{"id":2581,"date":"2018-09-06T11:19:40","date_gmt":"2018-09-06T17:19:40","guid":{"rendered":"http:\/\/content.principia.edu\/teaching-excellence\/?p=2581"},"modified":"2018-10-21T19:18:20","modified_gmt":"2018-10-22T01:18:20","slug":"run-on-sentences-crossing-the-finish-line","status":"publish","type":"post","link":"http:\/\/content.principia.edu\/teaching-excellence\/run-on-sentences-crossing-the-finish-line\/","title":{"rendered":"Run-on sentences: Crossing the finish line"},"content":{"rendered":"

by Greta Johnson<\/p>\n

I am one of the many students who are prone to writing run-on sentences. Many that I compose feel like a never-ending race with the finish line far down the track. So, when the professor of my WRIT 350 course assigned a group project to present a grammar lesson, my partner and I chose this topic. As the saying goes, \u201cteaching is the best way of learning,\u201d so I figured that I\u2019d be able to fix this issue in my writing while informing others about it.<\/p>\n

I used to think that I needed to write in more concise sentences to avoid run-ons. However, as I did further research, I realized that going back to the basics of what makes up a sentence is the key to avoiding writing run-ons. And there are multiple ways to fix run-ons besides writing shorter sentences.<\/p>\n

Sentences must include the following: a subject, a verb, and an expression of a complete thought. If these are not clear to you in your writing, then you likely have a run-on sentence.<\/p>\n

There are many ways to correct a run-on sentence, such as these:<\/p>\n

    \n
  1. Use a comma and a FANBOYS (for, and, nor, but, or, yet, so) coordinating conjunction between two independent clauses (for more on these, see \u201cOutrun those run-on sentences.\u201d<\/a>)<\/li>\n
  2. Use a semicolon between independent clauses<\/li>\n
  3. Separate the clauses into two independent clauses with a period<\/li>\n
  4. Rewrite the sentence<\/li>\n<\/ol>\n

    My partner and I put these principles to the test when we had to create examples for our peers to practice. Here\u2019s how we did it:<\/p>\n

    First, we created a run-on sentence like this one: The fog was thick he could not find his way home. Then, we corrected the run-on using the methods described above:<\/p>\n

      \n
    1. The fog was thick so<\/strong> he could not find is way home (FANBOYS conjunction).<\/em><\/li>\n
    2. The fog was thick;<\/strong> he could not find his way home (insert a semicolon between the independent clauses).<\/em><\/li>\n
    3. The fog was thick.<\/strong> He could not find his way home (separate the independent clauses with a period).<\/em><\/li>\n
    4. He could not find his way home due to the thick fog (rewrite the sentence).<\/em><\/li>\n<\/ol>\n

      Unfortunately, during our presentation our professor corrected one of the examples that I wrote (don\u2019t worry, these ones are all correct J). I felt embarrassed at first, but soon brushed it off. I realized that I did not have to take on the role of an expert on the topic of run-on sentences and that this presentation was just as much of a learning experience for me as it was for the students watching.<\/p>\n

      From one developing writer to another, do not fret if you feel like your sentences run on and on down a track with a distant finish line. This line is actually closer than you think once you realize there are ways to draw it closer to you.<\/p>\n

       <\/p>\n

      Greta Johnson is a sophomore double major in theatre and educational studies with a concentration in theory and practice. When she\u2019s not doing homework \u2013 because she somehow has A LOT \u2013 she loves assisting tap dance classes in University City and being on the improv team on campus, Lazy Zipper.<\/em><\/p>\n

       <\/p>\n","protected":false},"excerpt":{"rendered":"

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