Learning how to fix sentence fragments is challenging to writers of all levels. Inexperienced writers may write in sentence fragments because they do not understand what constitutes a complete thought or because they model their writing after their fragmented speech. Experienced writers get habituated to “memo-style,” dialogue (text messaging), or point-by point writing and struggle writing connected thoughts. Here are a few workable strategies to revise these errors in sentence structure. But first, let’s begin with what constitutes a complete sentence.
A Complete Sentence
- tells a complete thought.
- has both a subject and a predicate.
- has the voice drop down at the end of a statement and the voice go up at the end of a question (in English).
Sentence Fragments
Definition: A sentence fragment consists of an incomplete thought, a sentence subject, or a sentence predicate and so is an incomplete sentence.
Sentence Fragment Examples:
After he went to work. (Incomplete Thought)
Going to school. (No Sentence Subject)
The young, attractive woman. (No Sentence Predicate)
The Three Types of Sentence Fragments and Their Fixes
1. After they ate dinner. (Incomplete Thought Starting with a Subordinating Conjunction)
The Fix
-Eliminate the subordinating conjunction.
Subordinating Conjunctions:
after, as, although, because, before, how, however, since, so, that, when, whenever, which, while, who, unless, until, when, whenever, whether, while
2. Running fast down the hall. (No Sentence Subject)
The Fix
-Add on a subject (person, place, thing, or idea), i.e. the “do-er” to act on the verb in the sentence. Change the verb form to fit with the subject.
3. Mainly, the passage of time. (No Sentence Predicate)
The Fix
-Add on a verb (physical or mental action or a state of being) to “do” the action of the “do-er,” i.e. the subject.
The author of this article, Mark Pennington, has written the assessment-based Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics and include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.
Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out the YouTube introductory video of the Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) program.
Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)
Grades 4-8 Programs
The author also provides these curricular “slices” of the Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) “pie”: the five Common Core Vocabulary Toolkits Grades 4−8; the five Differentiated Spelling Instruction Grades 4−8 programs (digital formats only); and the non-grade-leveled Teaching Grammar and Mechanics with engaging grammar cartoons (available in print and digital formats).