LANGUAGE FOCUS : RUN ON SENTENCES, FRAGMENT, AND

CONNECTORS
This paper is made to fulfill the assignment of
Essay Writing

Lecturer:
Dr. Fahriany, M.Pd.

Arranged by:
Nabila Ayu Amanda (11210140000042)

Nurmala Aulia Salamah (11210140000043)

Fayza Nurul Iedaini (11210140000069)

M Rizky Alfian (11210140000071)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND SCIENCE
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA
2023
 PREFACE

Praise and thanksgiving we pray to God Almighty because, for the blessings of His
grace and guidance, we were able to complete the task of this paper. This paper is a history of
English subject assignment. Also, we would like to thank Mrs. Dr. Fahriany, M.Pd as our
lecturer with her guidance we are able to learn about all materials of this class.

Her guidance we are able to learn about all materials of this class. In this paper, we try
to elaborate on run-on sentences, fragment, and connectors in Essay Writing. Hopefully, this
paper can help the audience to understand our discussion about run-on sentences, fragment,
and connectors in Essay Writing

If in this paper there are deficiencies and errors, the team apologizes profusely. The
team is open to all criticisms and suggestions submitted for the improvement of this paper. If
there are good and strengths, it comes from God alone. Thank you for the support of all parties
involved and hopefully, this paper can be of maximum benefit to the reader.

Jakarta, March 2023

The team

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 TABLE OF CONTENTS

PREFACE .................................................................................................................... ...... i

TABLE OF CONTENTS .......................................................... ........................................ ii

CHAPTER 1

A. Run-on Sentence …………………………………............................................... 1

B. Fragment ………………………………………................................................... 2
C. Connectors …………………………………........................................................ 3

CHAPTER 2

A. Conclusion ............................................................................................................. 10

BIBLIOGRAPHY

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 CHAPTER I
A. RUN-ON SENTENCE
Two sentences that run together without correct punctuation between them are
called run-on sentences. One way to correct a run-on sentence is to put a period between
the sentences. Another way is to add a comma and a connecting word.

Incorrect Correct

I received a letter it was from my sister. I received a letter. It was from my sister.
(no punctuation between two sentences) (period added between the sentences)
They laughed, I felt better. They laughed, and I felt better.
(comma alone between two sentence) (connecting word added)

Some run-ons have no punctuation at all to mark the break between two or more
thoughts. Such run-ons are known as fused sentences: They are fused or joined together
as if they were only one thought.
Fused Sentence
Rita decided to stop smoking she didn’t want to die of lung cancer.
Fused Sentence
The exam was postponed the class was canceled as well.

In other run-ons, known as comma splices, a comma is used to connect or

“splice” together the two complete thoughts. However, a comma alone is not enough
to connect two complete thoughts. Some connection stronger than a comma alone is
needed.
Comma Splice
Rita decided to stop smoking, she didn’t want to die of lung cancer.
Comma Splice
The exam was postponed, the class was canceled as well.

Comma splices are the most common kind of run-on. Students sense that some
kind of connection is needed between thoughts, so they put a comma at the dividing

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 point. But the comma alone is not sufficient. A stronger, clearer mark is needed between
the two thoughts

Correcting Run-Ons

Here are four common methods of correcting a run-on:

1. Use a period and a capital letter to separate the two complete thoughts. (In other
words, make two separate sentences of the two complete thoughts.)
Rita decided to stop smoking. She didn't want to die of lung cancer.
The exam was postponed. The class was canceled as well.
» OR «
2. Use a comma plus a joining word (and, but, for, or, nor, so, yet) to connect the two
complete thoughts.
Rita decided to stop smoking, for she didn't want to die of lung cancer.
The exam was postponed, and the class was canceled as well.
» OR «
3. Use a semicolon to connect the two complete thoughts.
Rita decided to stop smoking; she didn't want to die of lung cancer.
The exam was postponed; the class was canceled as well.
4. Use subordination.
Because Rita didn't want to die of lung cancer, she decided to stop smoking.

