I will give the BRAINIEST to the best one! And I will keep reposting this till someone answer :)

Write a well-written paragraph discussing the effects of run-ons and fragments on writing. You should have at least two supporting details/examples in your paragraph. ​

Answer:

Explanation:

A. Run-ons, for instance, require only that you see to it every independent verb has a period or conjunction between it and the next independent verb.

B. Fragments, are equally easy to correct. Just make sure every sentence you write has its own independent verb.

What's an independent verb? "Verbs are independent if they function as the main verb of a sentence, which means that the clauses they're in can stand alone and still make sense." For instance, in the sentence you just read, the verb is an independent verb, while all the others (function, means, they're, can stand, and make) are dependent. You can see the difference for yourself if you say just the dependent clauses by themselves: "if they function as the main verb of a sentence," "which means," "the clauses they're in," "that the clauses . . . can stand alone," "and still make sense." None of these separate clauses makes sense on its own, while "Verbs are independent" does. That makes "Verbs are independent" a full sentence with an independent verb. [Dependent clauses are introduced most often by subordinating conjunctions like "which," "since," "when," "although," and the like.]

Using your natural instincts about the language, you can learn to recognize the difference. If, for instance, I were to say "What you did" and left it at that, you'd be confused about what I meant because "What you did" is not a full sentence. It's a fragment. If, however, I were to say "What you did is good!," I've turned the fragment into a full sentence by adding an independent verb, "is (good)." Now you're no longer confused about my meaning. Thus, all I'm asking for here is that you pay attention to what you already do automatically whenever you talk, think, or listen.

While simple things to correct, run-ons and sentence fragments can leave behind quite a negative impression of your writing, something you want to avoid especially in academic prose.

When you are reading along in a sentence, I mean, and you just never seem to get to the main verb which is absolutely essential to any sentence, instead, you can't see the writer's point because you can't figure out what the main sentence is since you're stuck in some dinosaur of a clause that is lumbering all over the place and not headed anywhere, and so you begin to forget what the writer's talking about because it has been so long since he last mentioned it that who could remember back that far back anyway except maybe Einstein or some memory genius but not a poor teacher who has a big stack of papers to read and has to evaluate them in terms of what this person or that person has or has not learned, you know. For example, students' papers.

The first sentence (everything up to "you know" near the end) is a run-on, and the second ("For example, students' papers.") is a fragment. As a result, neither sentence makes good sense on its own, and reading both is difficult.

Actually both sentences above are fragments—neither has a main verb—so it's not necessarily true that all run-on sentences are long or all sentence fragments are short.

Run-ons can be relatively short and have many conjunctions like "and" or "but" or "yet" and still include too many things in that one small sentence for the reader to follow easily and grasp and digest and understand what the writer is saying and means. On the other hand, fragments that are a common problem especially since students tend to write as they speak and colloquial speech frequently includes fragments, such as answers to questions in which a full sentence is implied by a one- or two-word answer, like "How are you?" "Fine" (implying "<I am> fine."), but in writing a paper which is not a dialogue where such ellipsis (that is, the omission of words that are implied) is not possible because the reader is not filling in the writer's words with grammar from his own speech, which is just the different natures of writing and speaking.

Here the first, shorter sentence is a run-on (from the beginning through ". . . is saying and means.") and the second, longer one (from "On the other hand, . . ." to the end of the paragraph) is a fragment—and also a run-on, I suppose.

If I sound to you like the punctuation police again, let me end by saying that students are not the sole or even worst criminals on record when it comes to run-ons and fragments, not by a long shot. Scholars and professors, for instance, are among the most notorious perpetrators of run-on sentences, because a lengthy thought is often presumed, in and of itself, to be a weighty one—a grossly false assumption since short sentences can carry weight.

Hope this helped you!

Which best describes John Winthrop’s “city upon a hill”?

When carrying your tablet from one room to the next, it is best to carry it under your arm put it in your pocket use one hand use two hands

(a b c d e f g h ) -- what letter is two letters to the right of the letter immediately to the left of the letter four letters to the right of the letter two letters to the left of the letter e??
f
g
e
h



​

which seems mature 2 ir 56​

What are examples of things that people might want to keep
private - either from everyone or from specific people?

Personal experiences, family, and culture

A person who moves about selling small articles?​

At two places in this essay, Yousafzai mentions her mother going back to school to learn how to read and write. What is the purpose of including, and repeating, this detail? a. It reinforces how much Yousafzai's family values education and learning. b. It shows that Yousafzai feels her shooting could have been avoided if her mother had not been off attending school. c. It is repeated as part of a list of the events of the day of Yousafzai's shooting. d. The circular structure of Yousafzai's narrative dictates that she must return to this detail near the end.

