Activities

1. Label each sentence in a given set of sentences as complete, fragment, or run-on sentences.
   
   
2. Define the following terms: complete sentence, sentence fragment, run-on sentence. Include information about how to recognize each.

3. Given a set of phrases pre-labeled as complete sentences, fragments, or run-on sentences, the student will identify the patterns that exist in each category.
   
   
4. Categorize sentences in a writing sample (either the student’s own writing, a peer’s, or a provided sample) as being complete, run-ons, or sentence fragments.

5. Assess and revise own writing to ensure all sentences are complete sentences.
   
   
6. Construct a paragraph utilizing knowledge of complete sentences.

Answer Key/Rubric

1. The student will correctly label each phrase in a given set as being a complete sentence, a sentence fragment, or a run-on sentence. The student should be offered a set of phrases that includes a variety of each type and should identify each with the appropriate label.

2. The student will provide a definition for each term, including information on how to recognize each type of sentence. Acceptable answers include, but are not limited to:

1. Complete sentence: a sentence containing, at minimum, a subject and a verb (e.g. The teacher wrote on the board.)
2. Sentence fragment: a phrase that does not stand on its own because it is lacking an essential sentence component (e.g. All of us working on the project)
3. Run-on sentence: two sentences or independent clauses that have been put together without appropriate punctuation or conjunctions. (e.g. Tom loves animals, he likes playing outside.)

3. When given a set of pre-written phrases, the student will identify patterns found in complete sentences (e.g. subject + verb), fragments (e.g. lacking subject or verb), and run-on sentences (e.g. lack of conjunction or punctuation).  The student should be given a variety of sentences, including short, minimal sentences (The cat drank.) and longer, more involved sentences (The cat drank her milk, and she thought it was delicious.)

4. The student will be given a writing sample containing complete sentences, fragments, and run-ons. The student will carefully review the writing sample and will correctly categorize sentences in the sample as being complete sentences, fragments, or run-on sentences. Each sentence should be labeled within the paragraph to show that the student understands the various sentence structures, both correct and incorrect.

5. The student will carefully review their own writing, determine whether any of their sentences need revising, and revise any fragments or run-on sentences. Look for students to locate incorrect sentences and revise them independently. Students may, on occasion, use a fragment or run-on for effect. If this is the case, they should be prepared to defend their choice, and be able to explain their deviation from standard written conventions.

6. The student will construct a new paragraph, utilizing complete sentences. The student should be encouraged to use a variety of sentence structures, but should self-identify any fragments and run-on sentences as part of the editing and revision process. Some students may prefer to revise their work as they go along or to formally review their work after writing a first draft to locate and correct their errors. For this exercise, it may be helpful to require them to formally review their first draft to create a record of their ability to revise and correct their own work for sentence structure.