Chapter 18: FragmentsCopyright © 2011

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The two most common errors that students make at the sentence level, and are also the two most noticed errors by employers (for example, in a job application letter) are called Fragments and Run-ons. This chapter focuses on Fragments, and the next chapter, Run-ons.

A Fragment is a word group that is missing a Subject, a Verb, or a complete thought. A Fragment pretends to be a Sentence, but is not. Think of a Fragment as a bridge that is not reinforced to support the weight of traffic. If you try to drive the flow of your writing across this bridge, watch out, because it will collapse.Here’s an example:

Sentence: I brought the book to class, just like last week.

Fragment (underlined):

I brought the book to class. Just like last week.

“Yes! That’s right! It’s a Sentence Fragment! 50 Points for God, and … uh-oh, looks like Norman, our current champion, hasn’t even scored yet.”

Just like last week is a Fragment because there is not a Subject, or a Verb, and it has an incomplete thought.There are three ways you can correct a Fragment:

1. Add the missing Subject, Verb, or both.

2. Attach the Fragment to the related Sentence that comes before or after.

3. If it’s a Subordinate Clause Fragment, delete the Subordinate Conjunction, and you’ll have a complete sentence.

This chapter focuses on the most common kinds of Fragments and how to correct them.

1. Fragments with Prepositional Phrases

The simplest kind of Fragment to find and correct are called Prepositional Phrase Fragments. A Prepositional Phrase (see Chapter 14) begins with a Preposition and ends with a Noun. Often there is an Adjective in the middle. Here are some examples:

Preposition1 Adjective Noun

On the table

In the box

To the mega mall

Around town

1The Prepositions are in Red Type, and the Prepositional Phrases are in Blue Background.

Prepositional Phrases usually support the Subject and Verb of the sentence by answering the question where or when. For example:

I found my glasses under the bed.

The Prepositional Phrase under the bed tells you where the glasses were found.

A Prepositional Phrase must start with a Preposition.

Here’s a list of some common Prepositions:

Across After Against Along Around Before BehindBelow Beside Between By During For FromIn Inside Into Like Near Of OffOn Out Over Since Than Through TowardUnder Upon With At To

Since a Phrase is a group of words that does not have a Subject and a Verb, a Prepositional Phrase can never be a complete sentence. A stand-alone Prepositional Phrase is always a Fragment.

You can correct a Prepositional Phrase Fragment by adding it to the complete sentence that comes before or after. Here are some examples:

Fragment: (in Italics)

I picked up the dishes. From the table.

Complete Sentence:

I picked up the dishes from the table.

Fragment: (in Italics)

In an instant. He wrecked the car.

Complete Sentence:

In an instant, he wrecked the car.

Fragment: (in Italics)

I thought of what we would need to do to win the game. For example, solid pitching.

Complete Sentence:

I thought of what we would need to do to win the game, for example, solid pitching.

Practice 1. Prepositional Phrase Fragments – Pick-up Basketball Level

http://www.alechoes.com/wp-content/uploads/2010/03/IMG_1972-WM1.jpg

Correct the following Fragments by connecting them to the sentence that comes before or after. Put (Parentheses) around the Prepositional Phrases. Add any commas that are needed.

Example: Fragment: In the beginning. Jorge enrolled in five classes.Sentence: In the beginning, Jorge enrolled in five classes.

“In the beginning” does not have a Subject and a Verb, so “In the beginning” is a fragment. You can correct the fragment by combining the phrase “In the beginning” with the sentence it was designed to support: “In the beginning, Jorge enrolled in five classes.”

