Identify and fix run-on sentences and sentence fragments. Write complete, well-bounded sentences.
~8 min read
Run-on sentences and sentence fragments are two of the most common sentence-level errors in writing. They represent opposite problems: a run-on sentence jams too many ideas together without proper punctuation or connectors, while a fragment presents an incomplete idea as if it were a full sentence. Both errors confuse readers and undermine the clarity of your writing.
This section explains what run-ons and fragments are, how to identify them, and why they matter.
A run-on sentence occurs when two or more independent clauses are joined without proper punctuation or a connecting word. An independent clause is a group of words that has a subject, a verb, and expresses a complete thought -- it can stand alone as a sentence.
When two independent clauses are placed next to each other without the correct punctuation or conjunction between them, the result is a run-on.
Run-on: The experiment failed the researchers started over.
This sentence contains two independent clauses:
They are fused together with no punctuation or connecting word between them. The reader has to guess where one thought ends and the next begins.
Run-ons come in two forms. Both are errors, but they look slightly different.
A fused sentence (also called a "run-together sentence") occurs when two independent clauses are placed next to each other with no punctuation at all between them.
| Fused Sentence | Problem |
|---|---|
| She finished her essay she submitted it online. | No punctuation between the two clauses. |
| The train was late we missed our connection. | Two complete thoughts with nothing separating them. |
| He studied all night he still felt unprepared. | Reader cannot tell where one idea ends and the other begins. |
| The budget was approved the project can begin. | Two independent statements fused into one. |
| Water freezes at zero degrees it boils at one hundred. | No break between two separate facts. |
Fused sentences are usually easy to spot once you know what to look for. Read the sentence and ask: "Is there a point where I could split this into two complete sentences?" If yes, and there is no punctuation or conjunction at that point, you have a fused sentence.
A comma splice occurs when two independent clauses are joined with only a comma and no coordinating conjunction. A comma alone is not strong enough to hold two independent clauses together.
| Comma Splice | Problem |
|---|---|
| She finished her essay, she submitted it online. | A comma cannot join two independent clauses by itself. |
| The train was late, we missed our connection. | Needs a conjunction after the comma or different punctuation. |
| He studied all night, he still felt unprepared. | The comma is doing a job it cannot do alone. |
| The budget was approved, the project can begin. | Two complete thoughts separated by only a comma. |
| I enjoy hiking, my brother prefers swimming. | Each clause could be its own sentence. |
Comma splices are trickier than fused sentences because the writer has recognized that a pause is needed -- they just used the wrong punctuation. A comma signals a pause, but it does not signal the boundary between two independent thoughts. You need either a stronger punctuation mark or a connecting word.
Use this step-by-step method to check for run-ons in your writing:
Read the sentence and identify every main verb (not infinitives, not participles used as modifiers).
For each main verb, ask "Who or what is performing this action?" Each subject-verb pair represents a potential independent clause.
If you find two or more subject-verb pairs that could each stand alone as complete sentences, check what connects them:
A quick way to check: try splitting the sentence at the suspected run-on point. If both parts can stand alone as complete sentences, and they are joined with nothing or only a comma, you have a run-on.
"The rain stopped the sun came out."
Split: "The rain stopped." + "The sun came out." Both are complete. Nothing connects them. --> Fused sentence.
"The rain stopped, the sun came out."
Split: "The rain stopped." + "The sun came out." Both are complete. Only a comma connects them. --> Comma splice.
A sentence fragment is a group of words that is punctuated like a sentence (capital letter at the beginning, period at the end) but does not express a complete thought. It is missing one or more of the three requirements for a complete sentence:
If any of these is missing, the group of words is a fragment.
Fragment: Because the deadline was extended.
This has a subject ("the deadline") and a verb ("was extended"), but the word "because" makes the thought incomplete. The reader is left asking: "What happened because the deadline was extended?" The sentence needs a main clause to finish the thought.
