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The 1986 Study
Record Number: W7N22A
Transcript of the Student's Text
Coded for Statistical Analysis
Statistics: Table of Contents

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Eddie Clark

       \-\There's this boy name*GiveR02 Eddie. \-\I like, \C\and he is very cute and nice,=CC {in my opinion.} \-\He is tall {with dark brown hair and a mustache.} \-\Me and Eddie=CS are suppose=PV to go*INFDO06#RCM06 {to the movies,} Friday.#NuA01 \-\It will be lots {of fun.} \-\Eddie also goes {to my church,} First Assembly#App04{of God.} \-\He is suppose=PV to ask*INFDO12#RCM12 me to go*INFDO10 {with him} this Friday,#NuA02 {at the movies.}  \-\Eddie is 12 years#NuA02 old {in the 6th grade.}  \-\[LAVFEven though I'm {in the 7th grade} and am=CV 13,] I still like him.  \-\[LAVFLike my grandmother told] "Age doesn't matter"! \-\Eddie has a sister Sandi,#App01 and a brother,=CC Bob.#App01 \-\Eddie's favorite color is blue. \-\Eddie and I=CS are supposed=PV to go*INFDO10#RCM10 {to Avis} {with his mother} {to a dance.} \-\I hope [RNDOwe have fun {at the movies and the dance.}] \-\The first time [MAJFI ever met Eddie,] was {at West Darby Stadium.}  \-\And I am so happy [RAVFthat I met him] [RAVFbecause I like him a lot.#NuA02] \-\He looks cute [RAVFwhen he smiles,] [RAVFbecause he had dimples {in his cheeks.}] \-\He is not fat, \,\CS#32he is real slim. \-\Usually, we talk {on the phone} about two or three times#NuA05 a day.#NuA02 \-\I enjoy talking*GerDO06 {to him} {on the phone.} \-\He also plays baseball {for, Super Value,} \,\CS#33he is very good.  \-\[LAVFEven though there team is not the best,] {to me} any team [MAJFthat he is on] is the best.  \-\He is a very active person.  \-\He is not only a active person, but gets=CV good grades {in school.}  \-\I like him a lot,#NuA02 [RAVFbecause that's [RNPNwhy I wrote {about him.}]] 
 
 
Analysis of Fragments, Comma-Splices and Run-ons

CS #32 -- Amplification (or Contrast): It could be either, depending on which the writer wanted to emphasize:  "He is not fat -- he is real slim." or  "He is not fat; he is real slim."
CS #33 -- Amplification: Although the second main clause is a generalization, it still gives more information on how he plays: "He also plays baseball for Super Value -- he is very good." (One could also look at the dash as introducing the second clause as an interjection.)

*****

     Note also the convoluted use of "because" in the last sentence: "I like him a lot, because that's why I wrote about him." The writer does not mean that she likes him because she wrote about him, but that is what the "because" would technically imply here. The student might be led to reverse the subordination ("I wrote about him because I like him a lot."), but that would subordinate, and thus de-emphasize, what, for her, is probably primary -- "I like him a lot." Would I be wrong in saying that a dash would work here? "I like him a lot --  that's why I wrote about him."