AVOIDING FRAGMENTS AND RUNONS

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AVOIDINGFRAGMENTS AND RUN-ONS

• Eighth Grade Language Arts
• Sara Wohltjen

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AVOIDINGFRAGMENTS AND RUN-ONS

• It is a Language Arts Department goal for the
  eighth grade to reduce the occurrence of
  fragments and run-ons
• in student writing.

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AVOIDINGFRAGMENTS AND RUN-ONS

• To better achieve this goal, a
  StAIR project could be implemented allowing
  students to review and practice the
  identification and correction of fragments and
  run-ons.

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AUDIENCE

• The audience for this project will be
  eighth grade English Language Arts
  students with a basic understanding of subjects
  and verbs.

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INSTRUCTIONAL OBJECTIVE

• The instructional objective
  for this project is for students to
  review and practice the identification and
  correction of fragments and
  run-ons.

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INSTRUCTIONAL OBJECTIVE

• The GLCEs that will be addressed by this project
  are as follows

W.PR.08.04 Review and revise their compositions
for coherence and consistency regarding word
choice, cause and effect, and style, and they
will read their own work from another readers
perspective in the interest of clarity. W.PR.08.0
5 Edit their writing using proofreaders
checklists both individually and in peer editing
group. W.GR.08.01 Use style conventions (e.g.,
MLA) and a variety of grammatical structures in
their writing including infinitives, gerunds,
participial phrases, and dashes or ellipses.
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PEDAGOGY

• Students will experience a variety of
  learning strategies through
  this project including INDUCTIVE, DEDUCTIVE, and
  COMPARE/CONTRAST. Students will also receive
  immediate feedback as they progress through their
  learning.

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PEDAGOGY DEDUCTIVE

• Students will experience deductive learning by
  seeing examples of fragments and run-ons,
  then receiving explanations and definitions.

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PEDAGOGY INDUCTIVE

• Students will experience inductive learning
  by being shown how to correct fragments
  and run-ons, then being shown examples and given
  an opportunity to practice.

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PEDAGOGY Compare/Contrast

• Students will experience the benefits of
  comparing and contrasting by being shown the
  differences among fragments, sentences, and
  run-ons.

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ACTIVE RESPONSE/FEEDBACK

• Students will actively participate in their
  learning by practicing with the identification
  and correction of fragments and run-ons.
  They will receive immediate feedback
  to their responses.

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EXAMPLE StAIR ELEMENT

• The following four slides provide an
  example of a StAIR element. They
  demonstrate DEDUCTIVE learning about fragments.

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EXAMPLE StAIR ELEMENT
FRAGMENTS
Threw the baseball. (Who threw the baseball?)

• Mark and his friends. (What about them?)

Around the corner. (Who is? What happened?)
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EXAMPLE StAIR ELEMENT

• A fragment is a group of words
• that does not express a complete
• thought. Something important is
• missing, and you are left wondering
• What is this about? or What happened?

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EXAMPLE StAIR ELEMENT

• A fragment may be missing a SUBJECT
• Threw the baseball. (Who threw the baseball?)

A fragment may be missing a VERB Mark and his
friends. (What about them?)
A fragment may be missing BOTH Around the
corner. (Who was? What happened?)
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EXAMPLE StAIR ELEMENT

• You can correct a fragment by adding the missing
  part of speech.
• Add a subject Rob threw the baseball.
• Add a verb Mark and his friends laughed.
• Add both A dog ran around the corner.

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EXAMPLE StAIR ELEMENT

• These learning opportunities would be followed
  with practice sentences in which students
  would be given a sentence or fragment
  and be asked to identify them. They would then
  be given fragments and be asked to
  correct them.

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AVOIDINGFRAGMENTS AND RUN-ONS

• By using a StAIR to review/teach/ reinforce the
  identification and correction of fragments and
  run-ons, students learn in a fun, effective,
  and meaningful way.

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