B. FRAGMENTS
Every sentence must have a subject and a verb and express a complete idea. A
sentence that is missing a subject or a verb is incomplete. It is called a fragment.

Incorrect Correct

I like Minneapolis. Is a clean city. I like Minneapolis. It is a clean city.

(subject is missing)
They successful. They are successful.
(verb is missing)

Following are the most common types of fragments that people write:
 Dependent-word fragments

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  -ing and to fragments
 Added-detail fragments
 Missing-subject fragments

Once you understand the specific kind or kinds of fragments that you
might write, you should be able to eliminate them from your writing. The
following pages explain all four types of fragments.

1. Defendant-word fragment
Some word groups that begin with a dependent word are fragments. Here is a
list of common dependent words: after, unless, although, though, until
as what, whatever, because, when, whenever, before, where, wherever, even though
whether, how which, whichever, if, even if, while, in order that, who, since, whose,
that, so that
Whenever you start a sentence with one of these dependent word, you must be
careful that a dependent-word fragment does not result. The word group beginning
with the dependent word After in the following selection is a fragment.
Incorrect : After I stopped drinking coffee. I began sleeping better at night.
To correct the fragment, simply follow through and complete the thought:
Correct : After I stopped drinking coffee, I began sleeping better at night.

2. –ing and to Fragment

When a word ending in - ing or the word to appears at or near the start of a
word group, a fragment may result. Such fragments often lack a subject and part
of the verb.
Underline the word groups in the following examples that contain –ing words.
Each of these is an -ing fragment.
Example 1
 I spent all day in the employment office. Trying to find a job that suited
me . The prospects looked bleak. (Incorrect)
 I spent all day in the employment office, trying to find a job that suited
me.(Correct. Attach the fragment to the sentence that comes before it or
the sentence that comes after it, whichever makes sense)

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 How to Correct to Fragments
As previously noted, when to appears at or near the start of a word group, a
fragment sometimes results.
Fragment:
 To remind people of their selfishness. Otis leaves handwritten notes on cars
that take up two parking spaces.
The first word group in the preceding example is a to fragment. It can be
corrected by adding it to the sentence that comes after it.
 Correct: To remind people of their selfishness, Otis leaves handwritten notes
on cars that take up two parking spaces.

3. Added-Detail Fragments
Added-detail fragments lack a subject and a verb. They often begin with
one of the following words or phrases: also, especially, except, for example
including, such a.
People often write added-detail fragments for much the same reason they write
-ing fragments. They think the subject and verb in one sentence will serve for the
next word group as well. But the subject and verb must be in each word group.
EXAMPLE 1
 Tony has trouble accepting criticism. Except from Lola. She has a knack for
tact.
EXAMPLE 2
 My apartment has its drawbacks. For example, no hot water in the morning.

How to Correct Added-Detail Fragments

a. Attach the fragment to the complete thought that precedes it. Example 1 could
read: “Tony has trouble accepting criticism, except from Lola.” (Note that here
a comma is used to set off “except from Lola,” which is extra material placed at
the end of the sentence.)
b. Add a subject and a verb to the fragment to make it a complete sentence.
Example 2 could read: “My apartment has its drawbacks. For example, there is
no hot water in the morning

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 4. Missing-Subject Fragments
People write missing-subject fragments because they think the subject in one
sentence will apply to the next word group as well. But the subject, as well as the
verb, must be in each word group to make a sentence.
In each example, underline the word group in which the subject is missing.
EXAMPLE 1
 One example of my grandfather’s generosity is that he visits sick friends in
the hospital. And takes along get-well cards with a few dollars folded in
them.
EXAMPLE 2
 The weight lifter grunted as he heaved the barbells into the air. Then, with
a loud groan, dropped them.

How to Correct Missing-Subject Fragments

a. Attach the fragment to the preceding sentence. Example 1 could read: “One
example of my grandfather’s generosity is that he visits sick friends in the
hospital and takes along get-well cards with a few dollars folded in them.”
» OR «
b. Add a subject (which can often be a pronoun standing for the subject in the
preceding sentence). Example 2 could read: “Then, with a loud groan, he
dropped them.”

