ABSTRACT
The most vexing problem for grammar instruction has to do with where sentences begin and end. Run-on sentences are more of a problem than sentence fragments, but sentence fragments are easier to fix, so the chapter reviews on how to tell whether a group of words constitutes a complete sentence. The chapter recommends two devices that activate the mind's ability to recognize whether a group of words comprises a complete sentence. The first the 'Guess what!' test. The second uses a bicycle as a metaphor for understanding how subjects and predicates form a stable structure that conveys meaning. The chapter looks at the traditional way of teaching commas. The teacher, relying on clearly spelled-out rules listed in a textbook and workbook, addresses one comma rule at a time. The 'commas around nonessential elements' rule, though reliable once understood, is elusive, especially for students with limited exposure to well-written literature.