The group of words has a verb but no subject. This often happens when a writer accidentally splits a compound predicate (two verbs sharing one subject) into two sentences.
| Fragment | What's Missing |
|---|---|
| Ran to the store before it closed. | Who ran? No subject. |
| And then decided to change the topic. | Who decided? No subject. |
| Was considered the best candidate. | Who was considered? No subject. |
The group of words has a subject-like element but no complete verb. Noun phrases and lists are common culprits.
| Fragment | What's Missing |
|---|---|
| The report on last quarter's sales figures. | What about the report? No verb. |
| A talented musician with years of experience. | What about the musician? No verb. |
| The building across the street. | What about the building? No verb. |
This is the most common type of fragment. A dependent clause begins with a subordinating word and cannot stand alone, even though it has both a subject and a verb.
| Fragment | Subordinating Word |
|---|---|
| Although the results were promising. | although |
| When the meeting finally ended. | when |
| Because they ran out of funding. | because |
| If the weather improves by tomorrow. | if |
| Which was submitted last Friday. | which |
Common subordinating words that create dependent clauses: because, although, though, even though, when, whenever, while, after, before, until, since, if, unless, so that, who, whom, whose, which, that, where.
Phrases beginning with a present participle (-ing) or past participle (-ed, -en, etc.) are not complete sentences because they lack a complete verb. An -ing word by itself is not a finite verb.
| Fragment | Problem |
|---|---|
| Running through the park every morning. | No subject; "running" is not a complete verb. |
| Exhausted from working overtime all week. | No subject; no main verb. |
| Having completed the assignment ahead of schedule. | No main clause tells what happened next. |
| Broken by the recent storm. | No subject; "broken" needs a helper to be a main verb. |
Phrases beginning with "to + verb" express a purpose or intention but do not form complete sentences.
| Fragment | Problem |
|---|---|
| To improve customer satisfaction. | Who is doing this? What action is taken? |
| To finish the project by the end of the month. | Incomplete thought; no main clause. |
| To better understand the underlying causes. | Purpose stated, but no sentence to attach it to. |
Use this three-question test for every sentence in your writing:
Question 1: Does it have a subject? Ask: "Who or what is this sentence about?" If you cannot identify a subject, it is a fragment.
Question 2: Does it have a complete verb? Remember: an -ing word alone (without a helping verb like is, was, has been) is not a complete verb. An infinitive (to + verb) is not a complete verb. A past participle alone (written, broken) is not a complete verb without a helper.
Question 3: Does it express a complete thought? Even if the sentence has a subject and a verb, check whether it starts with a subordinating word (because, although, when, if, which, who, etc.). If it does and there is no independent clause to complete the idea, it is a fragment.
If the answer to any of these three questions is "no," you have a fragment.
These errors matter for several practical reasons:
Run-ons force readers to untangle multiple ideas that have been jammed together. Fragments leave readers with an incomplete thought, forcing them to guess what the writer meant.
In academic essays, professional emails, standardized tests, and business reports, run-ons and fragments signal a lack of writing skill. Graders, professors, and employers notice these errors immediately.
On writing exams like IELTS, TOEFL, and AP English, sentence-level errors directly affect your grammar and mechanics scores. Run-ons and fragments are considered fundamental errors and can significantly lower your band or score.
Well-constructed sentences with proper boundaries guide the reader smoothly from one idea to the next. Run-ons create a breathless, confusing pace. Fragments create jarring stops that break the flow.
| Feature | Run-on Sentence | Sentence Fragment |
|---|---|---|
| What it is | Two+ independent clauses improperly joined | An incomplete sentence |
| The problem | Too much -- ideas fused without proper boundaries | Too little -- missing subject, verb, or complete thought |
| Subtypes | Fused sentence, comma splice | Missing subject, missing verb, dependent clause alone, participial phrase, infinitive phrase |
| Reader experience | Confusion about where one idea ends and the next starts | Confusion about what the writer is trying to say |
| How to spot | Look for two subject-verb pairs with no proper connector | Apply the three-question test (subject? verb? complete thought?) |
| How serious | Major error in formal writing | Major error in formal writing |
| Concept | Key Point |
|---|---|
| Run-on sentence | Two+ independent clauses joined without proper punctuation or conjunction |
| Fused sentence | No punctuation at all between independent clauses |
| Comma splice | Only a comma (no conjunction) between independent clauses |
| Fragment | A group of words missing a subject, a complete verb, or a complete thought |
| Most common fragment | Dependent clause standing alone (starts with because, although, when, etc.) |
| The split test | If both halves can stand alone and nothing proper connects them, it is a run-on |
| The three-question test | Subject? Complete verb? Complete thought? If any answer is "no," it is a fragment |
~8 min read
Now that you can identify run-on sentences and fragments, it is time to learn how to fix them. This section presents concrete strategies with before-and-after examples for each type of error. Every strategy is a tool in your editing toolkit -- different situations call for different fixes.
