DOCUMENT RESUME AUTHOR Chai, Nemia M. TITLE
DOCUMENT RESUMEED 103 883CS 201 943AUTHORTITLEPUB DATENOTEChai, Nemia M.Fragments in Standard English.Mar 7516p.; Paper presented at the Annual Meeting of theConference on College Coaposition and Communication(26th, St. Louis, Missouri, March 13-15, 1975)EDRS PRICEDESCRIPTORSMF- 0.76 HC- 1.58 PLUS POSTAGECollege Freshmen; *Coaposition (Literary); *EnglishInstruction; *Grammar; Guidelines; Higher Education;Language Skills; Language Usage; *Sentence Structure;Syntax; *Writing Skills*Sentence FragmentsIDENTIFIERSABSTRACTThis paper discusses the subject of fragments as theyappear in the writing of college freshmen. It examines the conditionsunder which certain syntactic constructions are identified asfragments and the reasons for designating some of these fragments asnonpenalty and others as penalty types. The fragment is viewed hereas a syntactic construction which demonstrates a deficiency in eithera subject or a predicate element, a verb, or the use of asubordinator. Guidelines are presented for classifying the fragmentsinto penalty and nonpenalty types for the purpose of teaching thestudent to avoid the penalty types of fragments. (RB)
U.S DEPARTMENT OP HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OPEDUCATIONTHIS DOCUMENT HAS BEEN REPROPERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BYOUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFNemia M. ChaiTO ERIC AND ORGAIWAnoN% OPERATINGFRAGMENTS IN STANINARn ENGLISHEDUCATION POSITION OR POutvUNDER AGREEMENTS AiNi THE NATIONAL INSTITuTE OF EDLA,ATioN FLOITHER REPRODUCT:ON Outsinr THE ERIC SYSTEM REQUIRES PERMISSION OFTHEcopyRIGHTNemia M. ChaiOWNERIn brief, this paper amounts to what miabt be calleeruminations on the subject of fragments--coneitions uneerwhich we identify certain syntactic constructions as fragmentsane reasons for eesianatina some of these fragments as nonpenalty types and others as penalty types.While efforts herecannot be exactly characterized as beina innovative, inspiring,or ambitious, hopefully they offer some guidelines in classifying fragments into non-penalty are penalty types, anulti-mately, especially for the stueent, in avoieing the penaltytypes.We shall understand the term "fragment" here to referto a syntactic construction which Remonstrates Deficiency inone or a combination of the followina ways:(1)It lacks either a subject or a predicate element;this deficiency may be illustrated in actual stueent-maeeconstructions as Trula never - ending battle between husbandand wife., Not in their eeucation perhaps but on their Rifferent approaches to life., anew And politely asks his friendfor the prize(2)possessions he aave him.Its verb is in its non-finite form; some examplesThis paper was presentee in a panel, "Control Gradingof Essays," at the annual Ileeting of the Conference on CollegeComposition and Communication, March 13-15, 1975, at St. Louis,Missouri.Dr. Chai is Associate Professor at Columbus College,Columbus, Georgia, where she teaches Freshman English and uneergraduate as well as graduate courses in Linguistics.2
- 2 -which demonstrate this eeficiency may be Long, delicatefirms tonp etynails rouneee ane smooth., The secone beinga much better way to put it., ane The eifference being whenane to whom this courtesy shoule be exteneee.(3)It is introeucee by a suboreinatorr examples whichillustrate this deficiency are depeneent clauses, such asEspecially when a mic'cle -aged couple, a young lady an' anVINUMIAJOML41 UMEELAULIIL.11ELthe three definitions., and Simply because of its relaxed,unhurried mooeseltc.t.tr:.tuee ofcorrect usage and its simple terms and phrases.We shall also use the level of usage caller' "staneardEnglish" here in the context of Freshman English to refer tothe written form of the languaae, much in the traeition inwhich sentences are strinas which contain subject-predicateelements and demonstrate ineepeneent clause structures. Inthis context, "Deliberate fragmentations of the broken sentencetype have only a specialan'limited use, ane are not recom-mended for normal prose composition." 1 By this characterization,strings which are ieentified as "comma splices," run-on sen-tences," and "fragments" constitute penalty points.The case may well be that for some instructors of Freshman English evidence of fragments in their students' writingis too negligible to deserve attention.But for many of uswho must cope with the booming eaalitarian admissionsInonale Davidson,lerionciseAnnositionan0Rhetoric (New York: Scriblier's Sons, 1964), pd. 123.