1. I had some answers to her questions. By that time.

2. We had gone through the usual process. In our search.

3. There was a little rat’s nest of bills accidentally discovered. Around the 7-year-old’s room.

4. Dr. Howard is an assistant professor of pediatrics. At Johns Hopkins School of Medicine.

5. An avid science fiction fan, he watched the entire Star Wars series. In one twenty-four hour period.

Star Wars IV Movie Posterhttp://www.virginmedia.com/images/1remakesstarwars-400.jpg

6. Many people believe Avatar will be remembered as a break-through film 40 years from now. Like Star Wars today.

Jake Sully’s Avatar with Neytirihttp://images.eonline.com/eol_images/Entire_Site/20091214/425.Avatar.Saldana.Worthington.lc.121409.jpg

YouTube Link: Behind the Scenes: How they made Avatar

7. Special Computer effects have grown even more special in the final Harry Potter movie. With the creepy albino dragon, which is seamlessly integrated into the action.

Harry, Ron, and Hermione, riding on the back of a computer generated albino dragonhttp://www.reelzchannel.com/movie-news/10840/new-stills-tv-spot-and-an-increasingly-creepy-dragon-for-deathly-hallows-part-2/

2. Fragments with Subordinate Clauses

A Subordinate Clause is a group of related words connected to a Complete Sentence in order to provide Support for the Sentence. It’s important to know that unlike all other types of Fragments, the Subordinate Clause and the Complete Sentence both have a Subject and a Verb. As long as the Subordinate Clause is connected to a Complete Sentence, there is no problem, but when you try to make a Subordinate Clause stand by itself, you break the rules.

Here are some examples of Subordinate Clauses connected to Complete Sentences:

Before you forget1, make sure to take out the trash. 2

She decided to go to the game even though it looked like rain.

The fox, (which jumped over the fence), vanished from view.

The story (that appeared in the newspaper) can’t be true.2

1The Subordinate Clause is in green background and the Subordinate Conjunction is in yellow type.

2Notice that the above word groups are Sentences because the Subordinate Clause is connected to a complete Sentence.

Subordinate Clauses are signaled by Key Words, called Subordinate Conjunctions, and each Subordinate Clause has its own Subject and Verb. When looking for a Subordinate Clause, first identify the Subject(s) and Verb(s), then try to locate a Subordinate Conjunction (see list of Subordinating Conjunctions below).

In a sentence with a Subordinate Clause, there will be one or more Subject-Verb combinations with a Subordinate Conjunction—that’s the Subordinate Clause, and there will also be one Subject-Verb combination without a Subordinate Conjunction before the Subject—that’s the main Sentence.

Subordinate Clause Main Sentence

Although Juan took every precaution, he was still stung by a bee.

Main Sentence Subordinate Clause

Josey took 18 credits, which surprised her advisor.

Here’s a list of the most common Subordinate Conjunctions (Remember, without a Subordinate Conjunction leading the way, you cannot have a Subordinate Clause.)

A Subordinate Clause is an excellent way to bring variety and precision to your writing, but a Subordinate Clause must be connected to a Main Clause. The Main Clause is a complete sentence; a stand-alone Subordinate Clause is a Fragment.

Here are some examples of Complete Sentences turned into Subordinate Clause Fragments by isolating the Subordinate Clause:

Sentence: I took the 205 bus because it would get me downtown on time.

Fragment (in Italics):

I took the 205 bus. 1Because it would get me downtown on time.

Sentence: I wrote down the directions although there were several missing steps.

Common ADVERB Subordinate Conjunctions

afteralthoughasas ifas long asas thoughbecausebeforeeven ifeven though

ifif onlyin order thatnow thatoncerather thansinceso thatthan

thoughtillunlessuntilwhenwheneverwherewhereaswhereverwhile

Common ADJECTIVE Subordinate Conjunctions

Who Which That

Fragment (in Italics):

I wrote down the directions. Although there were several missing steps.

Sentence: There were several speeches, which stirred up the audience.

Fragment (in Italics):

There were several speeches. Which1 stirred up the audience.

Sentence: He was the fireman who saved the baby from the burning house.

Fragment (in Italics):

He was the fireman. Who saved the baby from the burning house.

An Exception to the Rule: There is one case when a Subordinate Clause beginning with “which” and “who” is not a Fragment, even when not connected to a complete sentence. That’s when they are used in a question. For example:

Fragment (in Italics)Incorrect:

He is the student. Who scored the highest grade on the exam.