There are five main strategies for fixing run-ons. Each produces a grammatically correct sentence, but they create different effects in terms of emphasis, flow, and relationship between ideas.
The simplest fix: place a period where the two independent clauses meet, creating two separate sentences.
| Run-on | Fixed |
|---|---|
| The experiment failed the researchers started over. | The experiment failed**.** The researchers started over. |
| She finished her essay, she submitted it online. | She finished her essay**.** She submitted it online. |
| The budget was approved the project can begin. | The budget was approved**.** The project can begin. |
| I enjoy hiking, my brother prefers swimming. | I enjoy hiking**.** My brother prefers swimming. |
When to use this strategy: When the two ideas are related but distinct, and you want short, punchy sentences. This strategy is excellent for emphasis.
Watch out for: Overuse. Too many short sentences in a row creates a choppy, monotonous rhythm. Vary this strategy with others.
A semicolon signals that two independent clauses are closely related in meaning. It creates a stronger connection than a period but still marks a clear boundary.
| Run-on | Fixed |
|---|---|
| The experiment failed the researchers started over. | The experiment failed**;** the researchers started over. |
| She finished her essay, she submitted it online. | She finished her essay**;** she submitted it online. |
| The rain stopped the sun came out. | The rain stopped**;** the sun came out. |
| He studied all night, he still felt unprepared. | He studied all night**;** he still felt unprepared. |
When to use this strategy: When the two clauses are closely related and you want to show that connection without using a conjunction. The semicolon says: "These two ideas go together."
Rule: The clause after the semicolon begins with a lowercase letter (unless the first word is a proper noun).
Join the two clauses with a comma followed by one of the seven coordinating conjunctions: for, and, nor, but, or, yet, so (remembered by the acronym FANBOYS).
| Run-on | Fixed | Conjunction Used |
|---|---|---|
| The experiment failed the researchers started over. | The experiment failed**, so** the researchers started over. | so (result) |
| She finished her essay, she submitted it online. | She finished her essay**, and** she submitted it online. | and (addition) |
| He studied all night he still felt unprepared. | He studied all night**, but** he still felt unprepared. | but (contrast) |
| The budget was approved the project can begin. | The budget was approved**, so** the project can begin. | so (result) |
| I enjoy hiking, my brother prefers swimming. | I enjoy hiking**, but** my brother prefers swimming. | but (contrast) |
Choosing the right conjunction:
| Conjunction | Relationship | Example |
|---|---|---|
| for | reason/cause | She stayed home, for she was feeling ill. |
| and | addition | He read the article, and he took detailed notes. |
| nor | negative alternative | She did not call, nor did she send an email. |
| but | contrast | The test was difficult, but most students passed. |
| or | alternative/choice | We can leave now, or we can wait for the rain to stop. |
| yet | contrast/surprise | He is young, yet he speaks with great authority. |
| so | result/consequence | The deadline passed, so we requested an extension. |
Important: You need both the comma and the conjunction. A comma alone creates a comma splice. A conjunction alone (without the comma) is technically acceptable in very short clauses but is considered informal.
Join the clauses with a semicolon, a transitional word or phrase, and a comma. Common transitional expressions include: however, therefore, moreover, furthermore, consequently, nevertheless, meanwhile, instead, in addition, for example, in fact, on the other hand, as a result.
| Run-on | Fixed |
|---|---|
| He studied all night he still felt unprepared. | He studied all night**; however,** he still felt unprepared. |
| The budget was approved the project can begin. | The budget was approved**; therefore,** the project can begin. |
| She missed the deadline, the professor gave her an extension. | She missed the deadline**; nevertheless,** the professor gave her an extension. |
| The data was incomplete we drew preliminary conclusions. | The data was incomplete**; however,** we drew preliminary conclusions. |
Pattern: Independent clause ; transitional expression , independent clause.
Common mistake: Using a comma instead of a semicolon before the transitional expression. This creates a comma splice:
He studied all night, however, he still felt unprepared.(comma splice)He studied all night**;** however, he still felt unprepared. (correct)
Turn one of the independent clauses into a dependent clause by adding a subordinating word (because, although, when, if, since, while, after, before, unless, etc.). This strategy is especially powerful because it shows the relationship between the two ideas.
| Run-on | Fixed | Relationship |
|---|---|---|
| The experiment failed the researchers started over. | Because the experiment failed, the researchers started over. | cause |
| He studied all night he still felt unprepared. | Although he studied all night, he still felt unprepared. | contrast |
| The rain stopped the children went outside. | After the rain stopped, the children went outside. | time |
| She missed the bus, she was late for work. | Because she missed the bus, she was late for work. | cause |
| The budget was approved the project can begin. | Now that the budget was approved, the project can begin. | condition/time |
When to use this strategy: When one idea is the cause, condition, time frame, or background for the other. Subordination helps the reader understand how the ideas are related, not just that they are.