such evidence demands concern.Here are a few real examplesof students' writing from last winter quarter's vintage:Assignee to compose a paragraph on what he thought aneducated man was, a student began :2The advantages of halring an education today.The way society is set up without an educationyou might as well be dead. Because you look for,a job without education nine times out of tenyou will be turned down.In another instance, a student, writing on what histhoughts of a lady.were, stated:For years people have been saving that she alady, but I don't know if there is search aperson. What a lady to me mean.In still another instance, a student who was asked todevelop an essay on her thoughts of a gentleman wrote:Some of his uni ue and olite traits that make me eattI''feel3.ilIima:Lwasho3e4inthedoor for an lad existing- his ti tins his hat,and him Dullina out a chair which you want toset.As regards the topics, we might conjecture that thestudent who attempted to write on an educated man found itdifficult to specify concrete details with which to make hisdescription meaninaful: we might also assume that the studentswho wrote their thoughts down on a lady and a gentleman supposed that, like the American bison, there are not many ladiesand gentlemen left, or, worse yet, that they are no longerliving specimens in our midst these days: thus the label"ladies and gentlemen" survives today only among our patent2In these excerpted examples and similar others whichfollow the fragments are underlined. Later in this paper afragment is double-underlined when it is revised in such a.way that it is either given an independent clause structureor made a part of an independent clause.4
salutations ane on eoors of private lounges otherwise alsodesignated as "hers" an"his." Cur focus here, however, ison neither of these connotative guesses.Rather, our assumption is of a more explicit, basicsort:that structurally well - formed sentences contribute tothe overall effectiveness of an essay, and that the use ofunintentional fragments, such as those illustrations abovewhich are far from being aesthetic, detracts from the overallrhetorical effectiveness of that essay.may consider now is:A question which wehow significantly sentence rhetoricfigures in the evaluation of an essay.Setting aside blatantly impressionistic grading systems,we find that an essay may be graded on different aspects andthat aspects of an essay may be given different values.Foran example, in the grading criterion employed in the Regents'Testing Program in the University System of Georgia, an essayconsists of three main aspects:40% (sub-aspects are:organization constitutesnarrowing the subject; evidence of athesis; and development of the thesis, broken down into unity,logical development, coherence, and evieence);rhetoric constitutes 40% (sub-aspects and their respective divisions are:diction--clarity, economy, precision, and consistency;sentence structure--clarity, variety, and parallelism;paragraph--unity, logical development, and coherence; andpoint of view--appropriateness and consistency); and mechanicsconstitutes 20% (sub-aspects are: spelling, punctuation, usage,and vocabulary).5
. 5A qraelina system such as this one in the Regents' TestingProgram in Oft? University System of Georgia may be said totypify a situation in which the grading is diagnostic andspeedy:according to this criterion, the aspect of sentencestructure constitutes 10% of the overall grade of a givenessay.Governed by this criterion, the instructor simplyreads through an essay and renders it a score without writingon the essay any suggested correction of errors therein.It may just be appropriate to mention at this point thatI am familiar with the "whollistic" grading system as explainedabove, having served as chairman of the Columbus College Compastmitt,.2e on the Regents' Testing Program in theAtwo years, andhaving participated in several essay-grading sessions in theProgram.Another grading criterion, one which has led to theseruminations here, has been used in the English Department atColumbus College in the last three or four years.Accordingto this grading system, an essay has five main aspects, eachaspect constituting 5 points in a total score of 25 points.These aspects are:organization, content, sentence varietyand clarity, diction, and mechanics.Further, in this system,each instance of comma splice, run-on sentence, or fragmentconstitutes a penalty point, and each point is deducted fromthe total numerical acore of the essay.Below is a sampleof the scoring grid and assignment of numerical-letter gradeequivalences:6
