59 For Instructors: Comma Splices & Run-On Sentences

Notes for Instructors: This lesson fits well with either the Profile or the Analysis — two assignments that ask students to transition from narratives to academic writing.

Key Outcomes

By the end of this lesson/activity, students will learn

• How to identify run-on sentences
• What tools and strategies can fix run-on sentences

What are run-on sentences?

A run-on sentence is one in which two or more independent phrases are incorrectly or inadequately combined. That is, the phrases run together, lacking punctuation or transition words — or mis-punctuating these elements. As a result, intended meanings often get lost.

Here are a few examples of different types of run-on sentences: 

1. I went to school, I came home.
2. The bus stopped on Elm Street I missed it.
3. He loved going to school, however his sister hated going to school.
4. He went to school and she went to work and they came home later.

These examples represent common types of run-on sentences, including a comma-splice (1), a fused sentence (2), a hybrid of both fusion and splicing (3), and a polysyndeton that strings together several sentences joined only by conjunctions, with no punctuation (4).

That’s a lot to think about, isn’t it? Fortunately, the type of run-on sentence is less important than being able to recognize one and fix the problem. With that in mind, check out the short video in the Recap section, then let’s practice finding run-ons.

Recap

For a short review of run-ons and comma splices, watch this Khan Academy video, which runs less than 5 minutes:  https://youtu.be/Fh45mhVsZrU.

Activity

Let’s play a game. First, make two teams. Next, pick one team member to write on the board (or the Google Doc or the Jamboard or … teacher’s choice).

Here’s how the game works. I’ll read the example. To earn points for your team,

• Be first to declare whether it’s a complete sentence or a run-on.
• If it’s a run-on, be first to draft a fix and post it for all to read.
• Extra points: Declare what type of run-on is demonstrated.

Question: What prize does the winning team get?

Ready? Go with what you see, hear, feel, or think about the example.

• Jane left home in the morning she went to school.
• In a sense, a profile of a place is a report, but it also goes above and beyond the traditional parameters of a report.
• I had the hardest time coming up with a place at first and I was thinking about doing Montgomery Plaza but I struggled to find information on this place.
• In 1974, ten cars costing a combined total of $464,770 were planted in a field only for the amusement of a millionaire.
• The Ant Farm artists purchased all the Cadillacs from either junkyards or chose used cars, the cars were already at the end of their lives.
• Music can be perceived as either happy or sad, but it is clear that the music in the commercial is meant to create a sad and sentimental feeling in viewers.
• You can hear the boats go by, you can spend the night forever.
• This appeal may be the only use of logos in the commercial but it is an effective and strong use of logos and it is also clear that the writers and director heavily used pathos to further the company’s commercial purpose.

Are run-on sentences wrong?

In a face-to-face conversation, we don’t need punctuation markers to help our audience understand our meaning—unless you’re Dr. Evil using air-quotes in the Austin Powers movie (the Know Your Memes archive shares a few GIFs of Dr. Evil).

Memes aside, in written communications, we rely on a set of grammar and punctuation rules that help our readers understand us when we are not in a face-to-face interaction with them (or watching a video or listening to a podcast). Periods, commas, semi-colons, em dashes (i.e., a long hyphen), question marks, exclamation points, and colons all help us make sense of the strings of words we call sentences, paragraphs, essays, and more. Without such clues, run-on sentences interfere with how our readers interpret a text.

Activity

Consider these examples, which begin with a run-on then list a few fixes that affect the meaning. Several of these examples have been adapted from published compositions, which are listed in the Works Cited section of this lesson.

I’ll read the first set out loud. Listen to the run-on and then the fixes. Think about how the corrections change the meaning in some way. Then I’ll ask you to read the next set aloud. But let’s have a little fun: When it’s your turn to read, add some theatrics. That is, get louder or quieter at random moments in your reading; or add a gesture (one that’s not offensive, by the way); put the emphasis on an unexpected word; or pause extra long. Got it?

And of course, there’s a prize for the group with the most theatrical performance.

