ACTION VERBS BY SKILL AREA

Detail/Follow-through
Advise Aid Brief Clarify Communicate
Compose Conduct Consult Counsel Define
Deliver Demonstrate Describe Design Develop
Disburse Encourage Explain Express Facilitate
Guide Illustrate Influence Inform Instruct
Interpret Lecture Listen Organize Persuade
Phrase Plan Present Research Review
Teach Train

Customer Service/Human Relations

Adjust Administer Assist Attend Care
Communicate Convey Cure Direct Encourage
Explain Guide Help Host Plan
Promote Provide

Innovation
Adapt Apply Conceive Create Demonstrate
Develop Forecast Formulate Generate Graph
Imagine Improve Invent Judge Memorize
Perceive Recognize Remember Update Visualize

Leadership
Conduct Decide Define Document Explain
Enlist Inspire Judge Lead Lecture
Motivate Negotiate Plan Promote Solve
Speak

Accounting/Financial Management
Analyze Appraise Budget Calculate Compile
Compute Count Estimate Examine Manage
Project Review Tabulate

Communications
Communicate Compare Compose Create Define
Demonstrate Describe Develop Document Edit
Examine Explain Illustrate Interpret Interpret
Lecture Listen Present Proofread Publish
Report Speak Summarize Translate Write
 Research/Investigation
Anticipate Assess Classify Criticize Define
Determine Diagnose Examine Gather Group
Interview Inquire Inspect Observe Organize
Perceive Plan Recognize Re-evaluate Review
Solve Structure Survey Synthesize

Design/Performance
Act Arrange Assemble Build Compose
Construct Create Direct Decorate Demonstrate
Design Draft Draw Express Fashion
Frame Illustrate Lecture Map Model
Mold Orchestrate Perform Photograph Recite
Restore Sculpt Shape Show Sing
Sketch Speak Stage Stencil Style
Visualize Write
 Conjunctions: Coordinating, Adverbial, and Subordinating

Coordinating Conjunctions

Coordinating conjunctions are those seven words commonly used to unite two independent
clauses. These conjunctions give equivalent value to the two clauses they connect. The following
seven words (with the acronym FANBOYS) are coordinating conjunctions:

for and nor but or yet so

Coordinating conjunctions are typically preceded by a comma when both of the clauses are
independent. Here are two example sentences:

 The teacher announced the postponement of the test, and the students were overjoyed.

 I gave my sister a cashmere sweater for Christmas, but she gave me only placemats.

Both of the examples above are two independent clauses joined by a comma and a coordinating
conjunction.

Practice Exercise: Now you try to write two independent clauses separated with a comma and a
coordinating conjunction.

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_

Adverbial Conjunctions

Adverbial conjunctions achieve largely the same ends as the coordinating variety; however,
adverbial conjunctions can be used in several different ways. Below is a list of common
adverbial conjunctions:

accordingly finally likewise subsequently

also furthermore moreover then
anyway hence nevertheless therefore
besides however nonetheless thus
consequently incidentally otherwise
conversely instead similarly

Adverbial Conjunctions are used in three important ways:

1. Adverbial conjunctions help us unite two independent clauses. When adverbial

conjunctions are used between two independent clauses, they are preceded by a
semicolon and usually followed by a comma.
  The mummy was buried in a gold sarcophagus; thus, the archaeologists surmised that he
or she was someone of noble birth.

 Marcy has always been a good athlete; nevertheless, she failed to win two soccer
tournaments, four triathlons, and a rugby tournament.

2. They are used in parenthetical expressions. When an adverbial conjunction interrupts

the flow of the sentence, it is surrounded by commas. If the adverbial conjunction comes
at the end of the sentence, use a comma before it.

 Darryl Strawberry had great potential in baseball; he has, nonetheless, thrown it all away
because of his addiction to drugs.

 Being of sound mind, I bequeath all of my money to my family. My friend Amy will get my
comic book collection and my rock collection, however.

3. They are used as brief introductory phrases. In this case, they are followed by
commas.

 Incidentally, she said that she would be going to Mexico for Easter.

 Furthermore, the banded dune snail is so abundant that it never needed official protection.

Practice Exercise: Now you try to use two of the adverbial conjunction rules listed above.

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_

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_

Subordinating Conjunctions

Subordinating conjunctions begin dependent clauses, clauses that cannot stand alone; they are
then joined to independent clauses to make them complete. Below is a general list of
subordinating conjunctions:

after so that who

although than whom
as, as if that whose
because though
before unless
even though until
except for when, whenever
if, even if where, wherever
in order that whether
rather than which
since while
When subordinating conjunctions begin a clause, the clause becomes dependent. To
make the idea complete again, we have to add the dependent clause to an independent
clause. Note the following examples.

 I was thirsty. (This is a simple independent clause).

 Because I was thirsty (This is a dependent clause beginning with the subordinating
conjunction because; therefore, the clause cannot stand alone.)

 Because I was thirsty, I filled my canteen with water at the next creek. (Here, the
dependent clause is added to an independent clause to make it complete.)

 I like to go skiing (simple independent clause).

 I like to go skiing when (now a dependent clause beginning with when)

 I like to go skiing when the snow is fresh and the air cold and crisp. (With the
dependent clause in the middle, no comma is needed.)

What are the comma rules associated with independent and dependent clauses?

 If we begin with a dependent clause, we need a comma at the end of that clause.
This set of clauses is an example of the comma rule: DC, IC.

 We do not need a comma if our dependent clause comes after our independent
clause. This set of clauses is an example of the comma rule: IC+DC.

Note: The comma comes at the end of the introductory dependent clause—not at the end
of the
dependent word. Consider the following:

 Wrong: Although, I like skiing…

 Correct: Although I like skiing, I do not go often. (The comma comes at the end
of the dependent clause—right before the independent clause.)

Practice Exercise: Now you try to write two sentences using a subordinating conjunction
at the beginning of a sentence and in the middle of a sentence.

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The Apostrophe

Possessive nouns usually indicate ownership. For example, we can say Rhonda's purse or
the puppy's leash. Often, however, ownership is loosely implied, as in a day's work or a
week's paycheck. We can tell if we need to use an apostrophe by seeing if the phrase can
be replaced with of. Look back at the preceding examples and note that Rhonda's purse is
the purse of Rhonda, the puppy's leash is the leash of the puppy, a day's work is the work
of a day, and a week's paycheck is the paycheck of a week.

I. Use an apostrophe to indicate that a noun is possessive.

Note: The following pronouns are already possessive; therefore, they never take
apostrophes.
Singular: my, mine, you, yours, her, hers, his, its
Plural: our, ours, your, yours, their, theirs

When to add 's

If the noun does not end in an s, add 's.

Ex: Tanya decided it was time to leave her sister's party.

Ex: Allan brought home plenty of money for the children's dresses.

If the noun is singular and ends in s, add 's.

Ex: Vargas's sister is coming to visit over the summer.

Note: If the pronunciation would be awkward with the added 's, some writers use only the
apostrophe. Either use is acceptable.

Ex: Sophocles' plays are relevant to modern life.

When to add only an apostrophe

If the noun is plural and ends in s, add only an apostrophe.

Ex: The girls' dresses looked perfect at the wedding.

Ex: Two corporations' retirement dinners were held at The Forum last week.
Ex: The Millers' vacation lasted two weeks because they stayed in Hawaii to surf.
Joint possession

To show joint possession, use 's (or s') with the last noun only; to show individual
possession, make all nouns possessive.

Ex: Ron and Kate's new home is quite beautiful.

Ex: Jose's and Javier's expectations for English 56 couldn't have been more
different.

II. Use an apostrophe to mark a contraction or the omission of the first two digits of
a year.

Ex: It's a shame that we can’t learn writing by osmosis.

Ex: The class of '86 was the best one to graduate from Ridgemont High.
III. Add an apostrophe and an s to the final word in a compound noun.

Ex: My husband and I inherited my father-in-law's carpet business.

Ex: The missing words in the ad were somebody else's mistake.

IV. Add an apostrophe and an s to pluralize numbers mentioned as numbers,

letters mentioned as letters, words mentioned as words, and abbreviations.

Ex: Margaret skated perfect 8’s.

Ex: The bleachers at the football game were marked with large M’s
Ex: We have heard enough maybe’s to last a lifetime.
Ex: Bars must ask patrons for I.D.’s now to avoid prosecution.

Exception: An s alone is often added to the years in a decade: the 1980s.

Note: The Modern Language Association (MLA) recommends no apostrophe in plurals

of numbers and abbreviations. Ex: figure 8s, VCRs.

V. Do not use an apostrophe when the word is simply plural.

Incorrect: User’s of this reference sheet can understand apostrophes more clearly.
(The word “Users” is plural—not possessive; therefore, the apostrophe is not
needed.)
Correct: Users of this reference sheet can understand apostrophes more clearly.
Incorrect: The girls’ at the party had a fabulous time.
(The word “girls” is plural; there is no indication of possession here, so no
apostrophe is
needed.)
Correct: The girls at the party had a fabulous time.
 Eliminating “Corpspeak”
Writing Exercises

The discussions and exercises that follow cover just a few of the
factors you must consider when choosing words to build your
sentences.
Directions:
1. Read each section.
2. Then for each exercise, in the spaces provided, write your
suggested correct ion/s.
3. Save your document and post it the Discussion Board.

Jargon and Slang

Prose need not be pedestrian, but it must always be clear. Today, government
offices, businesses, and consumer advocates—among many others—are
increasingly emphasizing the use of plain English instead of bureaucratese.
Anyone who has ever waded through an insurance form, a lease, a government
regulation, or the instructions for preparing a tax return can only cheer.
This isn’t to say that writers should vigorously excise all uncommon or erudite
words from their communications. And they must watch nuances in any changes
they make. If an unusual word expresses a writer’s meaning and its everyday
variant doesn’t, the writer should go with the best word. If the text is awash in
jargon and redundancy, however, writers owe it to their readers to clarify
meanings.
Each profession has its favorite words, its particular vocabulary, and its sacred
cows. Writers can change many of these words to enhance readability or to
reach a larger audience and offend no one. Writers must first—and always—
respect their intended audience: a specialist writing for other specialists can use
expressions that someone writing for a lay audience can’t. On the other hand, a
specialist writing specialized language for a lay audience has no audience.
Exercise 1 – Eliminate Pompous Language and Jargon
Rewrite each of these pompous jargon phrases using one or two words at the
most. Many of these phrases can be eliminated. If you see any that can, write
“Not Needed” in the right-hand column.
Pompous Language What it Really Means
Due to the fact that
For a period of
In accordance with
In a timely manner
In the near future
 Pompous Language What it Really Means
Demonstrate/depict
Methodology
Utilize/utilization/utilizing/employ
It should be noted that
Has a responsibility to
One of the keys to
At the present time
For the purpose of
In an effort to
In the amount of
Capability
With respect to/regarding
Remainder
Consequently
Subsequently
It is of interest that
Is responsible for
It is essential to
Ascertain/verify
Is equipped with/exhibits
Prior to/previous to
In the event that/in case of
Has the potential to
It is anticipated that
With the exception of

Wordiness – Get Rid of Extra Words

Don’t use two words to express an idea that can be captured in one. Don’t use
words and phrases you’re accustomed to using in speech. Don’t say, I am
sincerely pleased. Can you be insincerely pleased? Don’t say, I’m personally
pleased. How is personally pleased different from simply being pleased? The
extra words get in the way of what you want to say.
Naturally, there are times when we must reach out to make a point with a
difficult word because there is no other word available. More often we can find
a substitute. This advice is certainly not new. (Stop: Notice how I added
certainly to the previous sentence. The word in this context is a characteristic of
speech. No harm. But the way I use it in that sentence adds nothing. In revising
the sentence, I would delete the unnecessary certainly.) You’ve heard many
times that you should eschew obfuscation.
Exercise 2 – Get Rid of Extra Words to Eliminate Overwriting and to
Tighten Ideas
The following sentences contain unrelated or excess ideas, or excess verbiage.
Write the sentences in logical order. You may also find problems with inflated
words, doublings, and the like. Rewrite the sentences to crystallize the important
ideas.

Overwritten Sentence Your Improved, Tightened

Sentence
He dropped out of school on account
of the fact that it was necessary for
him to help support his family.
In the event that you happen to be in
agreement with me during the course
of the meeting, please speak out.
Regardless of the fact that I was not
prepared, I did well on the calculus
exam.
Until such time as I have the
opportunity to get help with this
problem, I will have to cope with it
myself.
In the not-too-distant future, first-year
college students must all become
aware of the fact that there is a need
for them to make contact with an
academic adviser concerning the
matter of a major.
Students in the astronomy course
viewed through telescope the eclipse
of the moon in the night sky during
September.
There is a great deal of doubt as
regards the future of financial aid for
students.
There are many reasons for taking
Study Skills, including learning to
budget time and learning efficient
notetaking.
The method of writing a draft for a
paper in a difficult course which I
have found of most use has been the
freewriting method.
Noun Addiction
The use of noun modifiers in all manner of writing has increased dramatically in
recent years as each sector of the organizational world has found the need to
develop its own jargon. If the ad writer can inflict garden fresh on an apathetic
public, why can’t Manufacturers Hanover refer to a pilot program to test
customer reaction to having banks open on Saturday? Such language sounds
more banker-like than, We opened a few locations on Saturday to see how
customers would like this new service.
Managers at Pitney Bowes have an even deeper understanding of our markets
and customer base. No doubt, it’s easier to understand a customer base than a
customer. At many companies it has been a record year because the
management team is dedicated to industry leadership as it makes service
improvements leading to increased earnings performance. Like the cliché,
nounspeak is the lazy writer’s solution—only the companies and names change,
the ballpark figures for goal actualizations remain the same.
Noun and Adjective Strings
What is familiarly called jargon often is a noun string, a combination of nouns
run together as if they were adjectives. Many phrases that began as noun strings
have passed into common usage: health maintenance organization and sample
selection basis, for example. Other strings, however, defy understanding.
Example noun Oklahoma Natural Gas Company Employee
strings Counseling Program Evaluation Model
Or community banking funds transfer risk management
Sometimes nouns and adjectives are strung together.
Example noun- Urban American Indian Adolescent Alcohol and
adjective string Drug Abuse Research Center
Or Spanish-speaking mental health resource center
Such strings create problems because readers don’t know until they get to the
end of the string exactly they are reading about. Even then, they may not be
sure. Consider the following example. What seems to be the subject? The very
last word? Preparation for what? A meeting . . . What’s the meeting for?
Implementation of a paperwork reduction plan . . . , but even that phrase can be
broken down further. Untie the noun string.
Example noun string When It Is Untied
paperwork reduction plan preparation for a meeting to
implementation meeting preparation implement a plan to reduce
paperwork