,OrganizationContent4.Sentence Variety r.E1.Zlc.Diction.MechanicsTotal25-22 21-18 17-13 12-8 7-1MinusABcDFGRADEIAn essay-grading system such as this one at ColumbusCollege may be said to represent an instructional, rather thandiagnostic, system; it is undoubtedly an attempt at an explicit evaluation with which an instructor-grader may explainto his student the distribution of points on the five aspectsof his essay, as well as the penalty deductions.It should beobvious that, in using this instructional device, the instructorcustomarily writes suggested correction of errors directly onthe essay itself.Because it candidly assigns sentence structurepotentially over 20% of the overall grade, this system behoovesboth the instructor and his student to recognize the seriousnature of sentence-making in the writing and grading of essays.Specifically, now, the need becomes crucial for the instructorto clarify to his student the fact that not all fragments arenecessarily penalty types.It seems particularly more crucialthat the instructor does so, for nowhere in this grading systemare specified those syntactic constructions which are identifiedas fragments, or triose conditions under which fragments maycr many not be consIdered penalty types.We will now attempt to list fragment-type constructions,on the basis of samples culled from students' essays and7
selectee sources:A.One-wore exclamations:Golly!Man!Sh-h-h-B.Phrasal exclamations--examples uneer this set areremaineers of fully former; se-nces after deletion of certainpartials:She (is) a pretty chick?What a helluva pl.#ce (this is)!C.Proverbial or ieiomatic utterances which eo notsatisfy subject - predicate requirements but are not consideredsentence partials:Like father, like son. 3Down with tyrants.14The more explicit the instructor's instructions,the better chances the student has in writingthe essay.D.Interrupter' utterances:That's just-- -Anybody there in-E.Constructions beginning with conjunctions and, but,or, and 211.2 these are considered fragments from a strictlyconservative view of grammar:Agatha ane Tim then saw to it that theywere not to see each other again. Anethat's how the story went,3 and 4Professor John Algeo of University of Georgiaoffered me these examples during our correspondence on thepresent subject in the summer of 1974.
- 8 -That the oil crisis may well be a maneuverButby big oil business cannot be eeniee.can you prove it?It's a good suggestion that you buy beernow before it's too late. Or ask Steveif hese do it for you.Mr. Smut knew that his aging wife lover him.Yet he also knew how very ealous she couldbe.F.Constructions beginning with the conjunction fortin conventionalgrammar for is groupers under the label of"coordinate conjunctions," along with ann, but, or, and ym.However, linguistic competence of some speakers seems to confirm that samples below are fragments and therefore need tobe grouped separately from samples under E above.This sortof response may suggest that in current usage for is on itsways to becoming a subordinator:With language being arbitrary, one wonderswhy some words are said and spelled the waythey are. For many times the wore doesn'tseem to re resent what is being talker about.Even though the written and the spokenlanguage are very different, they both gohand in hane with each other. For3.12a.ctinever recoreee what ou said it would allbe forgotten.G.Constructions containing verbs in their non-finiteforms:Instead of saying "he eiee," we should say"he passed away." IllummlbeElas JuL20.1better way to put it.The difference being: when ane to whom this,courtesy should be extended.Long, delicate fingers topped by nails roundedand smooth.9
- 9 Promising the moon, knowing that theycannot deliver even a small Part oftheirH.Constructions beginning with transitionalexpressions to indicate illustration:It has a deep sense of emotion which thereaeer can get involver in. Unlike thethird aragraph which makes the readerfeel boree.When speaking, one may feel the movementin his throat. Like with sa ina the wore"think."Euphemisms are used to replace harsh orblunt expressions. Such as a young ladywalking' up to a man in a store ane askingfor the laeies' room.I.Constructions which are deficient in subject-predicate requirements:His business is eying, so he might as wellgo along with it Lsuidiee/. With three)cies who