Directions: Using the text entry box, copy and paste the questions below in the box and then answer them . Use the text to support your answers. Be sure to answer each question in complete sentences. To receive full credit, make sure to answer all parts of the question.



1. What sentences do you see repeated in this essay? What impact does this repetition have on the reader?



2. In paragraph 3, the author uses the metaphor that “a paragraph was a fence that held words.” Does this metaphor help you understand what a paragraph does? How would you explain a paragraph?



3. What do you notice changes in paragraph 5? Why do you think the author does this? Use evidence from the paragraph to support your answer.



4. What is the significance of the title “Superman and Me?”



5. Who is “Superman” in the beginning, middle and end of this essay? Why is this significant?



6. Why would a smart Indian be a “dangerous person, widely feared and ridiculed” (paragraph 6)? Why would non-Indians adopt this opinion? Why would Indian children adopt this self-defeating idea?



7. What does the author mean when he writes in paragraph 7, “I was trying to save my life”? What point is he making about books and educating oneself?



8. Based on Alexie’s story, what inner characteristics or outward support does a person need to break free of stereotypes and dead ends and forge a path to success?

sentence using word alter

8) French , the word meat means "a body opening or cavity ." In English , the word meat means "the flesh of animals used as food ." These two cognates are spelled essentially the same but their ____ differ
A. Rhymes
B.acceptance
C.grammars
D.capitalization
E.origins


9) The French word debacle means "a general breakup or dispersion; sudden downfall or rout and so does the English word debacle. These two words are in all likelihood

A.Adjectives
B.pronouns
C.cognates
D.verbs
E.articles

2. Which statement from the article would be MOST important to include in a summary of the
article? *
(5 Points)
The ruling effectively sends the lawsuit filed against Michigan state officials in 2016 back to a federal
judge in Detroit who had dismissed the complaint in 2018.
"We've also regularly reinforced that the Governor has a strong record on education and has always
believed we have a responsibility to teach every child to read."
Rosenbaum, the plaintiffs' lawyer, said in an email: "This decision affirms that the right to a basic
education ... is far more than an aspiration, but rather is the constitutional birthright of every child."
These conditions included "missing or unqualified teachers, physically dangerous facilities, and
inadequate books and materials."

1.Grammar
a. Usually influences its meaning
2. Phonics
3. Expressions
4. Expository Writing
5. Association
6. Image
7. Pronounce
8. Context
b. To utter or articulate
c. Representation of the external form
d. Connection or linked
e. language based
f. Convey a particular emotion
g. Correlating sounds with letters
h. Sometimes consisting of phonology & semantics

The following is an excerpt from an autobiography written in the third person by Henry Adams, a prominent Bostonian.

The chief charm of New England was harshness of contrasts and extremes of sensibility—a cold that froze the blood, and a heat that boiled it—so that the pleasure of hating—one's self if no better victim offered—was not its rarest amusement; but the charm was a true and natural child of the soil, not a cultivated weed of the ancients. The violence of the contrast was real and made the strongest motive of education. The double exterior nature gave life its relative values. Winter and summer, cold and heat, town and country, force and freedom, marked two modes of life and thought, balanced like lobes of the brain. (5)Town was winter confinement, school, rule, discipline; straight, gloomy streets, piled with six feet of snow in the middle; frosts that made the snow sing under wheels or runners; thaws when the streets became dangerous to cross; society of uncles, aunts, and cousins who expected children to behave themselves, and who were not always gratified; above all else, winter represented the desire to escape and go free. Town was restraint, law, unity. Country, only seven miles away, was liberty, diversity, outlawry, the endless delight of mere sense impressions given by nature for nothing, and breathed by boys without knowing it.

Boys are wild animals, rich in the treasures of sense, but the New England boy had a wider range of emotions than boys of more equable climates. He felt his nature crudely, as it was meant. (10)To the boy Henry Adams, summer was drunken. Among senses, smell was the strongest—smell of hot pine-woods and sweet-fern in the scorching summer noon; of new-mown hay; of ploughed earth; of box hedges; of peaches, lilacs, syringas1; of stables, barns, cow-yards; of salt water and low tide on the marshes; nothing came amiss. Next to smell came taste, and the children knew the taste of everything they saw or touched, from pennyroyal and flagroot2 to the shell of a pignut and the letters of a spelling-book—the taste of A-B, AB, suddenly revived on the boy's tongue sixty years afterwards. Light, line, and color as sensual pleasures, came later and were as crude as the rest. The New England light is glare, and the atmosphere harshens color. (15)The boy was a full man before he ever knew what was meant by atmosphere; his idea of pleasure in light was the blaze of a New England sun. His idea of color was a peony, with the dew of early morning on its petals. The intense blue of the sea, as he saw it a mile or two away, from the Quincy hills; the cumuli3 in a June afternoon sky; the strong reds and greens and purples of colored prints and children's picture-books, as the American colors then ran; these were ideals. The opposites or antipathies, were the cold grays of November evenings, and the thick, muddy thaws of Boston winter. With such standards, the Bostonian could not but develop a double nature. (20)Life was a double thing. After a January blizzard, the boy who could look with pleasure into the violent snow-glare of the cold white sunshine, with its intense light and shade, scarcely knew what was meant by tone. He could reach it only by education.