Punctuation note: When the dependent clause comes first, follow it with a comma. When it comes second, a comma is usually not needed.
Because the experiment failed**,** the researchers started over. (dependent clause first --> comma)
The researchers started over because the experiment failed. (dependent clause second --> no comma)
Here is the same run-on fixed five different ways:
Original run-on: The presentation was excellent the audience applauded loudly.
| Strategy | Fixed Version |
|---|---|
| 1. Period | The presentation was excellent. The audience applauded loudly. |
| 2. Semicolon | The presentation was excellent; the audience applauded loudly. |
| 3. Comma + conjunction | The presentation was excellent, and the audience applauded loudly. |
| 4. Semicolon + transition | The presentation was excellent; as a result, the audience applauded loudly. |
| 5. Subordination | Because the presentation was excellent, the audience applauded loudly. |
All five are correct. The best choice depends on the emphasis you want, the relationship between the ideas, and the rhythm of your surrounding sentences.
The strategy for fixing a fragment depends on what type of fragment it is. In every case, you either add what is missing or attach the fragment to a neighboring sentence.
Add a subject, or combine the fragment with the previous sentence.
| Fragment | Fix: Add Subject | Fix: Combine |
|---|---|---|
| She reviewed the data. And then wrote a summary. | She reviewed the data. She then wrote a summary. | She reviewed the data and then wrote a summary. |
| He opened the door. Walked inside quietly. | He opened the door. He walked inside quietly. | He opened the door and walked inside quietly. |
| The team practiced daily. Won the tournament. | The team practiced daily. They won the tournament. | The team practiced daily and won the tournament. |
Add a verb to make the fragment a complete sentence, or attach it to a neighboring sentence.
| Fragment | Fix: Add Verb | Fix: Attach |
|---|---|---|
| The report on last quarter's sales. | The report on last quarter's sales was thorough. | She submitted the report on last quarter's sales. |
| A talented musician with years of experience. | A talented musician with years of experience performed at the event. | We hired a talented musician with years of experience. |
| The new policy on remote work. | The new policy on remote work takes effect Monday. | The manager explained the new policy on remote work. |
Attach the dependent clause to a main clause, or remove the subordinating word.
| Fragment | Fix: Attach to Main Clause | Fix: Remove Subordinating Word |
|---|---|---|
| Because the deadline was extended. | Because the deadline was extended, the team relaxed. | The deadline was extended. |
| Although the results were promising. | Although the results were promising, more testing was needed. | The results were promising. |
| When the semester ends. | When the semester ends, students can register for summer courses. | The semester ends. |
| Which was published last year. | She cited the study**, which was published last year.** | -- (removing "which" changes meaning; attach instead) |
| If you need more time. | If you need more time, please contact the instructor. | You need more time. |
Add a subject and helping verb, attach to a main clause, or rewrite with a finite verb.
| Fragment | Fix: Add Subject + Helper | Fix: Attach | Fix: Rewrite |
|---|---|---|---|
| Running through the park every morning. | She was running through the park every morning. | Running through the park every morning, she stayed in shape. | She runs through the park every morning. |
| Exhausted from the long flight. | They were exhausted from the long flight. | Exhausted from the long flight, they went straight to bed. | They felt exhausted from the long flight. |
| Hoping to finish before the deadline. | He was hoping to finish before the deadline. | Hoping to finish before the deadline, he skipped lunch. | He hoped to finish before the deadline. |
Attach the infinitive phrase to a main clause, or make it the subject of a complete sentence.
| Fragment | Fix: Attach | Fix: Make Subject |
|---|---|---|
| To improve customer satisfaction. | To improve customer satisfaction, the company hired more staff. | To improve customer satisfaction requires consistent effort. |
| To complete the assignment on time. | To complete the assignment on time, she started early. | To complete the assignment on time was her top priority. |
| To better understand the data. | To better understand the data, the team created visualizations. | To better understand the data is essential for accurate analysis. |
Attach to the previous sentence with appropriate punctuation.