care nothing about himrane a wifewho married him for his money to begin with.John, because the incident with the girlwas a reminder of his wife's ever- resentjealous, comineerinq nature, and Mrs. Doe,because.the-dirl remineee her of youth,Perhaps with an inborn Quality of gracecombined with sense and strength ttatmade this lady a "Ley."J.Constructions introduced by subordinators--theseare primarily dependent clauses:So, you can see why this letter can beclassified as informal. Because of itsrelaxed, unhurried mood. sentence clarity,the none -wort Wituetgrcorrect usageana its use of sim le terms and hrases.The encyclopaedia gives you a more definiteanswer in this wore. Elvamtilllketkgratzwives you ust the thtee'definitions.10
- 10 The bus seat situation is very comical.Especially when a middle -aced couple,a young lady, and an older lady areinvolved,Conditions may vary in the classification of the abovelistee fragment-type constructions into non-penalty and penaltytypes.Here, the following conditions may be suggested:Condition (a):All these fragment-type constructionsmay be consieeree non-penalty types when they are used inthe context of eirect eiscourse; the term "direct discourse"is used here to refer to excerptee dialogue, monologue, letter,or any material which the writer borrows for purposes of illustration or evidence.Condition (b):F,G,H,Fragment-type constructions under SetsI, ane J may be consiPeree penalty types when theyare intentionally used outside the context of direct discourse as explained in Condition (a).At this point, theinstructor should explain the thorny problem of eouble standardsas this student seeks a writing model vbich satisfies thestandards in a Freshman English class, particularly those whichgovern the use of fragments.Condition (c):B,C,5Fragment-type constructions under SetsD, and E may he consieeree non-penalty types evenwhen they are usediscourse.intentionally outside the context of directThis is somewhat tantamount to allowing the studentthe use of these constructions for rhetorical effect.5For example, a sportswriter in Time (March 24, 1975)gets by in the following excerpt, whereas a Freshman Englishstudent can't: "To handicap a horse race simply by picking ajockey, regardless of his mount, the trainer or the opposition,is usually congieered a form of gambling insanity. Not solast week at New York's Aqueduct race tratV'tftalics mine;I
In explaining especially the penalty-type constructions,hopefully the instructor grasps the essentials of a structuralconcept of sentence-making, in contrast to notional paraphrase.In this wave he may be able to eemonstrate to hisstudent relevant features of patterning, as well as perhapssome application of transformation, in helping the studentrevise a fragment into a fully formed sentence.It would bewell, for example, to suggest minimal repair at this point ofthe lesson, rather than major sentential overhaul for thepurpose of simultaneously achieving elegance.Below are suggestions for minimal revision of penaltytype constructions as stipulate& under Condition (b) above:In Set F, the instructor may simply ask the student tojoin the two constructions in each example, hence the followingrevisions:With language being arbitrary, one wonderswhy some words are said and spelled theway they are, for many times the worddoesn't seem to represent what is being24.z ap,Even though the written and the spoken (forms)language are very different, they both gohand in hand with each other, for if you'fever recorded what you said it would all1! m forgotten.In Set G, the first two fragments contain being,non-finite form of to bet in both instances the finite formis is appropriate, thus:Instead of saying "he died," we should say"he passed away." The second is a much,better way to nut it.The difference isyttllarldtomgMaggOag414taiaialT----12
- 12 -The third example may be shown as deriving from thefully formed passive-voice construction,Lon5I delicate finaers are tooned by nailsrounPeA and smoath.AIt may be said to derive, in turn, from its active-voiceform, "Nails rounded and smocth top long, delicate fingers."The use of a comma to produce "nails, rounded and smooth" maygive the sentence a final touch.The rourth example likewise contains two non-finiteverbs, promising and knowing; the former may be given a subject and used in its finite form, as in the following:They promise the moon, knowing that theysgamtllslimuunguLamulimataLlmls.C1A1M5,In Set H, the first example may again be attached to thepreceding construction by a comma:It has a deep sense of emotion which thereader can aet involved in, un3. JAthird naraaranh which makes he readerRecommending that the third example be revised by joining the two constructions with a comma and by replacinglike with with as in, the instructor would show the studentthe following:When speaking, one may feel the movementin hi3 throat, Wmillagara a511;"In the fourth example, the instructor may also suggestthat the two constructions be joined by a comma and thatcertain words be rearranged or added for logical effect, asin13