One way to attack noun strings is to break them into manageable chunks. Where
possible, turn nouns into verbs and insert prepositions and articles to make the
meaning clearer and to make the relationships among the elements clear.
Consider the noun string that follows. Again, go to the end; the last word is
usually the subject of the phrase or clause. So the subject is information or rather
advance information. Then, deciphering the noun string becomes easier.
Example noun string When It Is Untied
computer spreadsheet program advance information on spreadsheet
advance information programs for the computer

As you can see, noun strings are taxing and often frustrating for the reader. Left
uncorrected, noun strings obscure meaning and bog the reader down. Make sure
what you have written is absolutely clear and unambiguous to your readers.

Exercise 3 – Untie Noun and Adjective Strings

Correct the following noun strings by recasting the words and phrases in a
logical order. Start by finding the subject and predicate of the sentence. Then
find the important idea and any subordinate ideas. Place these ideas in their
proper position (subordinate by using subordinate conjunctions or by placing
ideas of lesser importance toward the center of the sentence). As the first
sentence shows, making the sentence clearer means changing one phrase into a
prepositional phrase. You will probably have to add words to make each
sentence read smoothly.

Noun/Adjective String Untied Noun/Adjective String

Rapid operational equipment Example: The rapid distribution of
distribution is a strength of the operational equipment is one strength of
new plan. the new plan.
The plant safety standards
committee discussed recent air
quality regulation
announcements.
This paper is an investigation into
information processing behavior
involved in computer human
cognition simulation games.
Based on our extensive training
needs assessment reviews and on
selected office site visit, there
was an identification of concepts
and issues to constitute an initial
staff questionnaire instrument.
Pancreatic gland motor
phenomena are regulated chiefly
by parasympathetic nervous
system cells.
Diabetic patient blood pressure
reduction may be a consequence
of renal extract depressor agent
 Noun/Adjective String Untied Noun/Adjective String
application.
The program will benefit from
computer program advance
information.
Your manning-level
authorizations reassessment
suggestion should lead to major
improvements.
The regulation offers an
explanation of Communication
Center operations personnel
training.
Enforcement of guidelines for
new car model tire durability is a
Federal Trade Commission
responsibility.
The main goal of this article is to
formulate narrative information
extraction rules.

Choose the Active over the Passive Voice

Here’s a trick you can play on yourself: Deny yourself the luxury of using forms
of the verb to be. As an experiment, write just a couple of paragraphs in which
you do not use one is, are, were, or was. It’s tough work and your story may
sound a bit unnatural. But if you try this experiment occasionally, you will be
reminded that our language moves best when it is propelled by active verbs, the
muscle words of the language.
It was decided is often the language of mystery, of one-upmanship. We can’t
blame the decision-maker when we don’t know who made the decision. We
decided is the phrase we use when we speak. It is simple, it is natural, it is easy;
and it brings humanity into the act. And it provides a doer. You won’t find it
easy to write consistently in the active voice if you refuse to identify, either by
name or pronoun, those who do things, the doers—the Smiths, the Joneses, the
clerks, the managers, and yes, the I and the we.
Four Occasions When the Passive Voice Is the Better Choice
There are four situations in which you can passive voice. In fact, using the
passive voice in these instances is not only acceptable, it may be desirable. First,
let’s review the parts of a sentence—subject, predicate (verb), object—as they
most often occur in the active voice.
Actor/agent [subject] + action [predicate] + thing acted upon [direct
object/indirect object].
Or, as a sentence instead of a formula:
The XYZ Company [actor/agent] decided to change [action] its employee
pension plan [thing acted upon]
from an ESOP to a 401(k) plan [indirect object].

