Comma splice

Abstract: PUNCTUATION, a respectable and necessary dragon, has been the victim, scapegoat, and bogeyman for too many generations of students "Comma splice," "interrogative sentence," "restrictive clause"-the phrases ricochet in countless classrooms And after a number of years (dependent upon the frustration tolerance of the student), a seemingly impenetrable defense develops in the student's mind; when certain words are mentioned ("apposition," perhaps) a remote control channel selector is auto-

Abstract: THE COMMA SPLICE is much maligned. Most composition handbooks forbid or discourage its use. Some acknowledge its use by good writers present and past but caution against its inappropriate use. A few even include some statements on how to use it appropriately, but even these generally treat it not as a legitimate use of the comma but as something doubtful at best. Even its names are tainted: comma splice, comma fault, comma blunder, comma mistake. This paper proposes that the gap between the handbook tradition and current usage of the comma splice is wide enough to demand closure, that the comma splice is a legitimate use of the comma and should be so presented, that criteria can be established to determine when a comma splice is appropriate, that these criteria can be learned and should be taught, and finally that the mistreatment of the comma splice in the handbooks is a reflex of the outdated assumption that what will not go in Formal written English will not go at all and is an example of the failure of the handbook tradition to assimilate completely the now wellestablished distinctions of functional varieties of style. Most composition teachers are aware of the fact that the comma splice or comma fault is not always a mortal sin in standard written English and is, in fact, sometimes appropriate and effective rhetorically, but rather than teach its use when appropriate, since that would demand explicit rules for its appropriateness, most teachers prefer to discourage its use and to insist that students rewrite or repunctuate any sentence containing a comma splice. This practice is largely attributable to the composition handbooks, which generally project this same attitude: that comma splices are often used by good writers but students should avoid them. The handbooks usually do this by setting down an explicit rule against using the comma splice and then listing successful "exceptions" to the rule. This practice can only lead one logically to the conclusion that the prohibition is overformulated and the rules that account for the "exceptions" are underformulated. In fact, not only can these rules be formulated but they must be formulated if the gap between handbook prescription and actual usage is to be closed and allowance made for differences in punctuation to reflect differences in the functional varieties of style and in various rhetorical effects. The traditional rule against the use of the comma alone to separate independent clauses is relatively

Abstract: Writing in a foreign language (English) has been a highly instrumental for EFL Undergraduate learners because they are required to write assignments, papers, and dissertations. Yet, the course offered and passed to fulfill the writing requirements was meager especially in the language content. Hence, this project aimed at finding out the sentence problem made by the students in essay writing. Using 5 data sources from students’ writing, the study was focused on exploring students’ mistakes in the use of cause-effect. The finding of this study showed that the most sentences problem made by the students in cause-effect essays were 24 sentences problem in run-on sentences and comma splice and the least were 2 sentences problem in choopy sentences.

Abstract: Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted.Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted.Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted.Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted.