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By the end of this lesson, students will be able to identify and correct run-on sentences in SAT-style passages with 80% accuracy.

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Students will demonstrate understanding of proper modifier placement and will be able to fix misplaced and dangling modifiers in test questions.

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Students will apply specific test-taking strategies for grammar questions, including process of elimination and identifying common error patterns.

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Start with this question: 'Why do run-on sentences confuse readers?' Have students discuss in pairs for 3 minutes, then share with class. Quick review: What makes a complete sentence?

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Run-On Sentences and How To Fix Them | English Writing Essentials and Grammar

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Student-led discovery: Give groups different examples of run-on sentences. Let them identify what makes each sentence 'run on.' Guide them to discover the two main types: comma splice and fused sentences. Students create their own definitions.

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Sentences, Fragments, & Run-on Sentences - Run-On, Fragments and Sentences - Run-on, Fragment, and Complete Sentences - Module 1 Week 3: Run-on Sentences

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In small groups, students hunt for comma splices in provided SAT practice passages. Each group presents one example and explains how to fix it. Encourage peer teaching and discussion.

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I am the owner, or an agent authorized to act on behalf of the owner of an exclusive right that is allegedly infringed.

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Correcting Punctuation Errors: Comma Splices - SAT Writing

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Free practice questions for SAT Writing - Correcting Punctuation Errors: Comma Splices. Includes full solutions and score reporting.

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Give students sentences with misplaced modifiers. In pairs, they figure out what's wrong and how to fix it. Students create visual diagrams showing correct modifier placement. Use Padlet for groups to share their visual solutions.

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Stretch break! Students stand up, stretch, and discuss with a partner one thing they've learned so far about run-on sentences or modifiers.

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Student groups develop their own strategies for tackling grammar questions. Have them test strategies on sample questions and vote on the most effective approaches. Focus on elimination techniques.

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Work through 5 easier SAT-style questions together. Students explain their thinking process aloud. Focus on building confidence with clear, obvious errors.

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Most students think they know what a run-on is based on their 6th grade English class. So when I ask students whether the following is a run-on sentence, almost all students say yes:

I took the SATs, and I scored a 36, and I applied to MIT, and I got in!

Now this sentence may be long, wordy, and awkward, but the sentence is actually NOT a run-on sentence-it's grammatically correct. The reason it's correct is the use of the word and, which connects all the parts together.

I took the SATs, I scored a 36, I applied to MIT, I got in!

Now this IS a run-on sentence because several complete sentences are being mashed together with just commas.

The basic form of a run-on is this:

A run-on also occurs when there is nothing between the two complete sentences:

There are four main ways to fix a run-on. Let's go over them one by one with a simple run-on example:

He was hungry, he bought a Chipotle burrito.

Two complete sentences connected only by a comma-definitely a run-on that needs to be fixed.

1. Use periods:

complete sentence. complete sentence.

He was hungry. He bought a burrito.

2. Use a conjunction

complete sentence, conjunction complete sentence.

He was hungry, so he bought a burrito.

Note that a comma, if necessary, comes before the conjunction (we'll learn more about commas in a future chapter). Most students have learned the acronym FANBOYS to memorize the list of conjunctions:

Memorize this list because it's super important.

Now here's a really important point: if two sentences are connected by a word that's not from the FANBOYS list, IT'S STILL A RUN-ON. This is how the SAT tricks you:

He was hungry, therefore, he bought a Chipotle burrito.

This sentence is wrong because therefore is not a conjunction-it's not a member of FANBOYS. Instead, it's a transition word pretending to be a conjunction. Other words the SAT might use include however, moreover, in addition to, nevertheless, and furthermore. These words cannot be used as conjunctions.

3. Use the semicolon ;

complete sentence; complete sentence.

He was hungry; he bought a burrito.

Semicolons are the simplest way to edit run-ons, but in everyday speaking and writing, conjunctions are more common because they better express how two connected sentences are related. The SAT will test you on both ways. Note that this is also correct:

He was hungry; therefore, he bought a Chipotle burrito.

But this one is INCORRECT:

He was hungry; and he bought a Chipotle burrito.

Do not use both a conjunction and a semicolon. Semicolons require complete sentences on either side. By putting in a conjunction, the second part is no longer a complete sentence.

4. Change the wording so that you no longer have two complete sentences

This last method encompasses a number of run-on fixes. The best way will usually depend on the sentence we're working with. We'll go over the most common ways of revising the wording.

A. Dependent clause

incomplete sentence, complete sentence.

