Avoiding Run-Ons

Direction: Correct the following run-on sentences by using the strategies previously discussed.

1. I moved to the United States when I was young it was easy to learn English, my parents were already here, they knew
English already.

2. Juan and David recognized each other they had been in the first grade together.

3. Her car would not start she was late for class.

4. The parents ate the baby slept in her stroller.

5. Eli wants to quit smoking this habit is too expensive.

Avoiding Fragments

Direction: Correct these sentences using the strategies previously discussed.

1. The dog loved his new toys. Especially the ones that squeaked.

2. Maggie remembered her childhood. Her mother making pancakes for dinner in the small apartment.

3. She decided to meet her new friend in a public place. That they had arranged over e-mail.

4. Because she met him on MySpace. She thought it was a good idea to be cautious.

5. I cannot wait until President’s Day. Finally, a day off.

Directions: Read the following sentences. Identify whether it is a compound sentence or complex sentence.

1. Kerry called the fi re department, and they arrived very quickly.

2. After he got home, my father read us a story.

3. We couldn’t go to the beach because the car broke down.

4. The magician pulled a rabbit from his hat, but the audience did not applaud.

5. The baby elephant followed its mother because the lion was very close.

Directions: Read the following sentences. Identify whether it is a simple, compound, or complex sentence.

1. We have to go to bed when the clock chimes ten o’clock.

2. Jennifer liked William’s friend, and she also liked his cousin.

3. The big brown dog ran after the blue and red ball.

4. James and Eve rode their bicycles after they ate lunch.

5. The teacher and the principal met in the hall near the library.

Directions: Rewrite the sentences below combining the sentences. You may add words, such as conjunctions, as needed.
Be careful to keep the meaning of the new sentence the same as the original.

1. Joshua biked to school. Elizabeth went in a car.

2. The circus clown juggled china plates. She also rode a blue bicycle.

3. Monday is a school holiday. The class will take the test on Tuesday.

4. The blue chair is too big. The brown chair is too small.

5. I washed the dishes yesterday. I made the beds today.

Directions: Identify whether the sentences are simple, complex, compound or compound-complex.
1. Vampires Dairies is my favorite television show, but I also love True Blood.

2. The student wiped the white board that was filthy with last week’s notes.

3. The trendy fashion designer released her new line on Wednesday.

4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.

5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.

Directions: Identify the sentence patterns of the given sentences below.

Subject –Verb (S – V)

Subject – Transitive Verb – Direct Object (S – TV – DO)

Subject – Transitive Verb – Indirect Object – Direct Object (S – TV – IO – DO)

Subject – Transitive Verb – Direct Object – Object Complement (S – TV – DO – OC)

Subject – Linking Verb – Predicate Noun / Nominative (S – LV – PN)

Subject – Linking Verb – Predicate Adjective (S – LV – PA)

1. Lance Armstrong is an inspiring athlete.

2. Tour de France ends in Paris.

3. The fans sent Team RadioShack a box of rice cakes.

4. George Hincapie assisted Lance Armstrong in all seven of his Tour de France victories.

5. Cancer was unable to stop Lance from being a champion.

Directions: Label the parts of the sentences below to identify its pattern.

Example: Her best friend sent her a postcard from Japan.

S TV IO DO

1. That thin girl is drinking milk now.

2. The driver has just shown the policeman his driving license.

3. The bully named him “coward”.

4. No one in the street has ever given the blind woman any help.

5. The policemen were strong.