In the passive voice, the actor or agent is missing, so the subject noun or noun
phrase is often also missing, or it is moved from the front of the sentence to the
back. This is acceptable construction, as long as writers know what they are
doing. The four instances in which writers use passive voice are as follows:
1. When the actor or agent is unknown. This is the overwhelming
reason to use passive voice. Sometimes, the writer simply doesn’t know
who did the action. And it’s risky to make up or erroneously assign the
actor/agent. So you can legitimately write:
It was decided to change the company’s employee pension plan from an ESOP
to a 401(k) plan.
However, even not knowing who the actor/agent is, you can still rewrite
the example sentence in the active voice, as in:
The company decided to change its employee pension plan from an ESOP to a
401(k) plan.
2. When what happened is more important than who did it. If, for
example, a series of routine tests is performed by a company, but the
results of those tests are more important than who did it, you can
legitimately write:
The ABC series of tests were run and produced expected results.
Using these results, we could more precisely predict the cost of implementing
site cleanup.
3. When you want to deliberately distance yourself or your
company from bad news. In President Clinton’s priceless prose:
Mistakes were made.
In another example, when a lab technician dropped a costly
experimental microcircuit wafer, management had to inform the
manufacturer of the breakage and request another wafer (and justify the
request). The letter read:
It was found that the wafer had failed catastrophically.
This locution allows you (or your company) to reveal bad news without
assigning blame or, worse, being blamed. To be frank, it’s a form of
lying, but since we are all human, and therefore subject to human
failings, there will be times when you must use the passive voice to
avoid the consequences of actions.

4. To form transitions between thoughts. This is the locution writers

rely on most to effectively lead readers from one major idea to the next.
Using the passive voice informs readers that the discussion of one major
idea is about to end and the next major idea is about to be introduced.
 For example,
We will develop a simplified matrix of tasks that include all budgetary and
operational work packages. These work packages will be scheduled and
monitored by individual program managers.
The second sentence (in the passive voice) leads naturally out of the first
(which is active voice) and signals the end of the discussion. The reader
intuitively knows to look for the next thesis statement introducing a new
topic.
Exercise 4 – Strengthen Ideas by Changing Passive to Active Voice
Rewrite these sentences using the active voice.

Passive Voice Sentence Your Active Voice Sentence

This agreement may be terminated by
either party by thirty days’ notice
being given to the other party.
Each month price lists were
exchanged between the manufacturers,
and it was agreed by them that all
sales would be based on the lists.
It was insisted by the supplier that the
goods were top quality.
It was decided by the administrative
committee to request that parking
passes be reassigned to reflect the new
parking policy.
The form was completed by the
requester after the job had been
completed by the graphics department.

Exercise 5 – Eliminate Corpspeak

The following memo is laden with corpspeak (and a few other problems). It
announces a new company policy on Christmas gifts.
Directions: Retain the policy, but rewrite the memo so that it carries its message
more directly, and without corpspeak. Format it as a memorandum.
An analysis completed this past summer established that the cost
involved in the administration, purchase and distribution of a corporate
Christmas gift to employees produces poor benefit compared to the cost.
Therefore, management has made a determination that it would be in the
best interest of both employees and the corporation to suspend the
practice this year.
Amalgamated President, Timothy Wapshorn, commented that there are
limited funds available each year to be applied to the total variety of
employee benefits. It is management’s responsibility to direct these
 resources, to the greatest extent possible, toward activities where the
corporation can provide benefits to employees with greater cost
efficiency than the individual could personally achieve. Taking into
consideration inflation and the burden of administration and accounting,
it is clear that the annual Christmas gift no longer fits that criterion.
Wapshorn stated he hoped that all employees would understand the
good intentions of management in this respect and cited the
establishment of a dental plan for employees during the preceding year
as an example of a meaningful new employee benefit, where the
purchasing power of the group works to the greater advantage of the
individual.

Common Sentence Errors

Run-ons (Fused Sentences and Comma Splices)

1. A fused sentence occurs when two independent clauses (sentences) are run
together without any punctuation. Consider the following run-ons/fused
sentences.

Incorrect:
IC IC
 I pushed open the door without looking and Darcie's books went flying out of
her arms.
IC IC
 I pushed open the door without looking Darcie's books went flying out of her
arms.