| Fragment | Fixed |
|---|---|
| She works at a hospital. As a nurse. | She works at a hospital as a nurse. |
| He has many hobbies. Such as painting, reading, and cycling. | He has many hobbies**, such as painting, reading, and cycling.** |
| The store sells everything. For example, books, electronics, and clothing. | The store sells everything -- for example, books, electronics, and clothing. |
| She loves all seasons. Especially autumn. | She loves all seasons**, especially autumn.** |
| The plan has several benefits. Including reduced costs and faster delivery. | The plan has several benefits**, including reduced costs and faster delivery.** |
Each sentence below contains either a run-on or a fragment. Identify the error type, then fix it. Suggested answers follow.
Answers:
| Error Type | Fixing Strategies |
|---|---|
| Fused sentence | Period, semicolon, comma + FANBOYS, semicolon + transition, subordination |
| Comma splice | Same five strategies (replace the comma with proper punctuation/conjunction) |
| Missing-subject fragment | Add a subject, or combine with the previous sentence |
| Missing-verb fragment | Add a verb, or attach to a neighboring sentence |
| Dependent clause fragment | Attach to a main clause, or remove the subordinating word |
| Participial phrase fragment | Add subject + helper, attach to a main clause, or rewrite with a finite verb |
| Infinitive phrase fragment | Attach to a main clause, or make it the subject of a new sentence |
| Afterthought/list fragment | Attach to the previous sentence with a comma, dash, or colon |
~6 min read
This section is a condensed reference guide. Use it when editing your writing or reviewing before an exam. It contains the key patterns, rules, common traps, and a self-editing checklist -- everything from the previous two sections distilled into a quick-access format.
| Pattern | Example | Error Type |
|---|---|---|
| [Independent clause] [Independent clause] | She left early he stayed late. | Fused sentence |
| [Independent clause] , [Independent clause] | She left early, he stayed late. | Comma splice |
| [Independent clause] , [transition] [Independent clause] | She left early, however he stayed late. | Comma splice with transition |
| # | Strategy | Pattern | Example |
|---|---|---|---|
| 1 | Period | Clause . Clause | She left early**.** He stayed late. |
| 2 | Semicolon | Clause ; clause | She left early**;** he stayed late. |
| 3 | Comma + FANBOYS | Clause , conjunction clause | She left early**, but** he stayed late. |
| 4 | Semicolon + transition | Clause ; transition, clause | She left early**; however,** he stayed late. |
| 5 | Subordination | Subordinator clause , clause | Although she left early**,** he stayed late. |
| Letter | Conjunction | Shows |
|---|---|---|
| F | for | reason/cause |
| A | and | addition |
| N | nor | negative addition |
| B | but | contrast |
| O | or | alternative |
| Y | yet | contrast/surprise |
| S | so | result |
Rule: When joining two independent clauses, always place a comma before the coordinating conjunction.
| Relationship | Transitions |
|---|---|
| Contrast | however, nevertheless, on the other hand, in contrast, conversely |
| Result | therefore, consequently, as a result, thus, accordingly |
| Addition | moreover, furthermore, in addition, also, besides |
| Example | for example, for instance, specifically, in particular |
| Time | meanwhile, subsequently, afterward, then, finally |
| Emphasis | indeed, in fact, certainly, undoubtedly |
Rule: Transitional expressions are not conjunctions. They cannot join two independent clauses with just a comma. Always use a semicolon before them (or start a new sentence).
The data was clear, therefore we proceeded.(comma splice)The data was clear**;** therefore**,** we proceeded. (correct)
The data was clear**.** Therefore**,** we proceeded. (also correct)
| Fragment Type | Pattern | Example |
|---|---|---|
| Missing subject | [Verb + rest of predicate] | Finished the report early. |
| Missing verb | [Noun phrase, no main verb] | The manager with ten years of experience. |
| Dependent clause | [Subordinator + subject + verb] | Because the system crashed. |
| Participial phrase | [-ing/-ed word + modifiers] | Running late for the meeting. |
| Infinitive phrase | [To + verb + modifiers] | To complete the project on time. |
| Afterthought | [Such as / especially / for example + list] | Such as math, science, and history. |
| Fragment Type | Fix Option A | Fix Option B |
|---|---|---|
| Missing subject | Add a subject | Combine with previous sentence |
| Missing verb | Add a verb | Attach to a neighboring sentence |
| Dependent clause | Attach to a main clause | Remove the subordinating word |
| Participial phrase | Add subject + helping verb | Attach to a main clause |
| Infinitive phrase | Attach to a main clause | Make it the subject of a sentence |
| Afterthought | Attach to previous sentence (comma, dash, or colon) | -- |
If a clause begins with one of these words, it is a dependent clause and cannot stand alone:
| Category | Words |
|---|---|
| Cause/Reason | because, since, as, now that |
| Contrast | although, though, even though, whereas, while |
| Time | when, whenever, while, after, before, until, since, as soon as, once |
| Condition | if, unless, provided that, as long as, in case |
| Purpose | so that, in order that |
| Relative | who, whom, whose, which, that, where, when |
Words like however, therefore, moreover, and consequently are not coordinating conjunctions. They cannot fix a run-on when preceded by only a comma.