• Jane left home in the morning she went to school.
  • Jane left home in the morning. She went to school.
  • Jane left home. In the morning, she went to school.
  • Jane left home and went to school in the morning.
  • The morning she went to school, Jane left home.
• Chip away at scholarly projects by writing in small segments of time and steal ten to fifteen minutes before a meeting or after class and make small progress while keeping ideas on the project fresh in your mind.
  • Chip away at scholarly projects by writing in small segments of time. Steal ten to fifteen minutes before a meeting or after class. Make small progress while keeping ideas on the project fresh in your mind.
  • Chip away at scholarly projects by writing in small segments of time, steal ten to fifteen minutes before a meeting or after class, and make small progress while keeping ideas on the project fresh in your mind.
  • Chip away at scholarly projects by writing in small segments of time. Steal ten to fifteen minutes before a meeting or after class and make small progress while keeping ideas on the project fresh in your mind.
• I remember being caught speaking Spanish at recess that was good for three licks on the knuckles with a sharp ruler.
  • I remember being caught speaking Spanish at recess. That was good for three licks on the knuckles with a sharp ruler.
  • I remember being caught speaking Spanish At recess, that was good for three licks on the knuckles with a sharp ruler.
  • At recess, I remember being caught speaking Spanish. That was good for three licks on the knuckles with a sharp ruler.

We could describe the run-ons as demonstrating “bad grammar” or “faulty mechanics” or “sloppy punctuation.” But it may be more useful to think of them as ineffective because they muddle our meaning. It’s also more useful to learn how to recognize them in our written communications, identify the underlying problem, and try a more effective approach. Let’s give it a try.

Activity

In the following paragraphs, I have introduced at least one run-on sentence into a published profile, analysis, or argument. Working together in your group,

• Identify each run-on sentence.
• Explain why it’s a run-on sentence.
• Explain how it may confuse the audience or affect the meaning.
• Try reading the paragraphs aloud and listening to each other.
• The first group to finish all three paragraphs will get a prize!

1. Starting in 1999, financing groups began long-term plans to attempt to gain enough funding to renovate the Baker Hotel but it wasn’t until a couple decades later, in 2019, that a $65 million project officially started as “the largest historical renovation of a building in Texas.” Lawrence goes on to explain that the renovation was only possible due to the architectural brilliance of the foundation and framing of the building. The project manager for the Baker Hotel renovation, Mark Rawlings, marvels over the craftsmanship of the time and he remarks how challenging it is to match it (Waugh 2021).
2. The commercial uses an aural mode of communication through music and small amounts of dialogue for instance throughout the commercial a piano soundtrack is utilized, which contributes to the overall feel and mood of the piece music can be perceived as either happy or sad but it is clear that the music in the commercial is meant to create a sad and sentimental feeling in viewers the music used is probably written in a minor mode which portrays sadness the music also has a slower tempo which also contributes to the viewer’s identifying the music as somber and heavy-hearted.
3. Every two years, people around the world get excited about the Olympics, a worldwide sporting event that brings together many nations and athletes beyond the display, the Olympics reveal a hidden layer of imperialism still defining global power and communication structures. No one sees the preparation that takes place before the Olympics in residential areas that causes mass displacement. No one sees the thought that goes into every display element to fit with a country’s preferred image. No one sees the fight for power among nations for which the Olympics becomes a platform. People only see what is displayed and broadcasted, however the Olympic games are a cultural phenomenon used to disguise and further imperialist efforts (Ball 2021).

How do I fix run-on sentences?

Let’s compare a few run-ons with revisions that apply standard punctuation and help clarify what we mean to say. Notice that most of the examples can be fixed in more than one way, depending on what you want to communicate and how you want to communicate it.

• I went to school, I came home.
  • I went to school. I came home.
  • I went to school; I came home.
  • I went to school, then I came home.
• The bus stopped on Elm Street I missed it.
  • The bus stopped on Elm Street, but I missed it.
  • The bus stopped on Elm Street, and I missed it.
  • The bus stopped on Elm Street. I missed it!
• He loved cooking, however she hated it.
  • He loved cooking; however, she hated it.
  • He loved cooking. However, she hated it.
  • She hated cooking, but he loved it.

You may find it helpful to review the standards for commas, periods, semicolons, and other punctuation. You may also find it useful to review transition words/phrases that can help you revise run-on sentences. Below, a few resources are listed in the “Want to Learn More?” section.

Next, let’s keep practicing what you’ve learned so far.

Activity

Working independently or in groups, revise the run-ons to fix a problem or clarify the meaning.

CHALLENGE: Who can create the most variations? The funniest one? The most academic-sounding? The most conversational or casual?

PRIZES? Of course!

• According to Nelson Media Research, the average American family watches about 8.2 hours of television per day that’s a lot of time watching moving images. (Giannetti 2008)
• The long shot is perhaps the most complex in the cinema and the term itself is one of the most imprecise. (Ginnetti)
• When the papa found out he began to shout and he started the investigation. (Simon 1971).
• Updates sometimes have nice new features but it’s the bug fixes and security updates that are the most important. (Loyola 2023)

….

Want to learn more?

• “Run-On Sentences,” by Lumen Learning
• Khan Academy’s 5-minute video about run-on sentences

Text: Run-on Sentences (by LibreTexts)