Fused sentences can usually be fixed in one of five ways: by 1) using a period and a
capital letter, 2) adding a comma and a coordinating conjunction, 3) using a semicolon, 4)
using a semicolon and an adverbial conjunction/transitional phrase and a comma, or by 4)
restructuring the sentence (combining or subordinating one of the clauses).

Revised and corrected:

 I pushed open the door without looking. Darcie's books went flying out of
her arms.
 I pushed open the door without looking, and Darcie's books went flying
out of her arms.
 Because I pushed open the door without looking, Darcie's books went
flying out of her arms.

2. Comma splices are another type of run-on and occur when two complete
sentences are spliced together with only a comma. Like fused sentences, they can
be remedied by using periods, by adding a coordinating conjunction (since a
 comma is already there), by using a semicolon/semicolon and joining word, or by
restructuring the sentence.

Incorrect:
IC IC
 Most of us use gestures to communicate, these gestures are often perfectly
clear to others.

Revised and corrected using three of the four methods listed above:

 Most of us use gestures to communicate; therefore, these gestures are

often perfectly clear to others.
 Most of us use gestures to communicate, so these gestures are often
perfectly clear to others.
 Gestures are often perfectly clear to others because most of us regularly
use them to communicate.

Fragments

What are fragments? Fragments are clauses or phrases that cannot stand alone because they do not
express a complete thought. There are five (5) major types of fragments.

1. Dependent-word fragments: When a clause or phrase begins with a dependent word and is not
attached to an independent clause, a fragment problem arises.

Example 1: I miss my parents. Which is why I am going to visit them over Spring
Break.

Example 2: Because there is so much reading. Students in English 56 often do not do well.

The second part of the first example begins with the dependent word which, which cannot stand alone, and
is therefore a fragment. The simplest way to fix this fragment is to attach it to an independent clause,
usually one right near it, and to add a comma.

Example 1 revised: I miss my parents, which is why I am going to visit them over Spring
Break.

The first part of the second example begins with the dependent word because and creates a dependent
clause. To fix this problem, simply combine the two ideas into one, being sure to separate them with a
comma.

Example 2 revised: Because there is so much reading, students in English 56 often do not do
well.

2. Verbal phrase fragments: When a phrase begins with a to, ing, or ed verbal, a fragment (a dependent
phrase) is created.

Example: a. To capture the bandits. Police set up a perimeter around the ranch.
b. Capturing the bandits. The police celebrated by going home and resting after
the long stakeout.
 c. Captured by the police. The bandits no longer posed a threat.

All of the above dependent phrases begin with verbals—words that look like verbs but are not—and they
cannot stand alone as sentences. The easiest way to fix these phrases, like clauses, is simply to attach them
with a comma to a nearby, related independent clause.

Examples revised:

a. To capture the bandits, police set up a perimeter around the ranch.

b. Capturing the bandits, the police celebrated by going home and resting after
the long stakeout.
c. Captured by the police, the bandits no longer posed a threat.
3. Missing-subject fragments: When a phrase begins with a word like and, or, nor, but, etc., a fragment
is often created because the phrase lacks a subject or verb or both.

Example: John walked to the post office. And mailed his tax check to the IRS.

The second part of the above sequence cannot stand alone because it lacks a subject—John. The simplest
ways to fix this type of fragment are to add a subject—he—and a comma to the second part of the sequence
or to remove the period and lowercase the and.

Example revised: John walked to the post office, and he mailed his tax check to the IRS.
Or John walked to the post office and mailed his tax check to the IRS.

4. Example and Exception fragments: When writers try to add examples and/or make exceptions,
fragments often occur.

Example: a. Rebecca loves to make desserts. For example, truffles, chocolate éclairs, and
apple pies. (example fragment)
b. Rebecca loves to make desserts. Including her world-famous truffles and
chocolate éclairs and her tasty apple pie. (example fragment)
c. Rebecca loves to make desserts. In spite of her allergy to sugar and flour. (exception
fragment)

The second part of the above sequences cannot stand alone. The easiest way to fix most of these types of
fragments is to change the wording, attach the fragments to a nearby independent clause, or add a subject
and verb to make the phrase into an independent clause. (For the latter, See the second a below.)

Examples revised:

a. Rebecca loves to make desserts, such as truffles, chocolate éclairs, and

apple pies
a. Rebecca loves to make desserts. For example, she enjoys making truffles, chocolate
éclairs, and apple pies.
b. Rebecca loves to make desserts, including truffles, chocolate éclairs, and
apple pies.
c. Rebecca loves to make desserts, in spite of her allergy to sugar and flour.

