|
My Best Friend
\-\I
have two best friends right now \R\RO#73they
are 1. Terri Lee Smith 2. Amy Marie Loomis.=CC \-\Terri
she#App01 has dark brown hair, brown eyes,=CC
skinny=CC and wears=CV
glasses. \-\Amy and I=CS
are sorta closer {than Terri and I.} \-\Amy
and I=CS get along a little better.#NuA03
\-\So I guess [RNDOthats
that!] \-\Amy,
she#App01 has blonde hair, blue eyes,=CC
and weighs=CV about 113 pds,#NuA02
and is=CV 5'4" {in height.}
\-\We look alike! \-\Every-body
tells us
[RNDOthat we are or should
be=CV sisters.]
\-\We go [RNDO"we know".]
\-\Amy is a very good Friend. \-\She
listens {to my problems} \C\and
I listen {to hers.} \-\We
are good, good close friends. \-\We've
gone skating*GerNu01 \C\and
we still do a lot,#NuA02
\,\CS#36we
go {to the park,} and do=CV
things, \-\Next year#NuA02
we will proble go {on double-dates} together.
\-\I
hope so. \-\Well#Inj01
she also lives {down the road} {from me.}\-\She
will proble be coming up a lot#NuA02 {to
my house.} \-\We'll also be
going {to the pool} a lot.#NuA02
\-\We will have lots {of
fun.} \-\[LAVFWhen
we go {with someone}]
we
normally fix each other up or something.=CC \-\The
only thing [MAJFthat Amy does to make*INFAV08
me*INFDE06 really, [MINJI
mean really]
mad]
is
to 1. ignore*INFPN03 me 2. lie,*INFPN02 \,\CS#37I
hate someone to lie*INFDO05{to
me.} \-\Write know Amy likes
a boy named*GiveR02 Mike \R\RO#74he's
{in
the 10th grade.} \-\They both
like each other, \,\CS#38I
just hope [RNDOthat they will be happy
together.]
\-\We
also go {on vacations.} \-\I
want her to go*INFDO06 places {with
me.} \-\Well#Inj01
I suppose [RNDOthat's it {for
now.}] \-\So
I hope [RNDOyou have enjoyed reading*GerDO02
this,] [RAVFso talk {to
you} later,]
|
|
|
Analysis of Fragments, Comma-Splices
and Run-ons
CS #36 -- Amplification: The second clause
amplifies "things": " . . . and we still do a lot
-- we go to the park . . . ."
CS #37 -- Amplification: "Hate" specifies
"mad." -- "The only thing that Amy does to make me
really, I mean really
mad,
is to 1. ignore me 2. lie -- I
hate someone to lie to me."
Another problem in this sentence, by
the way, illustrates the rationale of both the KISS definition of a clause
and the advantages of the KISS Approach. Using the traditional approach,
the student would find, if asked to do so in the first place, the subject
("thing") and the predicate (basically "is"). Generally speaking, that
is as far as the traditional approch goes (if it gets that far).
In the KISS Approach,
the student would have to find the subject, verb, and complement,
and then determine the type of complement. This would lead to "thing" "is"
and "1 ignore ... 2 lie." The complement, however, is clearly a predicate
noun, which means that it should equal the subject. But how can two things
equal one "thing"? Realizing this, the student would have to change "thing
. . . is" to "things . . . are. . . ." The KISS Approach teaches students
to align syntax and meaning.
CS #38 -- Other: The second clause could be
a result: "They both like each other, so I just hope that they will
be happy together." It could also be an interjection: "They both like each
other -- I just hope that they will be happy together."
RO #73 -- Amplification: The first claue
is a general statement; the second gives the specific names of the friends:
"I have two best friends right now -- they are 1. Terri Lee Smith 2. Amy
Marie Loomis."
RO #74 -- Amplification (or subordination):
The run-on could be corrected with a subordinate conjunction: "Amy
likes a boy named Mike who is
in the 10th grade." Note, however, that the
dash (amplification) emphasizes the fact that Mike is in tenth grade:
"Amy likes a boy named Mike -- he is
in the 10th
grade." Remember that this was written by a seventh grader, about a seventh
grader, so the emphasis might well have been intended. |