Question Correct:

Who scored the highest grade on the exam?

There’s one more Exception to the Rule: Discovering a Subordinate Clause Fragment can get tricky in another instance – when the pronoun “that” is the Subject of the Sentence and is not used as a Subordinate Conjunction. In this case, you no longer have a Fragment. Fortunately, this is true only with the key word “that” and no other Subordinate Conjunction.

Here’s an example:

Two Complete

After much deliberation, the judge made the decision that the contract was invalid. That is

Sentences! what the defense attorney told me.

Notice in the first example, that the contract was invalid, that is used as a Subordinate Conjunction so must be connected to a Complete Sentence, or you have a fragment. In the second example, That is what the defense attorney told me, that is used as the Subject of the sentence, and not as a Subordinate Conjunction, so there is no Fragment!

You can correct Subordinate Clause Fragments in one of two ways:

Method #1. Connect the Fragment to a complete sentence that comes before or after. For example:

Fragment: (in italics)

Kyle searched for the missing text. Before he went to class.

Revised: Kyle searched for the missing text before he went to class.

Fragment (in Italics):

Xu Zhiyong, 36, is a soft-spoken and politically shrewd legal scholar in China. Who has made a name representing migrant workers, death row inmates, and the parents of babies poisoned by tainted milk.

Revised: “Xu Zhiyong, 36, is a soft-spoken and politically shrewd legal scholar in China who has made a name representing migrant workers, death row inmates, and the parents of babies poisoned by tainted milk.”

Method #2. Remove the Subordinate Conjunction, which leaves a complete sentence.

Fragment: (in Italics)

Jorge went on a family vacation to Mexico City. Because he wanted to see his cousins.

Revised: Jorge went on a family vacation to Mexico City. He wanted to see his cousins.

Fragment: (in Italics)

Xu Zhiyong, 36, is a soft-spoken and politically shrewd legal scholar in China. Who has made a name representing migrant workers, death row inmates, and the parents of babies poisoned by tainted milk.

Revised: Xu Zhiyong, 36, is a soft-spoken and politically

shrewd legal scholar in China. He* has made a name representing migrant workers, death row inmates, and the parents of babies poisoned by tainted milk.

“Arrest in China Rattles Backers of Legal Rights” Andrew Jacobs New York Times August 9, 2009

*Notice that we had to change the Pronoun. In place of “who,” we substituted “he.”

Practice 2. Subordinate Clause Fragments – Intermediate Basketball Level

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Example: Fragment: When the semester began. Jorge enrolled in five classes.Sentence: (When the semester began), Jorge enrolled in five classes.

Even though there are two Subjects and two Verbs, since the first Clause “When the semester began” has the Subordinate Conjunction When in front, “When the semester began” is not a full sentence!

You can correct the fragment is one of two ways:a. Remove the Subordinate Conjunction, and you have a complete

sentence: The semester began. Jorge enrolled in five classes.b. Combine the Subordinate Clause with the Main Clause, and you’ll

have one complete sentence: “(When the semester began), Jorge enrolled in five classes.”

Common ADVERB Subordinating Conjunctions

after*althoughasas ifas long asas thoughbecausebeforeeven ifeven though

ifif onlyin order thatnow thatoncerather thansinceso thatthanthat

thoughtillunlessuntilwhenwheneverwherewhereaswhereverwhile

Common ADJECTIVE Subordinate Conjunctions

Who Which That

When to use Commas Subordinate Clauses: 1. With ADVERB Subordinate Clauses, use a comma if the

Subordinate Clause comes first in the sentence and do not use a comma if the Subordinate Clause does not come first. In the example sentence: “(When the semester began), Jorge enrolled in five classes” you need a comma.

2. Here’s how to use Commas with ADJECTIVE Subordinate Clauses:

Which: Always use a comma.That: Never use a comma.Who: You choose (whether to use a comma).

Correct the following Fragments by connecting them to the sentence that comes before or after. Put (Parentheses) around the Subordinate Clauses. Add any commas that are needed. Hint: not every word group is a Fragment!

