Article
Clear writing depends on complete sentences and appropriate punctuation. Two common problems are sentence fragments and run-on sentences. Fragments fail to express a complete thought, while run-ons combine independent clauses incorrectly. For students preparing for the GED Reasoning Through Language Arts test, recognizing these errors can improve grammar accuracy and make written communication easier to follow.
1. Understand what makes a sentence complete
A complete sentence normally contains an independent clause. This means it expresses a complete thought and can stand on its own. For example: The students reviewed their notes before the examination. The sentence contains a subject, students, and a verb, reviewed. It also communicates a complete idea. However, not every group of words containing a subject and verb is a complete sentence. Consider: Although the students reviewed their notes. This is a dependent clause. The word although makes the reader expect additional information. You could correct it by writing: Although the students reviewed their notes, they still had questions.
2. Recognize sentence fragments
A sentence fragment is an incomplete sentence presented as if it were complete. Fragments may lack a main verb, omit a subject, or consist of a dependent clause that cannot stand alone. Examples include: - Running across the crowded parking lot. - Because the weather changed suddenly. - The book on the table near the window. Each example needs additional information or a structural change to become a complete sentence. Possible revisions include: - The student was running across the crowded parking lot. - Because the weather changed suddenly, the event was postponed. - The book on the table near the window belongs to Maria. When checking for fragments, ask whether the sentence expresses a complete thought.
3. Understand run-on sentences
A run-on sentence occurs when two or more independent clauses are joined incorrectly. For example: The lecture ended the students left the room. Both parts can stand alone, but they need appropriate punctuation or a connecting word. One correction is to use a period: The lecture ended. The students left the room. Another is to use a semicolon: The lecture ended; the students left the room. You could also use a coordinating conjunction: The lecture ended, and the students left the room. Choose the correction that communicates the relationship between the ideas most clearly.
4. Avoid comma splices
A comma splice is a specific type of run-on sentence in which two independent clauses are joined with only a comma. Incorrect: The assignment was difficult, I asked my instructor for help. Correct: The assignment was difficult, so I asked my instructor for help. The conjunction so communicates a relationship between the difficulty of the assignment and the decision to seek help. A semicolon or a period would also correct the comma splice, depending on the intended meaning.
5. Use conjunctions correctly
Conjunctions connect words, phrases, or clauses. Coordinating conjunctions include for, and, nor, but, or, yet, and so. They can connect independent clauses when used with appropriate punctuation. For example: The library was crowded, but we found a quiet table. Subordinating conjunctions such as because, although, when, and while can introduce dependent clauses. For example: Because the library was crowded, we studied outside. Understanding how conjunctions work can help you recognize both incomplete sentences and incorrectly connected clauses.
6. Avoid overly complicated sentences
Long sentences are not automatically incorrect, but sentences containing too many ideas can become difficult to follow. Consider: The student finished the report she checked the citations she submitted it before midnight. The sentence contains several ideas without appropriate connections. A clearer version is: The student finished the report and checked the citations. She submitted it before midnight. Shorter sentences can make relationships between ideas easier to understand. However, use a mixture of sentence lengths to maintain natural, readable writing.
7. Use a proofreading checklist
When reviewing a paragraph, ask yourself: 1. Does every sentence express a complete thought? 2. Have I accidentally joined independent clauses without proper punctuation? 3. Have I used commas and conjunctions correctly? 4. Does each sentence communicate its intended meaning? 5. Would splitting a long sentence make it clearer? Reading your work aloud can also help you notice missing words and awkward constructions.
Practice for GED Language Arts
Find a short paragraph and identify its independent clauses. Look for fragments, run-ons, and comma splices, then rewrite the sentences correctly. When you answer practice questions, explain why the original sentence is incorrect and why your revision works.