Because he was hungry, he bought a burrito.

By inserting because in front, the first half is no longer a complete sentence, and we're no longer mashing two complete sentences together. As a result, we don't need anything more than the comma. Because he was hungry is a dependent clause-it doesn't make sense by itself. An independent clause is just another term for a complete sentence or thought like he bought a Chipotle burrito. It makes sense by itself. A dependent clause with an independent clause is not a run-on and therefore does not require a conjunction or a semicolon.

When it comes to rewording the burrito example, using a dependent clause turns out to be the best solution, but let's take a look at some examples where other solutions work better.

B. Relative clause (who, which, that)

C. A noun phrase set off by commas

D. Modifier

E. Use and to join verbs

Let's recap what we've learned so far with some examples that are revised in several different ways.

Wrong:

You should memorize the list of conjunctions, it will help immensely on the SAT.

Correct:

You should memorize the list of conjunctions, for it will help immensely on the SAT.

Correct:

You should memorize the list of conjunctions; it will help immensely on the SAT.

Correct:

You should memorize the list of conjunctions because it will help immensely on the SAT.

As a side note, the conjunction for is rarely used in conversation.

Wrong:

I love the game of basketball, however, I don't play it myself.

Correct:

I love the game of basketball, but I don't play it myself.

Correct:

I love the game of basketball; however, I don't play it myself.

Correct:

I love the game of basketball, even though I don't play it myself.

After reading the third correct version, you might be wondering why even though is correct and however is incorrect. What's the difference? Well, with however, you still have two independent clauses on either side of the comma. With even though, you have an independent clause with a dependent clause, which is not a run-on:

Wrong:

I love the game of basketball,

however, I don't play it myself.

Independent clause

Independent clause

Fine:

I love the game of basketball,

even though I don't play it myself.

Independent clause

Dependent clause

Wrong:

Nightmares keep me awake at night; yet I oddly feel energized in the morning.

Correct:

Nightmares keep me awake at night; however, I oddly feel energized in the morning.

Correct:

Nightmares keep me awake at night, yet I oddly feel energized in the morning.

Correct:

Although nightmares keep me awake at night, I oddly feel energized in the morning.

Again, don't use semicolons and conjunctions (like yet in this example) together. Semicolons require two complete sentences on either side.

Wrong:

One of my idols is Michael Jackson, he was one of the best performers of his time.

Correct:

One of my idols is Michael Jackson, who was one of the best performers of his time.

Correct:

One of my idols is Michael Jackson, one of the best performers of his time.

The first correct version uses a relative clause. The second uses a noun phrase.

Wrong:

When I try to go to sleep, nightmares keep me awake at night, after brushing my teeth, I oddly feel energized in the morning.

Correct:

When I try to go to sleep, nightmares keep me awake at night, yet after brushing my teeth, I oddly feel energized in the morning.

Correct:

When I try to go to sleep, nightmares keep me awake at night; after brushing my teeth, however, I oddly feel energized in the morning.

Despite all the clauses in example 12, we have two complete thoughts being mashed together:

1. When I try to go to sleep, nightmares keep me awake at night.

2. After brushing my teeth, I oddly feel energized in the morning.

The SAT will try to trick you in this way by putting in a lot of relative clauses and comma phrases to keep you from realizing something's a run-on. When that happens, read carefully and look for where a complete thought ends and where another one begins.

If there's already a conjunction or if we're not connecting two complete sentences in the first place, then there's NO error. For example:
Although the plan was perfect, the clumsy criminals, who by now would have been millionaires, are locked in jail cells, slowly waiting out their sentences. Looking at where the commas are, at no point are we trying to combine two complete sentences on either side, so the sentence is perfectly fine.

Never use more than one way of correcting a run-on within the same sentence. Don't use a semicolon with a conjunction. Don't use a conjunction with a dependent clause, etc. The following examples are all incorrect:

Jerry ran away last summer; and I haven't seen him since.

Even though the coffee in Rome is amazing, but I still like Starbucks coffee more.

Every year my brother visits New York City; which he considers the greatest city in the world.

Henry tripped over the rock, and falling head first into the water.

Running through the finish line, and Donna leaped for joy.

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How to answer every run-on/comma splice grammar question on the SAT Writing section - a complete review with practice drills.

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Students work in pairs on 5 medium-difficulty questions. Circulate and provide support. Have pairs share their reasoning with another pair before revealing answers.

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Individual practice with 5 harder questions that combine run-on sentences and modifier issues. Students self-check and identify which concepts they need more practice with.