1. By the time a worried parent asked me about a child who had stolen something, I had some answers. Because I had already been a worried parent and had asked my own pediatrician.

2. A 2-year-old is probably going to be described as not being good at sharing. Who takes something from other children.

3. After I had my own family crisis. I attended an educational talk on behavior in children.

4. He said to take it seriously, talk about consequences, extract an apology, but don’t act as if you think it means your child is a criminal. Which is exactly what I said to the first parent who asked me this in the exam room.

5. I found all the stolen items but a cheap watch that didn’t even work. That surprised me.

6. I say the same to all the parents. When they ask me.

“Stealing in Childhood Does Not a Criminal Make”Perri Klass, M.D.New York Times August 10, 2009

A parent’s helping handhttp://www.robertjasongrant.com/wp-content/themes/sustainable/images/family_services.jpg

3. Fragments with “ing” Verb Phrases

A Verb Phrase ending in “ing” can replace the less important of two sentences, giving greater precision and variety to the writing. However, “ing” Verb Phrases must be connected to a complete sentence: a stand-alone Verb Phrase is a Fragment.

Here are some examples of Complete Sentences turned into “ing” Verb Phrase Fragments by isolating the Verb Phrase:

Sentence: Checking out the book from the library, I completed the assignment.

Fragment: Checking out the book from the library. I completed

(in italics) the assignment.

Sentence: Taking the dog for a walk, I saw a beautiful sunset.

Fragment: (in italics)

Taking the dog for a walk. I saw a beautiful sunset.

You can correct an “ing” Verb Phrase Fragment in one of two ways:

1. Connect the Fragment to the complete sentence that comes before or after.

Fragment: (in italics)

Jolina hussled up the steps. Trying to get to class on time.

Revised: Jolina hussled up the steps, trying to get to class on time.

2. Replace the “ing” Verb with a Subject and Verb to create a complete sentence.

Fragment:(in Italics)

Jolina hussled up the steps. Trying to get to class on time.

Revised: Jolina hussled up the steps. She was* trying to get to class on time.

*Notice that you also need to add a Helping Verb “was” as in “was trying” to make a Complete Sentence.

There’s one Exception to the Rule: When an “ing” Verb Phrase is the Subject of the Sentence, no Helping Verb is needed.

Here’s an example:

Fragment: (in Italics)

Inserting the key into the lock. She opened the door.

Complete Sentence with ‘ing’ Verb Phrase as the Subject!

*Inserting the key into the lock was all it took to open the door.

*Notice that the entire “ing” Verb Phrase Inserting the key into the lock is the Subject!

To find the Subject, first we identified the Verb “was” and then did the “fill-in-the-blank” test to find the Subject:

(_________________________________) was all it took to open the door.(Inserting the key into the lock) was all it took to open the door.

Practice 3. “Ing” Verb Phrase Fragments – Intermediate Basketball Level

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Example: Fragment: Taking a full load. Jorge enrolled in five classes.Sentence: (Taking a full load), Jorge enrolled in five classes.

(Taking a full load) does not have Subject, and from Chapter 13, an “ing” word cannot be the Verb for the sentence without a Helping Verb, Taking a full load is a fragment. You can correct the fragment is one of two ways:

a. Add a Subject and a Helping Verb to the “ing” Verb Phrase, and you’ll have two complete sentences: Jorge is taking a full load. Jorge enrolled in five classes.

b. Combine the “ing” Verb Phrase with the Main Clause, and you’ll have one complete sentence: “Taking a full load, Jorge enrolled in five classes.”

c. Here’s how to use Commas with “ing” Verb Phrases:

Since “ing” Verb Phrases signal a big break in the sentence, you need a comma no matter where “ing” Verb Phrases come in the sentence.

Correct the following Fragments by connecting them to the sentence that comes before or after. Put (Parentheses) around the “ing” Verbs Phrases. Add any commas that are needed. Hint: not every word group is a Fragment.