- 13Euphemisms are used to replace harsh orblunt expressions, such as "ladies' room,"in stead of. "toi letwh en a young lardwasuptoatIF1lasicsorepace,in a story.iaMINNIMEMIIMMOM .Z2In Set I,in which constructions.e deficient inwbject-predicate requirements, the fragment-types may beprovided a main clause; hence:His business is dying, so he might as wellgo along with it /suicide. pith three)fir's who care nothing about hfM and a WifeWEE7EF117E'm fo h s one to tecriThe cartoon shows two interestin characters:nne air wasecause theswea 9ufa"refrlc-5rTh-r--Tr-r--Th--ITBrxn neer nat-1-.-- '.Tdrt----F-limean.'11 g"--7,c7F- ecaten "1 rigPEertrerottnral "1"le'mmaremPerha s it is an inborn quality of gracecomne wrisense an s renga madethis lad7 a "LadY.grIn Set J, in which constructions are introduced bysubordinators, the instructor may suggest the use of a dash ora colon to join the two constructions in the first example,thus:So, you can see why this letter can beclassified as informal: because of itsFelaxed, unhurried moot 72NEMMTWITty,the non-worry aitItuee ' correct usageand its use of simple terms a& phrases;.As for the second and third examples, the instructormay simply ask the student to join the two constructions bya comma:-The encyclopaedia gives you a more definiteanswer in this word, whereas the rerrfirrrWrila14
- 14 -The bus seat situation is very comical,SET2eci,. E,LYAwhenarqi21122S,nve .rav"ner- 7"2"areral" Moreover, able to explain features of sentence-makingin terms of structure even beyone the problem of fragments,an instructor may assist a stueent who writes:He has on a high-collared shirtwith a pony-tail down his back.He may show the student that this sentence contains two"shorter" sentences:He has on a high-collared shirt.andA high-collared shirt is with a pony-taildown his back.That the "thought" is vague in the original sentence isobviously due to the structurally defective combination ofthe two source sentences.The instructor may then suggestthe following two sentences instead:He has on a high- collared shirt.andHe has on a nony-tail down his back.And therefore the combination:He has on a high-collared shirt anda pony-tail down his back.Incidentally, he may suggest further that "wears" would bea suitable replacement for "has on."To return to our ruminations on the subject of fragments,perhaps one recommendation deserves to be endorsed strongly:that is, the instructor needs to demonstrate, by means ofmodels, that fragments can be avoided easily enough throughminimal revision.This means that revising a fragment sothat it is either given an independent clause structure ori5
- 15made a part of an independent clause gains precedence overmajor sentential revision for purpose of simultaneously improving diction and achieving syntactic elegance.It seems needless to claim that fragments can be easilyculled from students' writing.Yet, paradoxically enough,we can all admit, with varying degrees of candidness, thatwe have considered fragments simply "incidental," or thatthey are so obvious mistakes that anyone should have longmastered the means of avoiding them.Perhaps it would be wellfor some of us who have a grading system, such as that atColumbus College, to sharpen the criterion and be consistentwith it, as with the benefit of our ruminations here, ratherthan abandon the entire grading system.After all, ourstudents are honestly anxious to become better students--ifonly we could give them explicit and consistent instructions!1
IDENTIFIERS *Sentence Fragments. ABSTRACT. This paper discusses the subject of fragments as they appear in the writing of college freshmen. It examines the conditions under which certain syntactic constructions are identified as fragments and the reasons for designating some of these fragments as nonpenalty and others as penalty types.
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