Winter and summer, then, were two hostile lives, and bred two separate natures. Winter was always the effort to live; summer was tropical license.
(1918)

1Syringas are ornamental shrubs.
2Pennyroyal is a mint plant; flagroot is the root of a particular herb.
3Cumuli are thick clouds.

The excerpt is an autobiography, but Henry Adams chose to write it in third person. In a response of approximately 150 words, explain how Adams used this point of view to convey the relationship between nature and childhood discovery. Use evidence from the passage to support your analysis.

whats better d.c. or marvel add a logical argument 12 points

What is in the medicine bag and what does Martin add to it at the end of the story?

The Super Villains have jammed your communications. Solve these questions to unjam communications. VE 11 DET TETTE 1. What is the main Idea of the first paragraph? 1) Physical Therapists help people. 2) Physical Therapists work hard. 3) Physical Therapists work in hospitals 4) Physical Therapists use skills. 50-

2. What is the main idea of the last paragraph? 1) My job is interesting. 2) My job is rewarding. 3) My job is difficult. 4) My job is demanding

If you go to the Rehabilitation Institute in Chicago, you will see someone working to help patients. This is a job that helps people do more. It is a job that takes patience and skills. This person is a Physical Therapist. As you read what one person says about her job, imagine yourself doing this kind of work some day. How would you feel if every day you helped people make progress? I work closely with people who have hurt themselves. Their injuries may be as mild as having a sore shoulder, knee or back, or as severe as having paralyzed legs and/or arms. It's my job to evaluate what their problems are and come up with ways to help make them better, stronger, take their pain away or teach them to walk and do things for themselves again. I need to be able to communicate well with people of all ages and backgrounds everyday. I need to be able to talk to people I've never met and ask them personal questians that help me to understand what is wrong with them. I can't be shy around new people and I need to be clear in my communications with them. I chose to go into physical therapy because I love to be with people and talk with ther. I decided that I didn't want to use the computer all day or answer the telephone or be in a lab doing experiments. I wanted to be around people, and I wanted to be an important part of helping them feel better To prepare to become a Physical Therapist, I had to finish college and then go to graduate school for 3 years. In that time, I learned all the muscles in the body and all the organs and how they work, Ilearned how to figure out what is weak and what hurts on people and then how to help. I prepared for knowing all that by taking a lot of classes in biology, chemistry, math, physics, anatomy, physiology and psychology. What i like about my job is that it is always very interesting and never boring. I like that I am never alone but surrounded by geaple all the time. They tell me that I have made a difference in their lives and when I go home at night, I know that I have touched someone else's life and they appreciate the work I did for them. Talso love that my job combines being active and physical with being a thinker and doing a lot of problem solving.

3. What is the main idea of the entire passage? 1) Physical therapy is a big job. 2) Physical therapists need to know science. 3) Physical therapy is about working with people. 4) Physical therapy is part of every hospital. Enter Your Answer​

Asking your teacher to figure out your current grade in his class cannot help increase your grades.
True or false

6. PART B: Which detail best supports the answer to Part
A?
A "In the United States, groundless fears, prejudices
and demagoguery produced three notable events
that echoed the Salem trials." ( Paragraph 19)
B "To prevent the rise of such an enemy within' during
the war, state and local authorities along the West
Coast removed over 110,000 Japanese Americans
from their homes" (aragraph 21)
C "During his brief political career, he made
undocumented charges of communism, communist
sympathies, disloyalty, and homosexuality against
hundreds of politicians and non-government
individuals" ( Paragraph 28)
D "Government employees and workers in private
industry, whose characters and loyalties were
smeared by McCarthy's broad brush, lost their jobs."
(Paragraph 29)

what is the meaning of value in visual media

QUESTION: beowulf lines 151-171 What do these
details suggest about the
threats the Danes face and
the personal qualities they
value?

1. What does literal mean?​

What are the poetic devices used in the poem “The Fog” by w.H.Davies

To decide whether to use whom in a sentence, see if you can replace it with ___________________ .

Why is it more important to work in groups

What shapes me more, my experiences, or how I respond to them?
With full explanation please

what is the root word of democracy

What heroic traits characteristics does the traditional past hero exhibit ? PLEASE HELPP

What allowed currency in the ancient world to work as a tool for the exchange of goods?

what is the point of view?