9.2: Identifying Fragments with Subordinating Conjunctions
- Page ID
- 375728
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)You learned in Chapter 5 that a sentence fragment might be a phrase punctuated as if it were a complete sentence. A sentence fragment can also be a dependent clause punctuated as if it were a complete sentence.
To avoid sentence fragments that contain a dependent clause, follow these steps:
- Identify the subject-verb unit in a group of words to make sure it is a clause.
- Make sure that the clause can stand alone as a complete sentence.
We can identify a subject-verb unit in the following group of words:
students graduate from the program
Because this is an independent clause that can stand alone as a complete idea, we can apply capitalization and end punctuation to make it a simple sentence:
Students graduate from the program. (correct)
Now look at the following group of words. Even though there is a subject-verb unit, there is also a subordinating conjunction at the beginning, so this does not express a complete idea. It is a dependent clause, and it cannot stand alone as a sentence:
when students graduate from the program
If the dependent clause is punctuated like a complete sentence, it is a sentence fragment:
When students graduate from the program. (incorrect)
In the exercise below, all of the groups of words are punctuated as complete sentences, but some are dependent clauses, so they are fragments. Identify each group of words as a sentence (S) or a fragment (F). When you are finished, discuss your answers with a partner.
Examples:
When I went to the bookstore. - (F) fragment
I went to the bookstore. - (S) sentence
- ___ Since I had nothing else for lunch today except a hamburger.
- ___ We made dinner for the whole group.
- ___ Whereas the library is open on Thursdays.
- ___ In case I have time to work on my homework.
- ___ He has been a nurse for ten years.
- ___ Because she’s a wonderful person with all kinds of unusual talents.
- ___ If Feliciano likes chocolate.
- ___ Even though I usually drive to campus.
- ___ I like to have dinner before 6 p.m.
- ___ Success comes to people who work hard.
- ___ Although I do not enjoy hard work.
- ___ When exams are just around the corner.
- ___ Najla became bored during the game.
- ___ Because the afternoon was cold enough for a sweater.
- ___ Before you begin your shift today.
Suggestions for correcting fragments with subordinating conjunctions
You can correct a fragment with a dependent clause by adding an independent clause before or after to make it a complete sentence. At other times, you may simply want to remove the subordinating conjunction to create a simple sentence.
Choose three of the fragments from Exercise 1 and write them below so that they are complete sentences. When you are finished, share your sentences with a partner.
- _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
- _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
- _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
As you read the following paragraph, identify the main idea, the supporting sentences, and the concluding sentence. Underline the two sentence fragments. Discuss with a partner how each fragment could be corrected to create a complex sentence and improve the readability of the paragraph.
Bricklayer: Difficult or Easy?
One of the jobs that I had was a bricklayer. It was hard work, and when you prepared a concrete mix, it was easy to get dirty. I didn’t like this kind of job. Because I often needed to work on weekends. Even though the pay was good. At the end of the day, I was very tired. It was also a dangerous job, and it was easy to have an accident. I couldn’t say it was the worst job that I have had, but I never want to do it again.
As you read the following paragraph, identify the main idea, the supporting sentences, and the concluding sentence. Underline the two sentence fragments. Discuss with a partner how each fragment could be corrected to create a complex sentence and improve the readability of the paragraph.
My Best Job
My first full-time job was working in a computer company. The work environment was okay, with two or three people in one office. Since we worked indoors. We didn’t have to worry about the temperature. The salary was good, and there were bonuses. The company provided lunch, and I could choose what I wanted to eat. My colleagues were friendly. They were all willing to help me. Even though I was the youngest. The job wasn’t difficult. Considering the benefits, this was a great job.