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Advanced students create their own SAT-style questions with run-on sentences and modifier errors. They trade with classmates to solve. This deepens understanding of common error patterns.

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Students who need extra help work with sentence combining activities and practice identifying subjects and verbs. Provide visual aids and step-by-step guides for ESL support.

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Sentence Combining Worksheet for 6th-8th Grade

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Use this resource to assess students’ knowledge of different types of sentences and how to write using variety. This would make a great formative or summative assessment.

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Students post their corrected sentences around the room. Classmates use sticky notes to provide feedback and identify any remaining errors. Teacher observes and takes notes on common misconceptions.

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Mid-lesson check: Students write one run-on sentence and one sentence with a misplaced modifier, then trade with a partner to correct. Quick way to gauge understanding before moving to harder concepts.

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Students work in pairs to grade each other's practice questions using provided answer keys. They must explain why each answer is correct or incorrect, promoting deeper understanding.

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10-question quiz with SAT-style questions focusing on run-on sentences and modifiers. Mix of difficulty levels to accommodate different student abilities. Include both multiple choice and revision questions.

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Digital SAT Reading and Writing | Test prep | Khan Academy

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If you’re seeing this message, it means we’re having trouble loading external resources on our website.

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Students complete: 3 things they learned about run-on sentences, 2 strategies for SAT grammar questions, 1 question they still have. Share reflections in small groups before whole-class discussion.

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As a class, create a shared list of the most effective strategies discovered today. Students vote on top 3 strategies to remember for the SAT. Consider using Padlet to collect and organize these strategies.

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Students identify the most common types of run-on sentences and modifier errors they encountered. Discuss why these errors are frequent and how to avoid them in their own writing.

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Quick discussion: How will understanding run-on sentences and modifiers help them in their academic writing and SAT essays? Students share one way they'll apply today's learning.

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Complete Chapter 12 exercises on run-on sentences and modifiers from Princeton Review SAT prep materials. Focus on questions 1-15, emphasizing process of elimination strategies learned in class.

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Want a preview of some of the question types on the redesigned SAT ? Try the SAT sample questions below. Challenge yourself with some reading, writing, and language practice. Try our SAT math practice questions to see if your math skills are up to par or if you still need some SAT math review .

Need more practice questions? Check out our guide Cracking the SAT , which contains all the techniques, drills, and review you need to maximize your score on the redesigned test. Or, sign up for a free SAT practice test .

You can use a calculator for questions 1-2. Learn more about the SAT Math Test .
1. A gas station sells regular gasoline for $2.39 per gallon and premium gasoline for $2.79 per gallon. If the gas station sold a total of 550 gallons of both types of gasoline in one day for a total of $1,344.50, how many gallons of premium gasoline were sold?

(A) 25 (B) 75 (C) 175 (D) 475

Answer: (B) 75

When asked for a specific value, try Plugging In the Answers. Label them as gallons of premium and start with the value in (B). If 75 gallons of premium were sold, the station would make 75($2.79) = $209.25 for those sales. A total of 550 gallons were sold, so the station would have sold 550 - 75 = 475 gallons of regular gasoline. The sales for the regular gasoline would be 475($2.39) = $1,135.25. The total sales for both types of gasoline would be $209.25 + $1,135.25 = $1,344.50. That matches the information in the question, so (B) is correct.

[+] See the Answer

2. If f(x) = 2x 2 + 4 for all real numbers x , which of the following is equal to f(3) + f(5) ?

(A) (B) (C) (D) f (4) f (6) f (10) f (15)

Answer: (B) f (6)

To find the value of f(3) + f(5), find the values of f (3) and f (5) separately: f(3) = 2(3) 2 + 4 = 22 and f(5) = 2(5) 2 + 4 = 54 . So f(3) + 5(5) = 76. You can tell that f (4) will be between 22 and 54, so you can cross out (A). If you ballpark (C) and (D), putting 10 or 15 in the function will give you a number bigger than 100, and you're looking for 76, so (C) and (D) are too big. That means the answer is (B) by process of elimination.

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Don't use a calculator for question 3.
3. In the figure below, circle O has a radius of 8, and angle XOY measures 5 ⁄ 16 π radians. What is the measure of minor arc XY ?

(A) (B)
5 ⁄ 5 ⁄ 2 π 16 π (C) 5π (D) 16π

Answer: (B) 5 ⁄ 2 π

Because the question wants arc length and gives you the measure of the central angle in radians, you can use the formula s = rθ to find the arc length: s = (8)( 5 ⁄ 16 π) = 40 ⁄ 16 π , which reduces to 5 ⁄ 2 π , which is (B).