| Incorrect (Comma Splice) | Correct |
|---|---|
| The test was hard, however most students passed. | The test was hard**;** however**,** most students passed. |
| She was tired, therefore she went to bed early. | She was tired**;** therefore**,** she went to bed early. |
| The data was incomplete, consequently the study was delayed. | The data was incomplete**;** consequently**,** the study was delayed. |
A sentence can be long and still be correct, or it can be long because it is a run-on. Length alone does not determine correctness. Always check for proper connections between independent clauses.
Run-on (long but incorrect): The research team collected data from over 500 participants across three continents and analyzed the results using advanced statistical methods, the findings suggested a significant correlation between exercise frequency and cognitive performance in adults over 50.
This sentence has two independent clauses joined by only a comma after "methods." Fix it with a semicolon or period at that point.
A sentence can be short and still be complete, or it can be short because it is a fragment. Length alone does not tell you.
| Short and Complete | Short but a Fragment |
|---|---|
| She left. | Although she left. |
| Dogs bark. | Barking loudly. |
| It rained. | Because it rained. |
| He won. | To win the prize. |
Always apply the three-question test regardless of sentence length.
Relative clauses beginning with which, who, whom, or that are dependent clauses and cannot stand alone.
| Fragment | Fix |
|---|---|
| Which was completed ahead of schedule. | The project**, which was completed ahead of schedule,** received praise. |
| Who has been working here for ten years. | The manager**, who has been working here for ten years,** is retiring. |
These phrases introduce details that belong to the previous sentence. They are not sentence starters.
| Fragment | Fix |
|---|---|
| She studies several languages. Such as French, Spanish, and Mandarin. | She studies several languages**, such as French, Spanish, and Mandarin.** |
| The city has many parks. For example, Central Park and Riverside Park. | The city has many parks -- for example, Central Park and Riverside Park. |
| He likes all sports. Especially soccer. | He likes all sports**, especially soccer.** |
Use this checklist every time you proofread an essay, email, or any piece of formal writing. Go through your text sentence by sentence.
Step 1: Read the sentence. Does it have a subject and a complete verb?
Step 2: Does the sentence begin with a subordinating word (because, although, when, if, who, which, etc.)?
Step 3: Does the sentence contain two or more independent clauses?
Step 4: How are the independent clauses connected?
These are the most common run-on and fragment patterns you will encounter. Bookmark this table for quick reference.
| Error | Example | Type | Quick Fix |
|---|---|---|---|
| Two clauses, no punctuation | She studied hard she passed the exam. | Fused sentence | Add period, semicolon, or conjunction |
| Two clauses, comma only | She studied hard, she passed the exam. | Comma splice | Add conjunction after comma, or use semicolon |
| Starts with "because" | Because she studied hard. | Fragment | Attach: Because she studied hard, she passed. |
| Starts with "although" | Although the price was high. | Fragment | Attach: Although the price was high, we bought it. |
| -ing phrase alone | Studying hard for the exam. | Fragment | Add subject: She was studying hard for the exam. |
| "To + verb" alone | To pass the exam. | Fragment | Attach: To pass the exam, she studied every night. |
| Noun phrase, no verb | The student with the highest score. | Fragment | Add verb: The student with the highest score won an award. |
| "Such as" alone | Such as biology and chemistry. | Fragment | Attach to previous sentence with a comma. |
| Comma + however | She studied, however she failed. | Comma splice | Use semicolon: She studied; however, she failed. |
| Missing subject after period | He read the book. And wrote a review. | Fragment | Combine: He read the book and wrote a review. |
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