5. Prepositional phrase fragments: When phrases begin with a preposition, they create phrase
fragments.

Example: In the middle of campus on the large lawn area. A lone student sat in the hot sun.

The first part of the above sequence cannot stand alone and needs to be fixed. Like the other fragments we
have discussed, this type of fragment can usually be fixed by attaching it to a nearby independent clause.

Example revised: In the middle of campus on the large lawn area, a lone student sat in the
hot sun.
Practice Exercise: Underline and correct the fragment or fragments in each numbered item or mark
C if the ideas are correct.

1. After it was cleaned and dried. The couple took their new Toyota for a ride around the block.

2. Following in her older sister’s footsteps. Jodi decided to attend law school.

3. The old dog lay. At the end of the corridor.

4. The speaker asked us to imagine a peaceful, serene environment. For example, sitting beside a
clear stream and listening to the sounds of birds.

5. Yellowed and nearly falling apart. The newspaper looked like it was from the 1800s instead of just
a year ago.

6. I try to pay attention to my older cat. Whenever I get the chance. So that she does not feel left out
because of the new kitten.

7. As she looked at the clutter on the top of her desk. Ms. Z wondered if she should just push it off of
the desk and into the trash.

8. In the middle of a dark and depressing winter. I like to call in sick and just do nothing but read all
day.

9. A frown creased Brianne’s brow. As she studied the intricate directions for setting up her new
stereo.

10. The campus looked so pretty. With all of the green grass and the flowering plants.

CLAUSES AND PHRASES

I. CLAUSES: A clause is a group of words with its own subject and verb.

There are two types of clauses: independent and dependent.

1. Independent (main) clause: An independent clause can stand alone as a sentence

because it has a subject and verb and expresses a complete idea.

Ex: The lightning flashed in the sky.

Ex: The kids are having fun on the rollercoaster.
 2. Dependent (subordinate) clause: A dependent clause also contains a subject and
verb, but it usually begins with a subordinating conjunction (a dependent word).
A dependent clause cannot stand alone as a sentence because it does not express a
complete thought.

Ex: after the lightning flashed in the sky (after is a subordinating conjunction.)
Ex: although the kids are having fun on the roller-coaster (although is a
subordinating conjunction.)

We can join independent and dependent clauses by attaching the two clauses.

Ex: After the lightning flashed, the sky remained imprinted with its image.
Ex: Although the kids are having fun on the rollercoaster, they may get sick of it
later.

II. PHRASES: A phrase is a group of words without a subject and verb. Like dependent
clauses, phrases cannot stand alone.

Ex: traveling in Paris

Ex: happy and excited
Ex: with a loud boom

Use phrases to communicate information less important than what you have put in the
clauses. A phrase can be placed before, in the middle of, or after a clause.

Ex: Traveling in Paris, I saw the Eiffel Tower.

Ex: The young girl, happy and excited, emerged from the store with her prom
dress.
Ex: The thunder sounded with a loud boom.

The Apostrophe

Possessive nouns usually indicate ownership. For example, we can say Rhonda's purse or
the puppy's leash. Often, however, ownership is loosely implied, as in a day's work or a
week's paycheck. We can tell if we need to use an apostrophe by seeing if the phrase can
be replaced with of. Look back at the preceding examples and note that Rhonda's purse is
the purse of Rhonda, the puppy's leash is the leash of the puppy, a day's work is the work
of a day, and a week's paycheck is the paycheck of a week.

I. Use an apostrophe to indicate that a noun is possessive.

Note: The following pronouns are already possessive; therefore, they never take
apostrophes.
Singular: my, mine, you, yours, her, hers, his, its
Plural: our, ours, your, yours, their, theirs
When to add 's

If the noun does not end in an s, add 's.

Ex: Tanya decided it was time to leave her sister's party.

Ex: Allan brought home plenty of money for the children's dresses.

If the noun is singular and ends in s, add 's.

Ex: Vargas's sister is coming to visit over the summer.

Note: If the pronunciation would be awkward with the added 's, some writers use only the
apostrophe. Either use is acceptable.

Ex: Sophocles' plays are relevant to modern life.

When to add only an apostrophe

If the noun is plural and ends in s, add only an apostrophe.

Ex: The girls' dresses looked perfect at the wedding.

Ex: Two corporations' retirement dinners were held at The Forum last week.
Ex: The Millers' vacation lasted two weeks because they stayed in Hawaii to surf.

Joint possession

To show joint possession, use 's (or s') with the last noun only; to show individual
possession, make all nouns possessive.

Ex: Ron and Kate's new home is quite beautiful.

Ex: Jose's and Javier's expectations for English 56 couldn't have been more
different.