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Questions 1-3 are based on the following passage. Stumped? Check out these SAT reading tips.
This passage is excerpted from the 1854 book Walden by Henry David Thoreau, which details Thoreau's experience living in a cabin alone for two years.

I think that I love society as much as most, and am ready enough to fasten myself like a bloodsucker for the time to any full-blooded man that comes in my way. I am naturally no hermit, (5) but might possibly sit out the sturdiest frequenter for the bar-room, if my business called me thither.

I had three chairs in my house; one for solitude, two for friendship, three for society. When visitors come in larger and unexpected (10) numbers there was but the third chair for them all, but they generally economized the room by standing up. It is surprising how many great men and women a small house will contain. I have had twenty-five or thirty souls, with their bodies, (15) at once under my roof, and yet we often parted without being aware that we had come very near to one another.

One inconvenience I sometimes experienced in so small a house, the difficulty of getting to a (20) sufficient distance from my guest when we began to utter the big thoughts in big words. You want room for your thoughts to get into sailing trim and run a course or two before they make their port. The bullet of your thought must have (25) overcome its lateral and ricochet motion and fallen into its last and steady course before it reaches the ear of the hearer, else it may plow out again through the side of his head. Also our sentences wanted room to unfold and form (30) their columns in the interval. Individuals, like nations, must have suitable broad and natural boundaries, even a considerable neutral ground, between them. I have found it a singular luxury to talk across the pond to a companion on the (35) opposite side. In my house we were so near that we could not begin to hear-we could not speak low enough to be heard; as when you throw two stones into calm water so near that they break each other's undulations. As the conversation (40) began to assume a loftier and grander tone, we gradually shoved our chairs farther apart till they touched the wall in opposite corners and then commonly there was not room enough.

My "best" room, however, my withdrawing (45) room, always ready for company, on whose carpet the sun rarely fell, was the pine wood behind my house. Thither in summer days, when distinguished guests came, I took them, and a priceless domestic swept the floor and dusted the (50) furniture and kept the things in order.

If one guest came he sometimes partook of my frugal meal, and it was no interruption to conversation to be stirring a hasty-pudding or watching the rising and maturing of a loaf of (55) bread in the ashes, in the meanwhile. But if twenty came and sat in my house there was nothing said about dinner, though there might be bread enough for two, more than if eating were a forsaken habit; but we naturally practised (60) abstinence; and this was never felt to be an offence against hospitality, but the most proper and considerate course. The waste and decay of physical life, which so often needs repair, seemed miraculously retarded in such a case, and the vital (65) vigor stood its ground. I could entertain thus a thousand as well as twenty; and if any ever went away disappointed or hungry from my house when they found me at home, they may depend upon it that I sympathized with them at least. So (70) easy it is, though many housekeepers doubt it, to establish new and better customs in the place of the old. You need not rest your reputation on the dinners you give.

As for men, they will hardly fail one (75) anywhere. I had more visitors while I lived in the woods than at any other period in my life; I mean that I had some. I met several there under more favorable circumstances than I could anywhere else. But fewer came to see me on trivial business. (80) In this respect, my company was winnowed by my mere distance from town. I had withdrawn so far within the great ocean of solitude, into which the rivers of society empty, that for the most part, so far as my needs were concerned, only the finest (85) sediment was deposited around me.

1. The main narrative point of view in the passage is of

(A) a man adjusting to life in a big city after growing up on a farm.
(B) a discussion of visitors to a small house away from city life.
(C) a sailor discussing the pond on which he grew up and how it affected his friendships.
(D) a man discussing the potential of big thoughts and their need to be expressed.

Answer: (B)

The main narrative point of view in this passage is from a man who is living in a house near a pond (as evidenced by his statement "I have found it a singular luxury to talk across the pond"), which is near the woods (as noted when he says..."the pine wood behind my house"). Choice (A) is incorrect because the narrator is not in the city. Choice (C) is incorrect because there is no evidence that the author was a sailor. Choice (D) is incorrect because, while the author does discuss thoughts in the third paragraph, it is not the main subject discussed by the man in the passage. Therefore, (B) is the correct answer.

[+] See the Answer

2. In the context of the passage, the phrase "as when you throw two stones into calm water so near they break each other's undulations," (lines 37-39) is best described as

(A) a reference to the author's childhood days when he threw stones into a lake.
(B) an analogy used to elaborate on a previous statement.
(C) a way to expand on the reasons national boundaries are always changing.
(D) a reason that the author and his companion had to continually move their chairs to be heard.