1. He kept himself up at night. Worrying about the exam.

2. Questioning the driver. The policemen determined that he was not the thief.

3. Working out at the gym kept him in good shape. He worked out three days a week.

4. Stealing was included along with other typical childhood issues. Including sleep problems, tantrums, and all the rest.

5. He saw his good friend. Going to the bookstore.

6. The bird watchers hiked for two days. Trying to catch a glimpse of the rare Bohemian Waxwing.

The rare Bohemian Waxwinghttp://www.birdinfo.com/A_Images_B/BohemianWaxwing2002-03-001.jpg

4. Fragments with a “to-plus-a-verb” Phrase

A Verb Phrase that starts with “to-plus-a-verb” – for example, “to run” – can replace the less important of two sentences in order to give greater precision and variety to your writing. However, all Verb Phrases must be connected to a complete sentence. A stand-alone Verb Phrase is a Fragment.

Here are some examples:

Sentence: To make way for the new shipment, the store put much of their stock on sale.

Fragment: (in italics)

The store put much of their stock on sale. To make way for the new shipment.

Sentence: He doubled his training to see if he could win the race.

Fragment (in italics):

He doubled his training. To see if he could win the race.

You can correct a “to-plus-a-verb” Fragment in one of two ways:

1. Connect the Fragment to the complete sentence that comes before or after.

Fragment: (in Italics)

In the morning, Geri takes a three-mile run. To stay in shape.

Complete Sentence:

In the morning, Geri takes a three-mile run to stay in shape.

2. Add a Subject and Verb before the “to-plus-a-verb” Phrase to create a complete sentence.

Fragment: (in Italics)

In the morning, Geri takes a three-mile run. To stay in shape.

Complete Sentence:

In the morning, Geri takes a three-mile run. She likes to stay in shape.

Geri’s morning runhttp://www.zimbio.com/pictures/FBd7rqg_cT5/Geri+Halliwell+Morning+Run/z6-VX11WBoQ/Geri+Halliwell

The Exception to the rule: When the “to-plus-a-verb” Phrase is the Subject of the Sentence!

Discovering a “to-plus-a-verb” Fragment can get tricky in one instance – when the Verb Phrase is the Subject of the Sentence. In this case only, you no longer have a Fragment. Finding the Verb first, and then using the Verb to identify the Subject – which will be the entire Verb Phrase – can be a big help!

Here’s an example:Fragment: (in italics)

To resolve the dispute. She turned to an arbitrator.

Sentence! *To resolve the dispute was the reason for the arbitrator.

*Notice that the entire Verb Phrase to resolve the dispute is the Subject of the sentence!

To find the Subject, first we identified the Verb “was” and then did the fill-in-the-blank test to find the Subject:

(________________________) was the reason for the arbitrator. (To resolve the dispute ) was the reason for the arbitrator.

Practice 4. “To-plus-a-Verb” Phrase Fragments – Intermediate Basketball Level

https://www.amherst.edu/athletics/teams/winter/basketball-w/articles/2010-11/1120_rpi

Example: Fragment: Jorge enrolled in five classes. Taking a full load.Sentence: To complete college in June, Jorge enrolled in five classes.

If the “to plus a Verb Phrase” begins the sentence, you need a comma. If the “to plus a Verb Phrase” does not begin the sentence, you cannot use a comma.

Correct the following Fragments by connecting them to the sentence that comes before or after. Put (Parentheses) around the (“to” plus a verb) Phrases. Add any commas that are needed. Hint: not every word group is a Fragment.

1. On land, an animal the size of a blue whale needs to be in water. To support such large heavy bones.

2. To allow blue whales to communicate with each other over hundreds of miles of ocean. These low-frequency sounds travel long distances through water.

3. The largest of the blue whales (150 tons) has a heart that weighs about 1,000 pounds (450 kg). To circulate 14,000 pounds (6,400 kg) of blood through its body.

4. We sailed for two weeks. To catch a glimpse of the blue whale.

5. Blue whales normally swim 3-20 mph (4.8-32 kph), but can go up to 24-30 mph (38-48 kph) in bursts. To escape from danger.

