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The 1986 Study
Record Number: W7N09A
Transcript of the Student's Text
Coded for Statistical Analysis
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Best Friends

      \-\Me and my Friends=CS get along good, \C\but only me and my best=CS {of Friends} get along great. \-\Sure everyone says this, \C\but not that many people can say [RNDOthey have, sort#Inj03 {of like,} an adopted sister.] \-\[LINJYou see,] I have three brothers and no sisters,=CC \C\and I like pretending*GerDO04 [RNDOI have sisters.] \-\I even have a friend [RAJFthat people believe [RNDOwe are sisters,]] \,\CS#12her name is Mary Evans. \-\We look almost {like sisters,} \,\CS#13we both have brown eyes and brown hair,=CC \C\and we love going*GerDO03 shopping*GerNu01 together. \-\Sometimes we wear the same clothes and go=CV out, to eat*INFAV04 or something, \C\and people say [RNDOwe look {like each other}] \C\and we just say [RNDOwe are sisters.] \-\{Of cours} we can't say [RNDOwe are twins,] {because of an age difference,} \,\CS#14she's 20 \R\RO#20I'm 13. \-\We can always say [RNDOwe're sisters [RAJFwho like each other a lot.#NuA02]] \-\{Of course,} I have more {than one best friend,} \,\CS#15I have around eight or nine.=CC \-\I have a best friend {in each class,} even {in lunch.} \-\{In first period,} I have Barbara, \,\CS#16second period#NuA02 there's Sandi, \C\and {in third} my best friend is Lori and Barbara.=CC \-\Unfortunately we get {to 4th period,} \C\and that's [RNPNwhere Sherri is my friend.] \-\Then {in 5th} there's Lori and Sandi,=CC \,\CS#17{in 6th} there's Lori and Annie.=CC \-\Oh,#Inj01 I almost forgot lunch. \-\{in lunch} there's Sherri, Barbara,=CC and Carrie.=CC \-\{With all these people} I have {at least} one thing {in common,} either hair or eye color,#App05 or even disliking#App03 or liking#App05 the same people. \-\It doesn't matter [RNDSwhat we have {in common,}] \,\CS#18we will always have something to talk*INFAJ03 about. \-\True friends are hard to find.*INFAV02
 
 
Analysis of Fragments, Comma-Splices and Run-ons

RO #20 -- Contrast: "she's 20; I'm 13."

CS #12 -- Amplification: "-- her name is Mary Evans."
CS #13 -- Amplification: The second main clause gives the details of how they "look alike": "We look almost like sisters -- we both have brown eyes and brown hair. . . ."
CS #14 -- Amplification: The second and third main clauses give the details of the age difference:  "Of course we can't say we are twins, because of an age difference -- she's 20; I'm 13."
CS #15 -- Amplification: The second main clause gives details about "more than one": "I have more than one best friend -- I have around eight or nine."
CS #16 -- Acceptable: Short main clauses in a series. (See also CS #17.)
CS #17 -- Contrast (or acceptable): In giving the rule about short main clauses in a series, most books give examples with at least three clauses. Personally, I would accept two -- I see no reason not to. If asked about this case, however, I would probably suggest the semicolon to emphasize the contrast between Sandi and Annie: "Then in 5th, there's Lori and Sandi; in 6th there's Lori and Annie."
CS #18 -- Other: Technically, I think, most grammarians would consider this as a comma-splice, but probably an acceptable one. {I'm counting it as "other" because I'm not sure of that.) It is very close to the common noun absolute construction -- "No matter what we have in common, we will always have something to talk about." I doubt, therefore, that it would cause any readers any confusion.