Answer: (D)

The author says that big thoughts must have room to move around before being heard. He says that he enjoys talking across the pond because there is enough room for thoughts to be heard . There is no evidence in the passage that the big thoughts need to be violent, so eliminate (A). Eliminate (B) because the author does not state that big thoughts need to break out of the receiver's head, only that they could if they are not given enough time to develop. Choice (C) is incorrect because it is too far from the text. The author is not literally saying that thoughts need more time to reach the hearer. Since (D) most closely matches the text, it is correct.

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3. As used in line 27, "plow" most nearly means

(A) push.
(B) furrow.
(C) cultivate.
(D) walk.

Answer: (A)

The author notes that the ideas need to bounce around and settle, or they will plow and push their way out of the listener's head. Therefore, (A) is the correct answer because it matches the prediction from the text, and the other answers do not.

[+] See the Answer

Questions 1-3 are based on the following passage. Learn how to tackle the SAT Writing & Language Section.
After reading the passage below, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portions of the passage as it is.

The speakers of what has come to be known as (1) Appalachian English has used a form of English that few can explain. Many scholars believe Appalachian pronunciation comes from Scots-Irish immigration, but (2) some theorizes that this dialect of English may be closer to what Londoners spoke in Elizabethan times. Trying to understand these changes (3) demonstrate that although we all technically speak English, we speak very different languages indeed.

1.
(A) NO CHANGE
(B) Appalachian English uses
(C) Appalachian English use
(D) Appalachian English using

Answer: (C) Appalachian English use

First check what's changing in the answer choices. When you see verbs changing in the answer choices, the first thing to check is the subject of the sentence. Is the verb consistent with the subject? In this case, it's not. The subject of this sentence is speakers , which is plural. Therefore, only (A) and (B) have to be eliminated, and (D) creates an incomplete idea. Only (C) can work in the context.

[+] See the Answer

2.
(A) NO CHANGE
(B) some theorized
(C) some have theorized
(D) some theorize

Answer: (D) some theorize

Check what's changing in the answer choices. The word some remains consistent, but the verbs are changing. Remember from the first question that whenever you see verbs changing, make sure the verb is consistent with the subject. Because the subject of this sentence is some , you can eliminate (A) which isn't consistent. Then because all the others are consistent with the subject, make sure they are consistent with the other verbs. It looks like all the other verbs in this sentence- believe, comes, may be, -are in the present tense, so the underlined verb should be as well, as it is in (D). Choices (B) and (C) could work in some contexts, but not this one.

[+] See the Answer

3.
(A) NO CHANGE
(B) demonstrate that although we all technically spoke English, we speak
(C) demonstrates that although we all technically speak English, we might have been speaking
(D) demonstrates that although we all technically speak English, we speak

Answer: (D) demonstrates that although we all technically speak English, we speak

First check what's changing in the answer choices. It looks like lots of verbs! Let's start with the first. See which one, demonstrate or demonstrates , is consistent with the subject. That subject is Trying , which is singular, thus eliminating (A) and (B). Then, we have to choose between speak and might have been speaking . Since both of these are consistent with the subject we , let's try to the pick the one that is most consistent with other verbs. The only other verbs are demonstrates and speak , both of which are in the present tense and don't use the odd might have been form. Therefore, if we have to choose between (C) and (D), (D) is definitely better.

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Challenge Yourself with These SAT Practice Questions

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Want a preview of some of the question types on the redesigned SAT ? Try the SAT sample questions below. Challenge yourself with some reading, writing, and language practice. Try our SAT math practice questions to see if your math skills are up to par or if you still need some SAT math review .

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Create a personal error log documenting 5 run-on sentences and 5 modifier errors found in your own writing or online articles. Correct each error and explain the fix. This builds awareness of common mistakes.

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Complete online grammar exercises focusing on sentence structure and modifiers. Aim for 80% accuracy. Track your progress and note which question types are most challenging.

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50+ Run On Sentences worksheets on Quizizz | Free & Printable

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Run On Sentences Worksheet For Kids | Free Printable Worksheets by Quizizz

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Prepare to teach one concept from today's lesson to a classmate next week. Create a 2-minute explanation with examples. This reinforces understanding and builds confidence.

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Read one SAT writing passage and identify all grammar errors, focusing on run-on sentences and modifiers. Time yourself to build test-taking stamina. Bring questions to next class for discussion.