Great blue whale in museum – actual size http://www.dirjournal.com/info/wp-content/uploads/2010/01/Blue-Whale-museum.jpg

YouTube Video: The Great Blue Whale: http://www.youtube.com/watch?v=8YtC-VagE4Y

Practice 5. Variety of Fragments – Challenge Level Basketball Level

http://photos.dailycamera.com/Sports/CU-Sports/Colorado-Kent-State-NIT/16302880_Ykkgw#1225631784_VgTZT-M-LB

YouTube Video: “Top Ten Assists in Basketball” (Click Here)

In the following word groups, correct a variety of Fragments either by connecting them to the sentence that comes before or after; by adding a Subject and a Verb to the Fragment, or by taking away the Subordinate Conjunction to create a complete sentence.

1. On July 4th and New Year’s, Americans all across the country look to the skies to witness fireworks exploding into bursts of color, shapes, and sounds. Although some researchers think that what drifts back to earth could negatively affect both our bodies and our ecosystem.

2. There is little argument that the chemicals used in fireworks can be hazardous. To humans and the environment in large amounts.

3. The once-annual dose distributed by Fourth of July fireworks puts forth chemicals. Causing serious health problems.

4. When exposed to the high heat created by the combustion. Heavy metals in the fireworks produce color.

5. Although much of the perchlorate present in fireworks is transformed into harmless compounds. Any remnants of the chemical that fall back to earth can enter into the soil and water.

6. When ingested, the perchlorate in fireworks is absorbed by the thyroid gland. Which can interfere with the production of thyroid hormone.

7. A recent study of lake water in Ada, Oklahoma, found that the perchlorate concentration in the water increased by up to a factor of 1,000 in the hours after the show. Exceeding several states' maximum allowable levels for drinking water.

8. Experts say that a single Fourth of July event probably does not have a significant polluting effect on individuals. Despite the grim-sounding evidence.

9. The health impact of fireworks becomes problematic when repeated often. Or in enclosed spaces.

Newsweek, July 2009http://www.newsweek.com/id/205053/page/1

Fireworks over the Nation’s Capitolhttp://www.lakekatherine.org/UserFiles/Image/capitol-fireworks02.jpg

Practice 6. Fragments in an Essay – Challenge Level Basketball

http://www.thenccaa.org/images/Basketball/Bethel%20Action.jpg

Correct the variety of fragments either by connecting them to the complete sentence that comes before or after; by adding a Subject and a Verb to the Fragment, or by taking away the Subordinate Conjunction in order to create a complete sentence.

Writing Counts!

Being able to write essays is very important in today's world.

Communicating with people through writing is difficult. Without a grasp of

basic grammar and writing skills. That is why the goals I want to

accomplish in ENG 090 are to gain a better understanding of grammar. To

become competent at writing essays and to become confident in my ability

to write good, clear essays.

Since my first goal is to gain a better understanding of grammar. One thing

I will do to accomplish this is pay attention in class. I will follow along.

When we are doing grammar practices out of the book. I will talk to the

instructor. If I am still confused about a grammar rule. Doing all these

things. I am confident I will come away from this class with the

understanding of grammar I am hoping for.

My second goal is to become a competent essay writer. I will not only work

hard, but I will also call on what I learn in class to help me get past writer’s

block to accomplish this. For example, when I cannot think of anything to

write. I will remember what the instructor said in class about getting down

to the details.

Finally I want to become confident in my writing ability. One thing that will

help me get over my anxiety is turning in lots of papers in my English class.

To practice writing. This will help because each time I turn in a paper I will

go over it with my instructor. To get feedback. I know that I will have

written so many papers and gotten so much feedback that I will improve

my writing. By the time the class is over.

When I am done with my English class. I will no longer worry about my

grammar or essay organization. Being anxious about turning in my papers

will no longer keep me up at night. I will have improved my essay writing.

So that I am comfortable in my ability to write an essay. I will then be able

to start working on other goals. To take my writing to the next level.