baby slept.

15. Let’s consider these… The receptionist answered the phone, she put the caller on hold. Replacing the spark plugs was simple, replacing the starter was more difficult. How many thoughts are in each group? How can we fix these comma splices?

16. What is a comma splice again? Occurs when a comma is used to join two sentences but you really need a conjunction as well.

17. Sentence #1 The receptionist answered the phone. She put the caller on hold. After the receptionist answered the phone, she put the caller on hold. The receptionist answered the phone, and then she put the caller on hold.

18. Sentence #2 Replacing the spark plugs was simple, but replacing the starter was more difficult. Although replacing the spark plugs was simple, replacing the starter was more difficult. Replacing the spark plugs was simple. Replacing the starter was more difficult.

19. How to fix comma splices 1. Separate the two complete thoughts into two sentences. 2. Separate the two complete thoughts with a semicolon (more difficult). 3. Join the two complete thoughts with a comma and coordinating conjunction (also known as FANBOYS). 4. Make one complete thought subordinate to (dependent on) the other using a subordinating conjunction. Also on page 136 of Pathways.