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Analysis of Fragments, Comma-Splices
and Run-ons
Note: In addition to the seven run-ons, this
sample has the highest rate of compounded main clauses (73%) in the set.
(See data.) In suggesting that the first
three run-ons could be "corrected" with a dash, I am not suggesting that
the dashes would be the best alternative -- there would be too many dashes
within a single sentence. Rather, I am suggesting that the relationship
between the preceding clause and the one in the run-on is a general/specific
(amplification) relationship.
If this student participated in a KISS statistical
group analysis project, she would probably see for herself how her
writing differs. She might then be very receptive to some judicious sentence-combining
exercises.
I am not a statistician, and we need to remember
that we are dealing with only one sample of the student's writing, but
it is interesting to note that this student scored
at the 71st percentile in the SRA reading exam, 21 points above the
class average. There are a number of things to consider here, but one of
them is if reading skill automatically transfers into writing skills. I
would suggestt that this student could profit from some direct instruction.
RO #56 -- Amplification?: "She is tall" could
be considered as further detail on "nice": "My Aunt is very nice -- she
is tall . . . ."
RO #57 -- Amplification?: The writer
may have considered "she takes me everywhere" as an example of "she really
likes me": ". . . she really likes me -- she takes me everywhere . . .
."
RO #58 -- Amplification?: "we went" is a
specific example of "everywhere": ". . . she takes
me everywhere -- last summer we went to the carnival . . ."
RO #59 -- Other: Perhaps careless, but see
the note above.
RO #60 -- Other: Perhaps careless, but see
the note above.
RO #61 -- Other: Perhaps careless, but see
the note above.
RO #62 -- Other: Perhaps careless, but see
the note above. |