II. Use an apostrophe to mark a contraction or the omission of the first two digits of
a year.

Ex: It's a shame that we can’t learn writing by osmosis.

Ex: The class of '86 was the best one to graduate from Ridgemont High.
III. Add an apostrophe and an s to the final word in a compound noun.

Ex: My husband and I inherited my father-in-law's carpet business.

Ex: The missing words in the ad were somebody else's mistake.

IV. Add an apostrophe and an s to pluralize numbers mentioned as numbers,

letters mentioned as letters, words mentioned as words, and abbreviations.
 Ex: Margaret skated perfect 8’s.
Ex: The bleachers at the football game were marked with large M’s
Ex: We have heard enough maybe’s to last a lifetime.
Ex: Bars must ask patrons for I.D.’s now to avoid prosecution.

Exception: An s alone is often added to the years in a decade: the 1980s.

Note: The Modern Language Association (MLA) recommends no apostrophe in plurals

of numbers and abbreviations. Ex: figure 8s, VCRs.

V. Do not use an apostrophe when the word is simply plural.

Incorrect: User’s of this reference sheet can understand apostrophes more clearly.
(The word “Users” is plural—not possessive; therefore, the apostrophe is not
needed.)
Correct: Users of this reference sheet can understand apostrophes more clearly.
Incorrect: The girls’ at the party had a fabulous time.
(The word “girls” is plural; there is no indication of possession here, so no
apostrophe is
needed.)
Correct: The girls at the party had a fabulous time.

Review of Comma Splices, Fused Sentences, and Fragments

Directions for Part I: In the margin to the left of each number, identify the following as comma
splices (CS), fused sentences (FS), fragments (FR), or complete sentences (Complete).

You will need to add words to most of the fragments to make them complete, but try to fix the fused
sentences and comma splices without much revising, other than the addition of a coordinating,
subordinating, or adverbial conjunctions.

1. I ran the three blocks as fast as I could, however, I missed the bus.

2. Which was why I decided to go to college in the first place.

3. I went out to pizza with friends, to the mall with my parents, and to the ice cream parlor with my
girlfriend, then I went home.

4. When applying for a job, whether it is the first time or the tenth.

5. Running is good exercise.

6. Although I have thought long and hard about getting a part-time job.

7. After days of indecision, I finally decided that I would wear the green dress, it did, in fact, look great.

8. The two friends decided to go to Costa Rica for the summer they left right after graduation.

9. Helping himself to a piece of pie, Jim promptly dribbled cherry juice down the front of his shirt.
10. I pushed open the door of the room with my elbow, someone was coming through the other side at the
same moment, and my books went flying into the air.

11. The girl and her dog ran down to the beach and started to play Frisbee.

12. Pleased by my B+ on my physics test, I treated myself to Panda Express.

13. Thus, making him one of the most influential people I have ever known.

14. Sometimes I just need to relax the day’s occupations are so tiring.

15. There are some trips I want to take this summer, I want to gamble in Las Vegas, hike in Arizona, and
water ski in Michigan.

16. One hopes that the educational process is not too long, then one graduates, gets a full-time job, and
looks back wistfully on the relaxed days spent in school.

17. There are many ways to get good grades, for example, you can study more.

18. Such as the classes that I am taking, the homework I have, and the hours I have to study.

19. Socrates claimed that students learn best when engaged in a question and answer dialogue, this is when
the teacher and the student discover ideas together.

20. The beginning of summer is always refreshing to me. Because of the way the air feels.

Part II: Now, fix the ones that you marked as incorrect. Number each one so that I can tell which
sentence you are revising.

Handout 8.2: Sentence Revision Exercises

In each of the following exercises, combine the series of short sentences or phrases
into one sentence. Use subordination to indicate how the ideas expressed in the
sentence relate to each other and to emphasize the most important idea or ideas.

1. It rained this morning. The construction crew stayed indoors. Members played a
game of hearts. Valdez won.

2. Thomas Edison was one of America's greatest inventors. Teddy Roosevelt was the
twenty-sixth president of the United States. Edison and Roosevelt were friends.

3. The committee must make an important decision. A decision must be reached in

two days. Several committee members are out of town.

4. The system is large and convenient and it does not cost very much.

5. Some writers put every idea into a separate sentence. They should try to show
the relationships among ideas. To do that, they should reduce unimportant short
sentences to words, phrases, or dependent clauses.
6. The committee feels that the present system has three disadvantages: It causes
delay in the distribution of incoming mail, duplicates work, and unnecessary
delays are created in the work of several other departments.

7. The cost of cotton has increased. All the suppliers have increased their prices.
The suppliers are wholesalers.