![]() ![]() They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. ![]() Both are important components of the writing process.1. Proofreading involves reading for lower-level issues (sentence structure, punctuation, verb tense, etc.), while revision involves reading for higher-level issues (argument, logic, evidence, analysis, etc.). Remember that proofreading and revision are not the same activities. Proofread carefully by reading aloud and paying attention to periods and semicolons. Some common dependent clause cue words include the following: because, although, even if, when, whenever, despite, unless, afterĢ. If the dependent clause is joined to an independent one, it forms a grammatically complete sentence if not, it is a sentence fragment. subordinating clauses).ĭependent clause cue words are words that turn independent clauses ("her notes were carefully crafted") into dependent ones ("though her notes were carefully crafted."). Watch for dependent clause cue words (ie. Use a comma when the dependent clause comes first omit a comma when the independent clause comes first.ġ. ![]() Grammatical tip: when joining dependent and independent clauses, comma usage changes depending on clause order (as in the above examples). I drank an excessive amount of coffee today because I stayed up late last night. Helpful tip: dependent clause cues and signals are also know as subordinating conjunctions.īoth of the following sentences are effective solutions to the sentence fragment:īecause I stayed up late last night, I drank an excessive amount of coffee today. With the addition of the word because, it is a fragment: without an independent clause attached, the thought is incomplete, and the reader will not know what occurred because of your late night: Without the dependent clause cue word because, the sentence is independent. The following sentence is a dependent clause fragment. I drank an excessive amount of coffee today. ![]() The following sentence is also a complete sentence (independent clause). The following sentence is a complete sentence (independent clause). Helpful tip: dependent clause fragments are the most common kind of fragment, but there are others, including missing piece fragments (where the subject or verb is missing) Because it is an incomplete sentence, readers will have trouble making meaning from your words. It generally consists of a dependent clause that needs to be joined to an independent clause to create a complete thought. Printable version of Recognizing and Avoiding Sentence Fragments (PDF).Ī sentence fragment is, essentially, an incomplete sentence. ![]()
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