Editing to Correct Fragments

Lesson 7 Editing to Correct Fragments

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Essential Question

How do we recognize and correct incomplete thoughts in writing?

Grammar in the World

What Do I Know?

In almost all formal writing and academic communication, you will want to use complete sentences. However, there are some times you will choose to use fragments. As you learn to edit to correct fragments, keep these guidelines in mind.

It’s great to use fragments when:
...talking in casual dialogue/conversation.	“That was an amazing novel!” she gushed. “*Loved it*!” they agreed.
...answering a question.	“What are you doing?” he asked. “*Going out for a run*,” she said.
...shortening to a phrase or dependent clause to make a strong point.	I used to wait eagerly for winter when the snow and ice would come. *But not anymore*.
These words may seem like fragments, but they are not!
Some words stand on their own and aren’t really fragments at all because the subject (you) is implied.	Wait for me. Hurry up! Come here.
Interjections can stand completely on their own.	No. Whoops! Yes. Hello. Ouch!

In this interactive exercise, read the sentence. Then, decide whether it is a complete sentence or a fragment. Flip the card to check your answer.

Building Blocks

Grammar is a complex system and structure of language. Mizzou Academy Grammar Lab spotlights one skill (or block) at a time, but it’s often helpful to see how a skill works together with other, related blocks to build the language structure as a whole. You may find the following resource topics helpful as context for this lesson:

Learn About Editing to Correct Fragments

Before you begin this topic, be sure to refer to our IDENTIFYING FRAGMENTS module in Group 4. This will help you identify fragments so that you can then learn to edit to correct them.

When writing academic and professional content, you want to show a command of grammar and sound confident in your message. One way to create powerful messages is to edit to make sure each sentence is complete.

Step 1: Determine If a Sentence Is a Fragment

As you proofread your work, look at each sentence to make sure it has a subject and a predicate. It could be a simple, compound, complex, or compound-complex sentence. If you are not sure, here are two strategies to help you recognize a fragment.

Strategy 1

Add the phrase “I think that” to the beginning of the phrase or clause. If it doesn't make sense, then you have a fragment and can correct it.

For example:

Suspected fragment: in love and war

Test it: I think that in love and war.

This doesn't make sense as it is.
You need to complete the sentence: I think that all is fair in love and war.

Fix it: All is fair in love and war.

Suspected fragment: Worth a thousand words.

Test it: I think that worth a thousand words.

This doesn't make sense as it is.
You need to complete the sentence: I think that a picture is worth a thousand words.

Fix it: A picture is worth a thousand words.

Strategy 2

Add a question to the end of the phrase, such as isn’t it, aren’t they, wouldn’t he, or would they.

Suspected fragment: A journey of a thousand miles.

Test it: A journey of a thousand miles, doesn’t it?

This doesn't make sense as it is.
You need to complete the sentence: A journey of a thousand miles begins with a single step, doesn't it?

Fix it: A journey of a thousand miles begins with a single step.

Suspected fragment: An apple a day.

Test it: An apple a day, doesn’t it?

This doesn't make sense as it is.
You need to complete the sentence: An apple a day keeps the doctor away, doesn't it?

Fix it: An apple a day keeps the doctor away.

Fragment Giveaways

Another way to catch fragments in your writing is to be on the lookout for sentences that start with conjunctions such as or, but, and, because, since, although. While these words don’t always indicate a fragment, they often do.

Fragment: Because I didn’t want to go inside yet.
- Complete sentence: I didn’t leave the park with my friends because I didn’t want to go inside yet.
Fragment: But he tricked me again!
- Complete sentence: I watched the magician very carefully, but he tricked me again!
Fragment: Or not.
- Complete Sentence: I think I’ll do all of my homework this weekend—or not!

Step 2: Correct the Fragment

There are two main ways to correct a fragment.

Add a subject and/or predicate to complete the sentence.
Combine it with the previous or next sentence.

For example, let’s look at this short paragraph from The Giver, by Lois Lowry. (This is a novel, so the author uses fragments intentionally.) First, read the paragraph and identify the fragment. Then, we will experiment with different ways to write the thought so that it’s a complete sentence.

It was almost December, and Jonas was beginning to be frightened. No. Wrong word, Jonas thought. Frightened meant that deep, sickening feeling of something terrible about to happen. Frightened was the way he had felt a year ago when an unidentified aircraft had overflown the community twice. He had seen it both times.

What is the fragment?

You might think that “No.” is the fragment since it’s a one-word sentence. However, “no” and “yes” are two of those special words that can stand on their own.

The fragment is: Wrong word, Jonas thought.

Let’s use one of the strategies to test it. Try adding, “I think that…” to this sentence:

I think that wrong word, Jonas thought.

Do you hear how the sentence doesn't sound quite right? There’s no subject or predicate in the thought “wrong word.”

Now that we know we have a fragment, we can experiment with two ways to fix it.

Add a subject and/or predicate
to complete the sentence.

Combine it with the previous or next sentence.

That is the wrong word, Jonas thought.
Jonas realized that frightened was the wrong word.

No, that is the wrong word, Jonas thought.
No—wrong word, Jonas thought.
Frightened was the wrong word because it meant that deep, sickening feeling of something terrible about to happen.

Here are a few more examples of how to correct fragments.

Fragment	Correction
Jonas was careful with his language. *Not like his friend, Asher.*	Jonas was careful with his language—not like his friend, Asher. Unlike his friend Asher, Jonas was careful with this language.
He was eager for the ceremony to be held. *Excited, even.*	He was eager and excited for the ceremony to be held. He was eager for the ceremony to be held. He felt excited. He was eager for the ceremony to be held—excited, even.
During the past year, Jonas had been aware of the increasing level of the Elders. *Observing him carefully*.	During the past year, Jonas had been aware of the increasing level of the Elders observing him carefully. During the past year, Jonas had been aware of the increasing level of the Elders; they observed him carefully.

Do I Get It?

What do you know about correcting fragments in your writing? Use this interactive to check your understanding.

Directions: Read each of the following sentences about The Giver, by Lois Lowry. Choose the one option that is NOT the best solution for correcting the fragment.