C. CONNECTORS
Connectors can be used to clarify the relationship between ideas. It can be a
signal that the second idea will support the first in some way. Connectors also can be
used to contrast the first idea with an opposite or very different idea. Specifically, they
act as a sort of guide and allow your ideas to be understood more easily by your
audience.

There are many connectors that are used in the English language. Each of them
has a certain function. For instance, connectors can be used to express addition,
sequence, contrast, a result, and more.

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a. Sequence Connectors
Sequence connectors are used to indicate the order of various steps or
actions. They often begin with one of the following words or phrases: later,
after, before, then, next, soon, finally, secondly, first of all to start with, in
conclusion, etc. For example :
- First, go straight until you reach the grocery store. Next, turn left. Then,
drive about 100 metres. Finally, turn right.
b. Addition Connectors
Addition connectors help you demonstrate that the idea in one sentence or
paragraph supports the idea in the previous one. They often begin with one
of the following words or phrases: as wel as, further, and then, and, too, in
addition to, not only – but also, etc. For example :
- John came from swimming and then left for basketball coaching.
c. Cause and Effect Connectors
Cause and effect connectors are used when you want to express that an idea
is the result of a previous idea. They often begin with one of the following
words or phrases: because of that, consequently, etc. For example :
- It’s going to be raining all day today. Because of that, the event must be
cancelled.
- There’s a new competitor in the market. Consequently, we’ll have to be
more aggressive with our marketing.
d. Contrast Connectors
Contrast connectors are used to present a contradiction between ideas. This
is where connectors such as in contrast, however, although, nevertheless,
and in spite of are used. For example :
- I think his idea is great. Nonetheless, it’s too expensive.
- Many people enjoy listening to CDs; in contrast, live concerts are more
exciting.

e. Emphasis Connectors

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 Emphasis connectors are used when tou want to add emphasis to your
idea. This is where connectors such as of course, certainly, specifically,
particularly are used. For example :

- I have a difficult time waking up early in the morning. Particularly, in

winter.

f. Comparison Connectors

Comparison connectors help you show that there is similarity between two
ideas. They often begin with one of the following words or phrases:
similarly, like, in the same way, alternatively,etc. For example :

- My smartphone is essential for my business. Similarly, my tablet is

critical for building reports.

g. Explanatory Connectors

One way to support an idea is to give an example that illustrates the idea.
Connectors like for example, in particular, basically, in general introduce
examples. For example :

- Most people are willing to spend money to make their lives easier, for
example, nearly every new house has an automatic garage door opener.
- Children should avoid junk food, in particular, they should stay away
from sugary snack.

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 CHAPTER II

A. CONCLUSION

A run-on sentence occurs when two sentences that run together without correct
punctuation between them. One way to correct a run-on sentence is to put a period
between the sentences. Another way is to add a comma and a connecting word.

Every sentence must have a subject and a verb and express a complete idea. A
sentence that is missing a subject or a verb is incomplete. It is called a fragment.

Connectors can be used to clarify the relationship between ideas. It can be a

signal that the second idea will support the first in some way. Connectors also can be
used to contrast the first idea with an opposite or very different idea. Specifically, they
act as a sort of guide and allow your ideas to be understood more easily by your
audience.
Understanding the concepts of run-on sentences, fragments, and connectors is
essential for effective written communication. Run-on sentences occur when two or
more independent clauses are not properly separated, leading to confusion for the
reader. Fragments are incomplete sentences that lack either a subject, verb, or a
complete thought. Both of these issues can be addressed by using appropriate
connectors, to join clauses and ensure coherence and clarity in writing. By being
mindful of these language focus areas, writers can improve the quality of their written
work and convey their intended meaning more effectively

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 BIBLIOGRAPHY

Savage & Mayer. (2012). The short essay . New York: Oxford University Press

Albright & Langan. (2019). Paragraphs and Essays. McGraw Hill Education

Zemach & Rumisec. (2005). Academic Writing. McMillan

Savage & Shafiei. (2007). The Paragraph. New York: Oxford University Press